Spus Thesis Writing 2

St.
Paul University Surigao

St. Paul University System
Surigao City, Philippines
DETERMINANTS OF ACADEMIC PERFORMANCE OF GRADE 4 MATH
SUBJECT OF THE PUPILS OF SURIGAO CITY DISTRICT I:
BASIS FOR INTERVENTION PLAN
A Thesis Presented to
The Faculty of Graduate School
St. Paul University Surigao
Surigao City
In Partial Fulfillment of the Requirements for the Degree

MASTER OF ARTS
Major in Educational Management
By
JESUS A. MOSA JR.
June 18, 201

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
The K to 12 Mathematics Curriculum is a new curriculum for young mathematics
generation both teachers and students. It serves as the basis of new interventions,
scientific discoveries, and research studies. Not all subjects can stand alone without the
use of Mathematics (Culaste, 2011). It serves as a language of all subjects in any field
or area (Dela Cruz and Lapinid, 2014). It also serves as a tool in our day-to-day basis in
our life.
In the Trends in International Mathematics and Science Study in 2003, Philippines
scored 378 and ranked 34th of 38 countries in mathematics (Culaste, 2011). The ranking
speaks of the poor quality of math in the Philippines as compared to the other countries.
In the 2015-2016 Global Competitiveness Report of the World Economic Forum,
Philippines ranked 79th of 138 countries in the Philippine Math educational
performance (Dela Cruz, 2017).
The recently conducted Division MTAP competition last January 2018 participated
in by the elementary grades specifically the Grade 5 pupils of District I, showed very
discouraging results. . In spite the implementation of educational reforms and the
various learning strategies to upgrade the curriculum and the weekly review conducted
by the teachers of the district specifically in our school Day-Asan Elementary School,
results of the MTAP revealed the low performance of the pupils in mathematics.
In the Philippines, a study conducted by Dela Cruz and Lapinid (2014) revealed
that 40% of their respondents were below the satisfactory level in translating worded
problems due to the following difficulties: carelessness, lack of comprehension,
interchanging values, and unfamiliar words. While the study of Alkan (2013) stressed
the various issues and difficulties in teaching and learning mathematics in the
classroom.
Implemented educational programs were mostly focused on the student factors
indicating specifically on the students’ attitude on mathematics, and attitude towards
the school. Factors, such as demographic profile, attitudes toward the subject and
attitude towards the school, can affect academic performance (Chambers & Schreiber,
2014). They are important factors to consider in every learning institution. They play an
important role in the success or failure of the student’s academic life. One complexity
of investigating the relationship between demographic profile, attitudes toward
mathematics and school is that it is relatively a neglected topic in the literature as few
studies examine these variables (Villanueva, 2013).
In the Schools of Surigao City District I to strengthen the numeracy of elementary
learners, the said district launched the program Early language Literacy and Numeracy
in 2015 following DepEd Order No. 12 s. of 2015. This is supported by DepEd Order
No. 17 s. 2017, where the teachers and schools, are asked to mobilize resources and
strategies to increase participation, completion, retention, and performance in all
subject areas especially mathematics. Also, the Division of Surigao City made intensive
efforts to conduct remediation on classes and promote the educational project GLIDE
(Gaps in Learning Basis for Incremental Development Efforts). This educational
project served as basis for the schools to formulate their school project to improve
student performance.
Aspiring to be a School Head of Surigao City District I, the researcher will explore
three important concepts that could possibly be the factors that affect students’
performance in Mathematics in designing the best classroom activities for teachers and
students. The first factor is on the pupils’ attitude towards the subject and the school
classroom setting. The second factor is on the home factors. Moreover, the third
factor is on the teachers’ factors. The researcher will attempt to make an intervention
plan to improve classroom-based activities.
Conceptual Framework of the Study
The mathematics capability and learning to achieve good grades in mathematics is
not only an attribute to some unique talent, tremendous effort or better discipline from
a person, but also to favorable attitudes and interest in mathematics (Kasimbu, 2004).
Formation of such attitudes can depend on several factors to which the students was
exposed, while learning such as motivation the pupils got from the teacher or influence
of parents and readiness to learn mathematics.
Students’ attitudes toward mathematics have been known to influence students’
participation, engagement, and achievement in mathematics. Several instruments have
been developed to measure students’ attitudes towards mathematics to validate the
effects of attitudes towards the subject (Majeed, Darmawan, & Lynch, 2013).
Darmawan et al., (2013) found there were five negative items in the self-confidence
subscale, and they referred to mathematics causing nervousness, confusion, feeling of
dread, dislike of the word mathematics, and being uncomfortable.
Home environment has consistently been found to be positively associated with a
child’s academic performance. Specifically, children whose parents at home are more
involved in their education have higher levels of academic performance than children
whose parent involved to a lesser degree (Rani & Siddiqui, 2015). Azhar et al (2014)
cited Moszamo (2003) stated that the home atmosphere have an effect on the academic
performance of students. Educated parents can create conducive environment children
to learn and do well in school.
From these components, a conceptual framework model of determinants of
students’ performance is developed. The investigation aims to identify the
Determinants of Academic Performance in Math 4 Subject of Pupils of Surigao City
District I as inputs in designing Intervention plan. This study is a response to the

