Psych Educ, Document ID: 2022PEMJ0, doi: 10.5281/zenodo.

6619461
Research Article

Mathematical Abilities of Grade 6 Pupils and Their Relationship to Personal Attributes

Lanie Echon-Eclevia*
For affiliations and correspondence, see the last page.

Abstract
This study aimed to determine the relationship between the general and specific mathematical
abilities of grade 6 pupils of Candelaria District during the school year 2016 – 2017 with some of
their personal variables. This is with an end view sharing school heads and teachers pertinent
information which have relevance to an understanding of the individual needs of pupils. Thus, the
content of mathematics instruction can be identified on hand and the appropriate teaching strategies
and techniques can be applied on the sample of 195 grade 6 pupils were the subjects of the
investigation. The descriptive research was used as the method of investigation. The main data
gathering tool was the Mathematics Achievement Test prepared by the researcher. The data collected
was the subjects’ overall score in the Mathematics Achievement Test. The subjects’ identified
personal attributes namely, general academic performance in grade 5, interest in mathematics and
their parents/guardians educational attainment were also collected. Findings revealed that the general
mathematical abilities of grade 6 pupils were generally low as manifested by their positively skewed
distribution. The general mathematical abilities were dependent on their general academic
performance, interest in mathematics and to the educational attainment of their parents/ guardians.

Keywords: General and Specific Mathematical Abilities

Introduction formulas. The composite of these mathematical

conceptual and process skills make up the general
Mathematics is the mother of all sciences (Corpuz et abilities of an individual.
al., 2013). No science can ever exist without the aid of
In the K to 12 Curriculum, Mathematics as a subject is
mathematics. Science provides mathematics with
taught from Kindergarten to Senior High School. The
interesting problems to investigate while mathematics
five content areas in the curriculum are: Number and
provides science with powerful tools, i.e. carefully
Number Sense, Measurement, Geometry, Patterns and
defined terms and concise representations which add
Algebra and Probability and Statistics. In Mathematics
precision to communication and the rules for analyzing
teaching, the desired outcomes i.e. critical thinking and
scientific ideas and data rigorously to determine
problem solving are expressed in the forms of Content
whether or not, an idea is true. Along this line,
Standards as benchmarks for knowledge and skills and
Salandanan (2006) underscored that mathematics
Performance Standards as benchmarks for transfer of
contributes to a more specialized education of various
learning. The Content Standards answer the questions:
professionals like scientists, accountants, statisticians,
“What do students want to know, be able to do and
engineers and other professions which rely heavily on
understand, while the Performance Standards answer
accurate measurements and quantification in order to
the questions: “What do we want students to do with
understand better the studies they are conducting.
their learning or understanding?” (DepEd Order
Viewed by society as the foundation of scientific and
No.36, s. 2012). Along the same breath, the specific
technological knowledge that contributes in social and
skills and processes to be developed among students
economic development of the nation, man needs to be
are: knowing and understanding; estimating,
functionally literate in mathematics. To be functionally
computing, and solving; visualizing and modeling;
literate, one has to be well – equipped with higher
representing and communicating; conjecturing,
mathematical knowledge and skills and apply these
reasoning, proving and decision-making; and applying
skills to the solution of problems he meets in his
and connecting (Corpuz et al., 2015)
business of living and in adjusting himself to the
rapidly changing and globalized environment in which
According to the Teacher Education Council (2007),
he lives. He has to develop the ability to compute with
what has been taught must be evaluated to know
rational numbers in the form of fractions, decimals and
whether what was taught has been learned. As an
percentage. He has to learn how to interpret and
element of the curriculum, assessment is considered as
evaluate formulas, how to interpret and construct
integral to the teaching-learning process. Assessment
graphs and to solve simple equations which involve
measures whether the objectives of instruction have

Lanie Eclevia
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Research Article
been achieved and the extent to which the content, the
materials and strategies in teaching the subject have
been effective in contributing to the attainment of the
objectives. The results of the assessment are then used
by the teacher to make decisions about his teaching.
Assessment, therefore, is used to inform instruction. In
this sense, assessment becomes a tool for improving
the teaching/learning. One way of assessing students’
performance is through administration of achievement
test.
