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FACTORS AFFECTING MATHEMATICS PERFORMANCE OF

GRADE IV PUPIL’S OF STA. RITA ELEMENTARY
SCHOOL AT STA.RITA, MASINLOC
ZAMBALES S.Y 2016-2017

A Thesis
Presented to the Faculty of the
Ramon Magsaysay Technological University
Masinloc, Zambales

In Partial Fulfillment
of the Requirement for the Degree
BACHELOR IN ELEMENTARY EDUCATION

By

Leader: Micaela L.Mapa

Asst.Leader: Shaina E. Elgincolin
Member: Janine Tanque
Dhyna Farrales

March 2017
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Chapter I

INTRODUCTION

Background of the Study

Understanding basic mathematics is an essential life skill, and a good start at primary

school paves the way for success at secondary school and beyond. Since the late 1990’s,

the Department for Children, School and Families (the Department) has had a specific

National Strategy to improve performance in primary mathematics. The strategy aims to

raise performance through extensive teaching and learning resources, supported by

professional development programmes for teachers. Despite the expenditure

improvements in the mathematics result o primary school pupils have leveled off since

2000. In 2008 79% of pupils met the Government’s expected standard at key stage 2

(age 11) in national test: the highest recorded results, but well short of the Department’s

ambition of 85% by 2006. This means that 21% of pupils over one in five are starting

secondary school without a secure foundation in mathematics. In common with other

subjects, there are persistent gaps in the mathematics performance of primary school

pupils from different backgrounds and with different characteristics. In contrast to other

subjects, boys are making more progress than girls. The biggest attainment gap- 18% is

related to deprivation. (www.google.com)

In 2008, 1,648 school were deemed to be underperforming in mathematics

compared with 3,570 in 2003, a reduction of 54%. However, there is still a big gap in

performance at school level that is partly linked in deprivation. Performance varies across
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England and between local authorities, with the percentage of pupils achieving the

expected standard at Key Stage 2 ranging from 70% to 87%. ( www.google.com)

Teaching quality is important, with pupil’s rating a good and enthusiastic teacher

as the greatest influence in their enjoyment in mathematics. The lack of depth in subject

knowledge of many primary school teachers and the lack of take-up of continuing

professional development in mathematics are major concerns which the Department has

only recently begun to address through a ten year programme to train 13,000 specialist

teachers. (www.google.com)

Early achievement in mathematics is essential to provide pupils with a platform to

make good progress with further studies in a range of subjects. Pupils who do not make

progress in mathematics at primary school are less likely to progress subsequently and

there are implications for the nations economy because they are likely to be disadvantage

in the labour market. The strong linked between achieving a good level of performance in

mathematics by the end of primary school and continuing success through secondary

school is measurable. (www. google.com)

According to Shereiber (Year 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 education in asia seemed to outperform

their counterparts. Many studies have examined students thinking about school and their

attitude toward mathematics. Mathematics performances involves a complex interaction

or factors on school outcome. Although the relation between mathematics performance

and student factor has been studied widely, it is important to explore the factors that

contribute student’s mathematics performance.

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Mathematics performance has improved again through expecting students to

achieve providing instruction based on individual students 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.

(Hansen,2011)

Thus, the researcher aim to know the Factors Affecting Mathematics

Performance of Grade 4 pupil’s in Sta. Rita Elementary School at Sta. Rita, Masinloc,

Zambales S.Y. 2016-2017.

Statement of the Problem

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The study attempts to determine the factor affecting Mathematics Performance of

Grade 4 pupil’s of Sta. Rita Elementary School at Sta. Rita, Masinloc, Zambales School

Year 2016-2017.

It seek to answer the following questions:

1. What is the profile of the Grade 4 students in terms of:

1.1 Age;

1.2 Sex;

1.3 Occupation of Parents; and

1.4 Ordinal position?

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

2.1 Interest; and

2.2 Study Habits?

3. What is the extent of teacher-related factors as evaluated by the student in terms of:

3.1 Personality Traits;

3.2 Teaching Skills; and

3.3 Instructional Materials?

4. Is there any significance difference in the extent of student related-factors when

grouped according to profile variables.

5. Is there any significance difference in the extent of teacher-related factors when

grouped according to profile variables.

Scope and Limitation of Study

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The present undertaking will only focus among Grade 4 pupil’s of Sta. Rita Elementary

School at Sta. Rita, Masinloc, Zambales, School Year 2016-2017. It will specifically focus on:

The profile of the Grade 4 pupil’s in terms of Age, Sex, Occupation of their parents. The extent

of the student-related factors in terms of their Interest and Study Habits; The extent of the

teacher-related factors as evaluated by the students in terms of Personality Traits, Teaching Skills

and Instructional Materials; The significant difference in the extent of student-related factors

when grouped according to profile variables; The significant difference in the extent of teacher-

related factors when grouped according to profile variables on factors affecting Mathematics

Performance. Since Sta. Rita Elementary School is found at the center of the Brgy. Sta. Rita,

Masinloc Zambales. Hence, the researcher decided to take the entire class as their respondents.

Significance of the Study

This study is deemed important to the following:

1. Administration. To be aware in the needs and interest of the students and to

familiarize the factors affecting Mathematics performance.

2. Teachers. To make an adjustment in order to adapt to the needs of the students.

3. Pupils. To enhance their abilities and encourage them to uplift more their

potentialities when it comes to analyzing and solving.

4. Parents. To give them information about what students performs inside the class

during Mathematics subject. To guide and support their siblings in their studying

especially in mathematics.
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5. Future Researcher. To provide some insights for further research works along this

line.