DepEd’s thrust of reliving and concretizing lifelong learning and quality education in
Mathematics.
Figure 1 shows the research paradigm of the study in three boxes. The first box
presents the Determinants of Students’ Performance, which are the dependent variables.
The middle box is the independent variable is Student Participants’ Performance in
Mathematics based on GPA in Math 4. This will be the basis in the formulation of an
intervention plan the intervention plan to be made containing the improved classroom
based activities in mathematics.
Determinants of Students’
Performance
1. Pupils’ Factors
1.1. Pupils’ Attitude
1.2. Readiness/Prepare
dness on
Mathematics
2. Home Factors
2.1 Use of Technology
at Home
2.3. Home Environment Pupil Performance in Intervention Plan

3.4. Parent Involvement Mathematics based on GPA (Improved Classroom
3.5. Availability of in Mathematics 4 Based Mathematics
Educational Activities)
Resources
3. Teacher Factors
3.1. Teaching Learning
process
3.2. Pupils Assessment
(Outcome)
3.3. Community
Involvement
3.4. Professional Growth
and Development
3.5. Ancillary Services
Figure 1. The Research Paradigm of Determinants of Academic Performance in Math 4
Subject of the Pupils of Surigao City District I
Statement of the Problem
This study will attempt to identify the Determinants of Academic Performance in
Math 4 Subject of Pupils of Surigao City District I.
Specifically, it sought answers to the following questions:
1. What is the profile of the pupils in terms of:
1.1. Gender,
1.2. Socio-economic Status,
1.3. Occupation of Parent/s
1.4. Highest Educational Attainment of Parent/s
2. On the pupils’ factors:
2.1. What is the pupils’ attitude
2.1.1. Towards Mathematics as a Subject/course?
2.1.2. Towards School Classroom Setting?
2.2. What is the pupils’ readiness/preparedness for Mathematics 4?
3. To what extent are the following practiced or evident at home:
3.1. Use of Technology at Home
3.2. Home Environment

3.3. Parent Involvement
3.4. Availability of Educational Resources
4. What are the teachers’ performance based on:
4.1. Teaching learning process
4.2. Pupils’ assessment
4.3. Community Involvement
4.4. Professional Growth and Development
4.5. Ancillary Services Commented [L1]: 1.What are the teachers’ performance
based on IPCR?
5. What is the pupils’ performance in Mathematics 4?
6. Is there any significant correlation between the pupil performance in
mathematics 4 and the pupils profile and home, and teacher factors?
7. What are the significant factors that determine the pupils’ performance in
mathematics 4?
Hypothesis
To answer the problems, the researcher made the following hypothesis as basis:
H0: There is no any significant correlation between pupil performance in
mathematics 4 and the pupils’ profile, pupils’-home, and teacher factors.