To compete in our 21st century global economy,
today’s students in all instructional levels, need to
have solid mathematical skills regardless of whether
they enter the workforce or continue into higher
institutions. Students with strong mathematics
background are more likely to be employed and earn
more than those with lower achievement in
mathematics even if they have not gone to college.
Hence, it is critical that students leave school
knowledgeable and proficient in mathematics. Despite
the important role that mathematics plays in society,
performance of students in Mathematics examinations
like in National Achievement Test (NAT) has always
been way down the standard criterion set by the
Department of Education in terms of achievement
level. Likewise, performance of students in
international tests such as the Trends in International
Mathematics and Science Study (TIMSS) is as dismal.
Results pointed out that many students who finished
basic education do not possess sufficient mastery of
basic competencies (DepEd Discussion Paper on K to
12 Program, 2010). The deteriorating competencies of
our students in Mathematics has been noted study after
study since the 1960’s. The many good intentions of
all our government and education officials and
stakeholders have failed to yield significant gains.
(The National Education For All Committee (2006).
Obviously, much is expected of the Basic Education
teachers who are at the forefront of our school system.
The quality of teaching and learning mathematics rests
heavily on their shoulders.
The imperatives of Mathematics instruction and
achievement of our students in Mathematics are
equally important in planning and implementing an
effective instructional program. The teacher must,
therefore, be well informed on the background
knowledge of students in Mathematics if his teaching
is to be effective. Likewise, an analysis of the
student’s characteristics is necessary at the beginning
of the school year so that teaching and learning can
take place the soonest. Information on the personal and
social characteristics of the students of the school can
serve as a guide to curriculum planners/school heads
Lanie Eclevia
and mathematics teachers in providing school
experiences that enable the learners to reach their
potential, and develop the skills, attitudes and abilities
they need to respond to the demands of rapidly
changing world.
Seen from a positive point of view, the researcher is
challenged to conduct a thorough analysis of students’
certain personal characteristics and their relationships
with their general as well as specific mathematical
abilities. Findings of the study, will serve as baseline
information in search for an effective Mathematics
instructional program to strengthen/sustain the interest
of diversified learners for a more meaningful learning
outcomes and lifelong learning. Hence, this study is a
step forward toward such a direction.
The reasons cited for the relatively low performance of
our students in Mathematics are: inadequacy of
instructional time or time on task, which our students
got and the congested curriculum. The congested
curriculum partly pointed out the state of our
educational system where the 2002 Basic Education
Curriculum (BEC) was designed to teach a 12 year
Curriculum yet it was delivered in 10 years. The
research findings of the Comparative study of
Curricula conducted by SEAMEO INNOTECH,
affirmed the Philippine Basic Education Curriculum is
congested especially the Mathematics, Science and
Language Subjects. The 2003 Functional Literacy,
Education and Mass Media Survey (FLEMMS) based
on Cohort Survival data ( 2002-2003) and
Achievement Test Results (SY 2002-2003) pointed out
that for every typical 1,000 Grade 1 entrants, only 349
will graduate elementary in 6 years but only 7
elementary school graduates will have at least 75%
score in achievement tests for English, Mathematics
and Science. Thus, for every 1,000 Grade 1 entrants,
the nation’s public schools produce only 7 graduates in
Grade 6, with sufficient mastery of English,
Mathematics and Science competencies after exerting
effort for an average of 7.31 school years per graduate.
Moreover, the survey (2003) showed that Philippine
schools as a whole system have failed to deliver
overall excellence (high average achievement by all
students). In Mathematics, the proficiency of teachers
in this subject was the second most important predictor
of student achievement after socio-economic status.
The current discussion and pressing issues among
educators emphasize the need for effective
instructional design to produce individuals who can
understand and apply fundamental mathematics
concepts. Considering students’ needs and
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Research Article
comprehension of higher-order mathematical
knowledge, instructional design provides a systematic
process and a framework for analytical planning,
developing and adapting mathematics instruction
(Saritas, 2004). “It is a linking science – a body of
knowledge that prescribes instructional actions to
optimize desired instructional outcomes such as
achievement and effort (Reigeluth, 2003). Likewise,
instructional design is an effective way to alleviate
problems related to the quality of teaching and
learning. It is a challenging procedure requiring the
consideration of all elements of learning to bring about
the desired change (Colakoglu et al., 2008).
