FACTORS AFFECTING

GRADE 10 LEARNERS’
ACADEMIC PERFORMANCE
I N M AT H E M AT I C S S U B J E C T
RESEARCHERS:ALBUYA, PHYIA ALEXZANDRA A., ALGAR, NINO LUE A., ALQUISADA, RENCHEL
JAN A., BALDONADO, LESTER B., BALGOS, PAUL ADRIAN G., CAMAYRA, MAXINE HOPE
C., CANTOMAYOR, RICA MARIE C. , SADIA, ALTHEA A., SIATON, EM
 BACKGROUND OF THE STUDY
•Academic performance is the outcome of learners’ effort in examinations. Learners’ academic

performance is determined by a number of factors. Academic performance is measured by the

average marks of the previous semesters and the total average marks. The determining factors of

learners performance have attracted the attention of academic researchers from many areas.

•They have tried to determine which variables impact learners’ performance in positive and

negative direction. Research studies about this subject have been conducted by various academicians

in various countries and areas. The academic performance of learners reflects on their ability to

demonstrate the knowledge they have learnt in tests, quizzes, presentations and final examination.
• The importance of learners’ performance is not only evident to the learners but also to
the universities as it is a measure the success of their education process. Studies in
the education literature have examined the factors that may influence learners’
performance that include physical facilities and qualified educators, learners’ attitudes,
aspirations and self-awareness.
STATEMENT OF THE PROBLEM

1. What is the highest factor that can affect Grade 10 learners’ performances in Mathematics

according to sex, curricular program, and taken as a whole?

2. What is the lowest factor that can affect Grade 10 learners’ performances in Mathematics

according to sex, curricular program, and taken as a whole?

 THEORITICAL FRAMEWORK
•Walberg’s (1981) theory of educational productivity was empirically tested as one of very few

theories of academic achievement. Walberg’s theory of academic achievement posits that

psychological characteristics of individual learners’ and their immediate psychological environments

influence educational outcomes (cognitive, behavioral, and attitudinal) (Reynolds & Walberg, 1992).

• Further, Walberg’s research identified nine key variables that influence educational outcomes as

student ability/prior achievement, motivation, age/developmental level, quantity of instruction, quality

of instruction, classroom climate, home environment, peer group, and exposure to mass media

outside of school (Walberg, Fraser, & Welch, 1986).

C0NCEPTUAL FRAMEWORK
DEPENDENT VARIABLE INDEPENDENT VARIABLE

FACTORS
Motivation and goals Curricular Program
Student’s attitude
School environment
Technologies
Teacher’s Method
Peer factor
Sex
Family Income
Parents education
School facilities
Gender Factor