Significance of the Study
The result of this study will be of great contribution to the following:
School Administrators. This study will provide a mechanism that ensures better
classroom instruction. The findings of this study will serve as their concrete guide to
specify appropriate actions to improve teachers and pupils’ performance in
mathematics.
Teachers. The findings of this study are hoped to give and aid teachers to reflect
on their competencies and practices. They will seems guide as to their strengths and
weaknesses; hence, they can take necessary actions to improve themselves.
Parents. This study would give insights and actions to their students to encourage
and support their children in school activities. They would perform their duties,
functions, and responsibilities within the organization.
Students. This study will aid them to actively participate in their academic work to
enhance their academic performance in mathematics.
Stakeholders. This study may inspire to strengthen the partnership and to give full
support to various programs, activities, projects proposed and conducted by the schools.
Future Researchers. The study may use as an instrument for further advance
related studies.
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Scope and Limitation of the Study
This study will be limited to identify the Determinants of Academic Performance
in Math 4 Subject of Grade 5 Pupils of Surigao City District 1 for the Academic Year
2018-2019. Pupil participants’ GSA in Mathematics 4 will use as a basis of the pupils
performance in Mathematics.
The variables will involve the possible determinants of students’ academic
performance. The questionnaire has items with for the pupils’ factors, and for the home
factors. This study will be taken up for the school year 2018-2019.
Definition of Terms
For a clear understanding of the study, the following terms are defined
conceptually and operationally.
Academic Performance in Mathematics. Is the outcome of student efforts based on
the set of criteria made by the teacher. It also refers to General Scholastic Average
(GSA) of the student in mathematics.
Classroom Activities. These are the set of assigned works to do by students and
teachers.
Classroom Practices. These are set of the behavior of teachers in the usual conduct
of their classes that include the classroom settings, rules, and policies, the arrangement
of chairs and tables. These may refer to a physical environment of a certain area of
school like a classroom, etc.

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Determinants. The set of factors that decisively affects the nature or outcome of
something. It may refer to quantities obtained by the addition of products of the
elements of a square matrix according to a given rule.
General Scholastic Average (GSA) in Mathematics. It is the general scholastic
average of pupils in Mathematics 4.
Student’s Attitude towards the Subject and School. These may refer to set of
attitudes, characteristics, and behavior of students during the conduct of classes and
their perception of the school which can either be positive or negative.
Teachers’ Competencies. It is a term used to describe the teachers’ conceptual
knowledge about the subject matter. It may refer to teaching skills of a teacher in
delivering and executing lesson in the classroom.
Teachers’ Self-efficacy. It is a term used to describe the teachers’ confidence in
teaching. It may also refer to teacher’s beliefs and positive outlook through teaching
students in attaining a particular competency.

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CHAPTER 2
PROBLEM AND REVIEW OF LITERATURE
This part presents the review of related literature and studies that have significant
contributions related to the Determinants of Academic Performance in Math 4 Subject
of the Pupils of Surigao City District I.
Academic Performance
The Philippine K to 12 Curriculum recognized academic performance to be the
important aspect of our education. Teachers and students are the main persons in
making the academic performance. The exchange of learning revolves around them as
to teachers plays a role of facilitation in determining, measuring, and validating the
academic performance of the students.
Determining the academic performance is very crucial for both teacher and student
(Mask FX-TRADER, 2018). It involves the holistic aspects of the students including
growth and development as the student grows into maturity. Observing and recording
how is performing at schools helps the students to know and discover certain things that
may better and better each day. Academic performance can be described as GPA
(General Point Average) used by most of the institutions as a convenient summary