The teacher must therefore, be well informed not only
of the background knowledge of his students’ but also
of the many variables as predictors of mathematics
achievement. On hand are some of the studies related
to this study on determining the variables influencing
the general mathematical abilities of student. Saritas et
al. (2004) findings showed that general scholastic
ability, as well as interest in Mathematics, were
believed to be effective on the mathematics
achievement of students. Interest in Mathematics
emerged as one of the influential factor on the
mathematics achievement of students. According to
Nicolaidou, et.al., (2003) in his study, students learn
more effectively when they are interested and when
they enjoy what they are learning. As revealed by
Jensen et al., (2000) in their study factors such as
individual interest in Mathematics, parents’ role and
social environment had a significant influence on
“further education” decisions and achievements of
young students. Meece et al., (2000) investigated
cognitive motivational variables that influence high
school students’ decisions to enroll in Advance
Mathematics courses. Their findings revealed that
interest in mathematics and mathematics ability
perceptions affect students’ valuing of mathematics
and their expectations for achievement. Prior
knowledge is considered as a very important factor in
the learning of mathematics. Alexander and Jetton
(2000) underscored that the students’ background
knowledge is very essential especially when they are
learning new concepts. The prior knowledge of the
students can help them to understand new lesson
especially when they are activated and they serve as
pre-requisite information. Coper and Kiger (2004) say
that the individuals develop a cognitive structure of
knowledge in their minds as the individual experiences
the world, they add new ideas, and information to the
interrelated categories. Hence, prior knowledge can aid
new learning. An individual who can transfer prior
knowledge appropriately to new learning could gain
more than a learner who misapplied knowledge who
Lanie Eclevia
has no prior knowledge. Pare, et.al. (2000) are of view
that if prior knowledge is inaccurate, incomplete or
misleading, it can hinder understanding or learning
new information.The prior knowledge for the purpose
of this study was the General Scholastic Rating of the
student in Grade 5 which is the average of a student’s
previous learning and experience in Grade 5. This will
enhance his ability to understand new knowledge or
lesson in Grade 6 mathematics. Effects of
demographic factors including gender, parents
educational level and socio-economic status on
mathematics achievement were investigated by Saritas,
et.al., (2004). The findings revealed that parent’s
educational level was found to be an important factor
influencing the mathematics achievement of students.
This was similar to the results of Hombo, et.al.,
(2000). Parents with higher level of education could be
a role model for their children to accomplish high
levels of achievement in mathematics courses. The
findings further revealed that parents’ education level
was the second most important factor of student
achievement in mathematics after socio – economic
status. Considene, et.al.,(2002) argued that families
where the parents are advantaged socially,
educationally and economically foster on a high level
of achievement in their children. Parents educational
level has been shown to be a factor in academic
achievement. Parents serve as a role model and a guide
in encouraging their children to pursue high
educational goals and desires by establishing the
educational resources on hand in the home and holding
particular attitudes and values towards their children’s
learning. In this case, the educational attainment of
parents serve as an indicator of attitudes and values
which parents use to create a home environment that
can affect children’s learning and achievement. A
number of studies indicated that student achievement
is correlated highly with the educational attainment of
parents. For instance, students whose parents had less
than high school education obtained lower grades in
Mathematics than those whose parents had higher
levels of education (Campbell, et.al., 2000). Research
has shown that parents’ educational level not only
impact student attitudes toward learning but also
impact their mathematics scores.
Therefore, this study was conducted to assess the
general and specific mathematical abilities of grade 6
pupils in the public elementary schools in Candelaria
District, Schools Division of Zambales during the
school year 2016-2017. Specifically, this study sought
to answer the following problems: (1) How are the
general and specific mathematical abilities of grade 6
students of the public elementary schools in
Candelaria District during the school year 2016-2017
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distributed? (2) How may the general as well as the
specific mathematical abilities of the grade 6 pupils be
described in terms of understanding mathematical
terms and concepts, ability to use mathematical
symbols and notations, ability to understand and
interpret diagrams and graphs, computational ability
and problem-solving skills? (3) How do their general
and specific mathematical ability vary when they are
grouped according to their personal attributes namely:
general academic performance, their interest in
mathematics and educational attainment of their
parents/guardians? and (4) What recommendations can
be proposed to improve pupils’ academic performance
in Mathematics?
