CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

We live in a mathematical world. Whenever we decide on a purchase, choose

an

Insurance Or health plan, or use a spreadsheet, we rely on mathematical understanding.

The World Wide Web, CD-ROMs and other media disseminate vast quantities of quantitative

information. The level of mathematical think and problem solving needed in the workplace

has increased dramatically. In such a world, those who understand and can do mathematics

will have opportunities that others do not. Mathematical competence opens doors to produc-

tive futures. A lack of mathematical competence close those doors. Students have different

abilities, needs, and interests. Yet everyone needs to be able to use mathematics in his or her

personal life, in the workplace, and in further study. All students deserve an opportunity to

understand the power and beauty of mathematics. Students need to learn a new set of math-

ematics basics that enable them to complete fluently and to solve problem creatively and

resourcefully.

It has taken such a long time to discover the importance of mathematics in our

World the discoveries lead us to more technological or what called industrial Era. wherein the

different usage of technological devices occurred. In this era, application of mathematics helps

to develop and invent such technological devices. Through these application our life became

easier, Nowadays, Mathematics is the key to all Science.

 Despite explaining more about mathematics and the proof that it’s really Important,

the students today do not like this subject. They think that the Mathematics is a boring sub-

ject, and it’s hard to understand formulas, they always say “Why should we study Mathema-

tics, only four major operations are enough and the rest no longer needed. We do use graphs

and formulas in our daily living.” Only if they understand the logic behind this subject and

the principles applied in different problems, if they get what Mathematics really meant to be,

they will find that it is not boring subject, that mathematics is an interesting one. Mathema-

tics becomes part of our life, not only in our academic subjects, but in all part of our integral

life. We don’t see that even in sample conversation mathematics take place. In our transport

ation it also occurs, and in our daily living it definitely applied.

Background

According to Schereiber (2000) those who have positive attitudes toward mathematics

have a better performance in this subject.

Mathematics achievement has shown that the students from each major level of Educ-

ation in Asia seemed to outperform their counterparts. Many studies have examined students’

thinking about school and their attitude toward Mathematics. Mathematics performance invo-

lves a complex interaction of factors on school outcome. Although the relationship between

mathematics performance and students factor has been studied widely, it is important to

explore the factors that contribute students’ mathematics performance.

 Wendy Hansen (2008) stated that boys are more likely than girls to be math

geniuses. The researcher found that neither gender consistently outpaced the other in any

state or at any grade level. Even on test questions from the National Assessment of Educa-

tion Progress that were designed to measure complex reasoning skills, the gender differen-

ces were minuscule, according to the study.

Student engagement in mathematics refers to students’ motivation to learn

Mathematics, their confidence in their ability to succeed in mathematics and their emoti-

Onal feelings about mathematics. Student engagement in mathematics plays a key role

in the acquisition of math skill and knowledge – students who are engaged in the learning

process will tend to learn more and be more receptive to further learning. Student engage-

ment also has an impact upon course selection, education pathways and later career

choices.

Mathematics performance has improved, again, though expecting students

to achieve, providing instruction base on individual student needs and using a variety of

methods to reach all learners. One factor has been aligning the math curriculum to ensure

that the delivery of instruction is consistent with the assessment frequency.

This particular study attempts to determine the factors affecting mathem-

atics performance of Laboratory High School at Laguna State Polytechnic University acad-

emic Year 2009-2010.

Theoretical Framework

Dweek, C. S. (1999) stated that students believe that their ability is fixed,

probably at birth, and there is very little if anything they can do to improve it is called

fixed IQ theorists. They believe ability comes from talent rather than from the slow

development of skills through learning. “it’s all in the genes”. Either you can do it with

little effort, E.g. “I can do math”. And Untapped Potential theorists, student believe

that ability and success are due to learning, and requires time and effort. In the case

of difficulty one must try harder, try another approach, or seek help etc.

Inzlicht (2003) stated that entity and incremental theories of ability were

assessed separately so that their separate influences could be examined; mathematics

performance was examined by controlling for prior math performance. Entity theory was

expected to be a negative predictor of performance, whereas incremental theory was

expected to be a positive predictor.

Guohua Peng (2002) stated that simple traditional methods gradually

Make the students feel that mathematics is pointless and has little value to them in real

Life . It becomes a student they are forced to study, but one that is useless to them in

Real life.

Dan Hull (1999) stated that growing numbers of teachers today–especially

those frustrated by repeated lack of student success in demonstrating basic proficiency

on standard tests are discovering that most students’ interest and achievement in math,
science, and language improve dramatically when they are helped to make connections

between new information (knowledge) and experiences they have had, or with other.

knowledge they have already mastered. Students’ involvement in their schoolwork

increases significantly when they are taught why they are learning the concepts and

how those concepts can be used outside the classroom. And most students learn

much more efficiently when they are allowed to work cooperatively with other student

in groups or terms.

Conceptual Framework

The major concept of this study is focused on factors affecting Mathematics

Performance of Laboratory High School Students at Laguna State Polytechnic University

Academic Year 2009-2010.

Figure 1: shows the relationship of input variables which contain the extent

of the student-related factors and the extent of the teacher-related factors. While in the

process contains the survey, data gathering, data analysis, and data interpretation. And

output variables contain the analysis of student-related factors and teacher-related factors.
 INPUT PROCESS OUTPUT

STUDENT-RELATED

FACTORS

Interest

Study Habits

TEACHER-RELATED

FACTORS
Survey An Analysis of student-
Personality Traits
Data Gathering related factors
Teaching Skills
Data Analysis
Instructional Materi-
Data Interpretation An analysis of teacher-
als
related factors1

FIGURE 1. A conceptual paradigm shows the relationship of students' mathe-

matics

performance in student-related factors and in teacher-related factors.

Statement of the Problem

The study attempts to determine the factors affecting mathematics

performance of Laboratory High School Students at Laguna State Polytechnic

University Academic Year 2009-2010.

Specifically, it sought to answer the following questions:

1. What is the extent of the student-related factors in terms of

1.1 Interest

1.2 Study Habits

2. What is the extent of teacher-related factors as evaluated by the students in

terms

2.1 Personality Trails