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measure of the academic performance of their students (https://www.igi-
global.com/dictionary/academic-performance/42383).
GPA performance of students is based on the performance outputs. Gaševic,
Zouaq, & Janzen (2013) emphasized the association between student and academic
performance through social interaction when it comes to group activity of the students.
The study found an important indication that an increase in the distance to other nodes
in class network results in a decrease in the GPA of the students. Therefore social
interaction would play in where students must collaborate or work closely together to
fill the gap and increase their performance in class activities.
The study of Ӧsth, Andersson, & Malmberg (2013) implied school choice and
increasing performance difference. They tested whether increasing between school
variance can be explained in residential patterns, or in structural patterns using a
counterfactual approach. The students’ variations in grades are compared between
observed schools of graduation and hypothetical schools of graduation. The results
indicated that school choice seems to increase between school variations of grades.
Student academic performance also depends on the activities assigned by the
teacher where group activities are much highlighted on performance assessment
through models that can assess or measure student performance. The study of Wanli,
Rui, Eva, & Sean (2015) asserted on building student performance prediction model
that is both practical and understandable for educators to measure the performance of
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the students not just through monitoring and conduct of intervention or personalizing
education. Wanli et al. (2015) synthesized analytics approaches, educational data
mining (EDM) and HCI theory to explore the development of more usable prediction
models. Thus, holistically quantifying student performance would come up valuable
prediction and measurement of student performance in the classroom.
Demographic Profile on Academic Performance
Gender
Villanueva, (2013) emphasized in his study that as to sex and age, boys and girls
academic performances are equally well, establishing that fact that learning
Mathematics does not depend on sex. In the same vein, age and gender has played
considerable parts as regard to education and could be the predictors of success
(Abubakar, 2010).
However, the relationship between gender and the academic achievement of
students has been discussed for decades (Eitle, 2005). A gap between the achievement
of boys and girls has been found, with girls showing better performance than boys in
certain instances Chambers & Schreiber, (2014) as cited by Chaudhry et al, (2011).
Gender, ethnicity, and father’s occupation are significant contributors to student
achievement (McCoy, 2013). Gender is the properties that distinguish organism on the
basis of their reproductive roles as female or male (Abubakar and Uboh, 2010).Studies
are fast disrupting many past erroneous beliefs that males perform better than female
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(abubakar, 2010; Eniayeju, 2010).The world is fast changing due to Science and
technology hence the emphasis on Science Technology and Mathematics.
Socio-Economic Status
The number distinct school types and educational programs is positively correlated
with the significance of socio-economic background for student performance. In other
words, the data from PISA suggest that the more and earlier students are divided into
separate groups according to their performance, the more the socio-economic
background of student matter for their academic performance
(http://ec.europa.eu/education/pdf/doc282en.pdf/August 7, 2011).
The study of Hanes (2013) concluded that the higher level of SES is the best
indicator contributing towards the quality of students’ achievement. Family
characteristics like socio economic status (SES) are significant predictors for students’
performance at school besides the other school factors, peer factors and student factors.
Higher SES levels lead to higher performance of students in studies, and vice versa.
The study of Lubina (2004) as cited by Gabriel (2014) school personal factors such
as sex, age, birth order, occupation of parents, size of family, family monthly income,
and type of high school graduated were not correlated to the performance of students in
College Algebra. High school Mathematics grade and occupation of father were
inversely correlated with coefficient of -0.360 and -0.123 respectively.

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Occupation of Parents
The study pursued by Aleta, 2012 as cited by Del Castillo, 2014 revealed that the
achievement of students in Mathematics is positively revealed to the occupation of
parents. This means that occupation of parent does affect the performance of student in
Mathematics.
Parental occupation has little effect on their child’s performance in studies than
their education. Student’s gender strongly affects their academic performance, with
girls performing better in the subjects of Mathematics, and English as well as
cumulatively. Girls usually show more efforts leading towards better grades at school
(Ceballo, McLoyd & Toyokawa, 2010) as cited by Chuadhry et al, (2011). It is very
important to have comprehensible understanding of the factors that benefit and hinder
the academic progress of an individual’s education.
Highest Educational Attaintment
The study of Khan, et al (2015) stated education of a child needs multidimensional
efforts. Students, teachers, schools, and parents all have their importance in the process
of learning. Parents’ education is such a crucial factor for a child for his/her future.
Moreover, it has been shown that the children whose parents are more confident,
resourceful and experienced than the children whose parents with no formal education.
Rabgay (2015) further claims that students who have poor academic records would find
it hard to cope in a competitive society.