Methodology
The researcher used descriptive research as a method
of investigation. Calmorin (2010) underscored that in
the descriptive method, the study focuses at the present
situation (what is). The purpose is to find new truth.
The truth may have different forms such as increased
quantity of knowledge, a new generalization, an
increased insight into factors which are operating, the
discovery of new causal relationship, a more accurate
formulation of the problem to be solved, and many
others. The participants in this study consisted of one
hundred ninety-five (195) Grade 6 pupils who were
randomly drawn from the total population of five
hundred sixty-one (561) Grade 6 pupils of the fifteen
(15) public elementary schools in Candelaria District
using lottery technique.
For the purpose of gathering the data of interest, the
researcher secured the permission of the Schools
Division Superintendent of Zambales through the
Principal of Babancal Elementary School, Candelaria
District to administer the achievement test. Armed
with the approval from the Schools Division
Superintendent, the researcher solicited the assistance
of concerned school heads to ensure success in the
administration and retrieval of the instruments which
the researcher personally administered.
The Mathematics Achievement Test for Grade 6 was
the main tool in gathering the data in the study,
constructed and duly validated by the researcher to
measure the general and specific mathematical abilities
Lanie Eclevia
of the Grade 6 pupils in Candelaria District. The test
was composed of fifty (50) items in a multiple choice
type of questions. It has four (4) components: Test I
(18 items) = Understanding mathematical terms and
concepts; Test II (10 items) – Ability to use
mathematical symbols and notations and (4 items) –
Ability to understand and interpret diagrams and
graphs; Test III (10 items) – computational ability; and
Test IV (8 items) – Problem solving skills. These
topics were taken in an increasing degree of difficulty
and complexity.
The Mathematics Achievement Test for Grade 6 was
prepared by the researcher, culled from instruments of
previous studies and mathematics curriculum guide for
grade 5 and 6. To establish the content validity of the
test, the Mathematics Achievement Test and Table of
Specifications were handed to each identified judge.
Their responses positively established the content
validity of the test. In establishing the reliability of the
test, the researcher utilized the split-half method. The
researcher sought the permission of the Principal of
Babancal Elementary School, Candelaria District to
allow her to pretest the Mathematics Achievement
Test to the thirty-seven (37) Grade 6 pupils who were
not included as participants in this study. Data
gathered were statistically treated using odd-even to
establish the reliability of the test. Data yielded 0.79
which indicated that the test was reliable.
The researcher classified the information provided by
the student in an attached sheet and checked each
student’s answer sheet. The data derived from the test
were treated and analyzed in terms of frequency
counts, percentage equivalents, mean and standard
deviation. To determine whether the general and
specific mathematical abilities are independent of the
pupils’ academic performance, interest in mathematics
and educational attainment of parents/guardians, the
chi-square (x2) test of relationship was used at a 0.05
level of significance.
Result and Discussion
General Mathematical Abilities of Grade 6 Pupils.
The grade 6 pupils of mathematics are expected to be
competent in the content of mathematics for grade 5 as
indicated in the curriculum guide for grade 5. It should
be recalled that for a test to be within the level of
competence of pupils, the item should be answered
correctly by 60 percent and above of the pupils. A test
item which failed to reach the 60 percent level was
considered inadequately mastered by the pupils. The
average level of mathematical abilities of pupils in
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Research Article
understanding mathematical terms and concepts is
72.31 percent which is higher than the cut-off level of
60 percent hence, the pupils possess adequate
knowledge in mathematical terms and concepts. This
could be attributed to the learnings gained by the
pupils in their previous years of schooling. Pupils’
general level of mathematical abilities in using
mathematical symbols and notations and ability to
understand and interpret diagrams and graphs. Their
obtained level of competencies was 69.09 percent a
little higher than the cut-off level of competencies
which is 60 percent. T noted difference was 9.09
percent. This implies that pupils have sufficient
background in these areas. However, it could be noted
that there were two (2) items where pupils’ level of
competencies were below the cut-off level of 60
percent, namely: comparing measurements 55.90
percent (conversion from meters to kilometers) and
comparing measurements 44.62 percent (conversion
from square meters to hectares). Their inadequate
knowledge and skills in these areas could be attributed
to their lack or insufficient exposure in grade 5 where
these topics were included in the curriculum. The
pupils’ average level of competencies in computational
skills is 64.36 percent which is 4.36 percent higher
than the cut-off level of 60 percent. Such levels of
competencies were on addition of dissimilar fractions
60.00 percent; application of multiplication of
fractions 62.56 percent; finding the circumference of a
circle 61.03 percent; dividing decimals by decimals
through hundredths 60.51 percent; and giving the
relationship of fractions and percent and vice versa
61.54 percent; comprehension of volume 63.08
percent; finding the volume of a cube 75.38 percent
and finding the volume of a rectangular prism 69.74
percent. It was noted that in finding the volume of a
cube, the pupils more than 75 percent of the pupils
answered it correctly while in subtraction of dissimilar
fractions, only 60 percent of the pupils were able to get
the correct answer. This finding implies that
computational skills were not given emphasis by their
teachers in previous years, hence their weak
background knowledge and skills in this area. Out of
eight (8) items under problem-solving, four (4) were
not within the level of competencies of pupils. These
were in solving word problems involving surface area
of rectangular prism 53.33 percent; and two (2) items
in solving word problems involving volume of cone
with obtained percentage of 57.95 percent and 58.46
percent, respectively. Their average level of
competencies was 60.13 percent, an increase of 0.13
percent from the cut-off level of competence of 60
percent. These findings implied the inadequate
knowledge of the pupils in problem solving. This
inadequacy of knowledge in problem solving shows
Lanie Eclevia
that said skills in problem solving were not fully
developed by their mathematics teachers during their
early years in school. It could be noted that all the four
areas are within the level of mathematical abilities of
the pupils. These are on understanding mathematical
terms and concepts 72.31 percent; ability to use
mathematical symbols and notations and to understand
and interpret diagrams and graphs 69.09 percent;
computational skills 64.36 percent and problem-
solving 60.13 percent. The data also show that the
average level of mathematical abilities of pupils in
content is 66. 47 percent which is higher than the cut-
off level of 60 percent. This indicates that the pupils
have adequate background knowledge in the different
content areas in grade 6 mathematics.
Distribution of the General as Well as Specific
Mathematical Abilities of Grade 6 Pupils. Any
randomly selected group of subjects in the context of
an identified trait tend to have a distribution along
such a trait in continuum. In a normally distributed
trait, the subjects will, more often than not, follow a
normal distribution. However, in a highly specialized
trait, the trend toward normal distribution becomes
minimal. One of the objectives of the present study is
to determine the distribution of the general as well as
the specific mathematical abilities of a sample of one
hundred ninety-five (195) grade 6 pupils. Table 1
shows the normal and actual distribution of the
subjects according to their respective composite scores
in the Mathematics Achievement Test prepared by the
researcher. A normal distribution for the one hundred
ninety-five (195) subjects would mean thirty-one (31)
cases each in the “high” and “low” general
mathematics ability level. The distribution pattern is
equivalent to percent of the total number of cases in
each of the “high” and “low” levels of mathematical
abilities and 68 percent of the cases in the “average
level”. However, their actual distribution in their
general mathematical abilities are as follows “high”
45; “average” 116; and “low” 34. The actual
distribution suggested a trend forward a positive
skewness. The positively skewed distribution of the
subjects in terms of their general mathematics abilities
tended to indicate that the test in general was difficult.
On the other hand, it could also be that a greater
number of the subjects were deficient in their
mathematics academic performance as manifested by
the one hundred sixteen (116) cases who got average
scores as against one hundred thirteen (113) expected
cases; and thirty-four (34) low scores as against 31
expected cases of the one hundred ninety-five (195)
cases. The skewness of the distribution is +0.3896 as
against zero for normal distribution.
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Research Article
Table 1.