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As Dorji (2005) on his study on juvenile delinquency found that marginalized
youths are pressurized to consume, act and live in a similar manner to those of their
contemporaries of better status. Parents have to be diligent to keep their children away
from such activities. The general overview of the parent student dynamics is that the
parental educational levels influence their children’s academic achievement. Past
research has shown clearly that parental possession of a college degree leads to higher
incomes, higher educational attainment, and a choice of more selective college degree
leads for their children (Gruca et al., 1989) as cited by Gooding (2001).
The study of Kainuwa & Yusuf (2013) there exist a difference between children of
educated parents and students with parents having completed only primary school or
not. They further stated that fathers of with university degree, their children perform
considerably well and get the highest score in examination. Even Azshar et al (2014)
stated that parents’ educational qualification is linked with their language competence,
which has a significant influence in manner in which parents communicate with their
children. This explains the point that parental education poses a key influence on
children’s academic achievement. As mother shares mother imparts more close bond
with her children than the father, so mother’s education is more important.
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Pupils’ Factors
A. Pupils’ Attitude
Student Attitude Towards The Subject
Performance of students in a subject is influenced by their attitudes rather than an
inability to study (Mwamwenda, 1995; Ganal & Guaib, 2014). Failures in school are
not due to inadequate instruction but by strong resistance of students (Haimowitz, 1989;
Ganal & Guaib, 2014). These arguments imply that positive attitudes towards
mathematics should be developed to improve performance in the subject. Also, it could
be expressed that the students experience high anxiety level because of embarrassing
experience with their mathematics teacher and classmates before which negative
attitude towards mathematics.
The study of Ganal & Guaib, (2014) categorized the problems and difficulties; they
found that personal problems affect the performance of the students where they have
lack of interest and negative attitude towards the subject with 43 or 17.92% ranked as a
second highest variable in personal problems. It indicated the reason behind of low
performance of the students in the academic in mathematics. Aslan, (2013) asserted
the math anxiety and beliefs of Pre and In-service Preschool Teachers using the Math
Anxiety Scale. The study revealed that in-service teachers had more mathematical
anxiety than pre-service based on the scores they got. Moreover, last grade pre-service
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teacher who had taken the course about mathematics education in early years had
higher beliefs score than first-grade pre-service teachers who had not taken that course.
Students’ attitudes toward mathematics have been known to influence students’
participation, engagement, and achievement in mathematics. Several instruments have
been developed to measure students’ attitudes towards mathematics to validate the
effects of attitudes towards the subject (Majeed, Darmawan, & Lynch, 2013).
Darmawan et al., (2013) found there were five negative items in the self-confidence
subscale, and they referred to mathematics causing nervousness, confusion, feeling of
dread, dislike of the word mathematics, and being uncomfortable.
Over the decade, several studies (Culaste, 2011; Alkan, 2013; De la Cruz &
Lapinid, 2014; Martino & Zan, 2014; Santos, Belecina, & Diaz 2015) have been
conducted on the attitude towards mathematics to determine the effects of attitude to
pupils’ performance in mathematics providing several theoretical frameworks
developed with a range of perspectives and methodologies concerning to address the
attitude towards mathematics. Martino & Zan, (2014) justified new direction for
theoretical framework for the relationship of attitude towards mathematics with three-
dimensional models for the attitude that described the multidimensional
characterization of attitude; investigating attitude towards mathematics.
The implementation of K to 12 programs brought several changes in the Philippine
Educational System including the impact of it on the society. It leads to the perception
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of teachers and students. Crisol & Alamillo, (2014) emphasized K to 12 programs that
students were positive to the implementation of the said program, they also are
optimistic that it will be successful and beneficial to the school and community.