Distribution of the general mathematical abilities of grade 6
Pupils
Mathematical Abilities of Pupils in Relation to
Certain Variables. It was the main purpose of this
study to determine the no significant differences
between the mathematical abilities of grade 6 pupils
and certain variables such as general academic
performance in grade 5; interest in mathematics and
parents’/guardians’ educational attainment. To
determine the significant difference between the
mathematical abilities of pupils and identified
variables, the chi-square (x²) test of independence was
used.
It is evident in Table 2 that the obtained x² value of
163.32 is greater than 7.815 which is the critical value
at the .05 level of probability using 3 degrees of
freedom. The null hypothesis of no relationship
between general academic performance of pupils and
levels of high and low mathematical abilities is
rejected. It means also that pupils’ level of general
mathematical abilities is dependent of their general
academic performance.
Table 2.
Chi-square (x²) test of independence of the mathematical
abilities of pupils and their general academic performance in
grade 5
It is shown in Table 3 that the obtained x² value of
23.12 is greater than 5.991 which is the critical value
at .05 level of probability using 2 degrees of freedom.
The null hypothesis of no relationship between interest
in Mathematics and high and low levels of general
mathematical abilities of pupils is rejected. This means
that general mathematical abilities of pupils are
dependent of their interest in mathematics.
Lanie Eclevia
Table 3.
Chi-square (x²) test of independence of the mathematical
abilities of pupils and their interest in mathematics
The obtained x² value of 7.70 is greater than 5.99
which is the critical value at the .05 level of
probability using 2 degrees of freedom, which is
reflected in Table 4. The null hypothesis of no
relationship between parents’/guardians’ educational
attainment and levels of high and low mathematical
abilities of pupils is rejected. This also indicates that
the general mathematical abilities of grade 6 pupils is
dependent of their parents’/guardians’ educational
attainment.
Table 4.
Chi-square (x²) test of independence of the
mathematical abilities of pupils and their
parents’/guardians’ educational attainment
Conclusion
On the basis of the data gathered the researcher came
up with the following findings: (1) The distribution of
the general as well as the specific mathematical
abilities of the grade 6 pupils of Candelaria District
during the school year 2016 – 2017 are normally
distributed; and (2) The relationship between the
general mathematical abilities of grade 6 pupils and
their identified personal attributes were found to be
significantly related to their personal attributes,
namely: general academic performance, interest in
mathematics and their parents’/guardians’ educational
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Research Article
attainment. Based on the findings of the investigation,
the researcher has concluded that the general
mathematical abilities of the grade 6 pupils of
Candelaria District during the school year 2016 – 2017
was significantly low as manifested by their positively
skewed distribution. Moreover, the general
mathematical abilities of grade 6 pupils was
significantly related to their general academic
performance; interest in mathematics and their
parents’/guardians educational attainment.
There must be further development of the pupils’
ability to use mathematical symbols and concepts
through practice exercises and drills both in the
abstract and concrete forms. Arouse pupils’ interest by
using a variety of stimulating classroom techniques.
There should be further development of computational
skills. Pupils must be required to practice computation
with purpose, enthusiasm and energy. There should be
further development on the pupils’ ability to solve
word problems. More emphasis on the understanding
and application of the steps in problem solving. At the
start of the year or before a topic begun, the
mathematics teachers should administer a diagnostic
test to find out the pupils’ readiness for the incoming
lessons. Said test provides the teacher with the
necessary information on the extent the pupils have
developed prerequisite skills which must be mastered
first before they could benefit from lessons calling for
a hierarchy of skills. This will serve as a guideline
when, where and how to teach the subject matter in
mathematics. Counseling should be extended to
students in matters of acquiring proper study habits.
Proper study habits enable the pupils to achieve a
higher general academic performance, consequently a
higher general mathematical ability. Pupils’ interest in
mathematics should be developed.
References
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trends in academic progress: Three decades of student performance,
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Lanie Eclevia
Corpuz, Brenda B. (2013) The K to 12 Basic Education Curriculum
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Affiliation and Corresponding Information
Corresponding: Lanie Echon-Eclevia
Email: lanie.eclevia@deped.gov.ph
Lanie Echon- Eclevia
Taposo Elementary School, Candelaria District,
Schools Division of Zambales - Philippines
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