Moreover, K to 12 programs is likely beneficial for reducing student anxiety and
improve performance, especially in learning mathematics.
The study of Alkan, (2013) provided various ways to address the reduction of
pupils’ anxiety in mathematics where teachers were used various teaching strategies by
not looking at the pupils’ capabilities or what pupils can do. Such motivational
strategies, the relevance of the subject matter, using interactive games, and parent’s
involvement was highly needed to reduce the anxiety of the pupils in dealing
mathematics. Hence, identifying anxious pupils in mathematics and emphasized the
connection between understanding along with learning and anxiety in mathematics.
Araza, (2017) stipulated the learning difficulties of students of Bachelor of Industrial
Technology in Samar State University, Samar. The students have no interest in making
portfolio in mathematics since they’ve struggled to motivate themselves due to their
past experiences, class environment, and inaccurate mathematical instruction during
elementary and high school. However, students still insisted on pursuing their portfolio
to pass; it served to them as motivation to exerted efforts because they believed they
learned in mathematics.
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Lee & Wider, (2013) emphasized the strategy called Ambassador Pupils where
pupils act as teachers in order to validate pupils’ feeling in learning mathematics and
construct pupils’ awareness of learning mathematics. The study showed pupils
recognized how important the use of language in mathematics. Thus, the positive
attitude of pupils could eliminate the anxiety by the help of teachers in learning
mathematics.
The study of Salao (2016) revealed the impact of Four-Pronged Approach
(cognition, metacognition, environment, and motivation) on students’ performance and
attitude. His study emphasized the effects of the said approach where he technically
discussed each target prongs and its relationships. Cognition defines the
conceptualization; being able to set the situation in solving the problem through
concrete objects or materials to accelerate metacognition. In where students able to use
their critical and creative thinking skills with enjoyment serve as motivation to do
solving problems, and all of these target prongs were activated due to the role of
environment that promotes consistent learning. Hence, a conducive learning
environment enhances not just engagement but also learning with enjoyment.
Attitude Towards School Classroom Setting
The classroom setting is a vehicle for learning various competencies and skills in
mathematics. Classroom configurations will help the teachers to plan conducive setting
of classroom environment in responding learners’ needs and ensure that they acquire
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positive learning styles and improved academic performance. However, a substantial
focus is imperative on the mechanics and rules of structuring the classroom to keep the
learners functioning. Unarguably, learners learn about preventative maintenance as a
secondary set of skills when they are in a physically well-configured classroom, and it
will give confidence and positive attitude towards school.
Weaver & Qui (2005) asserted that configuration of classroom activities allow the
pupils to hint, hypothesize, make errors without embarrassment, and experience the
growth and development of real life and fruitful ideas in a first-hand fashion. Wannarka
& Ruhl (2008) supported that a classroom configuration activity was a classroom
designed to help students explore various concepts or principles for improving positive
learning styles and enhancing academic performance. Importantly, the setting
arrangement of the pupils must be flexible to address the needs and interest of the
classroom configuration as stipulated on the K to 12 Basic Education Program
(Regional Memorandum Order No. 15, series 2013). Davey (2010) affirmed that both
novice and experienced teachers consider classroom configuration as one of the high
priority areas of concern.
The study of Galleto & Bagalanon (2017) determines the effects of configuration
in K to 12 classrooms on pupils’ learning styles and academic performance. It shows
that pupils’ learning styles and academic performance were comparable before their
exposure to non-traditional classroom configuration. Galleto & Bagalanon disclosed

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further that, academically, pupils’ in the non-traditional classroom configurations
performed significantly higher than their counterpart. Hence, teachers should actively
engage in with pupils in constructing knowledge through the use of non-traditional
classroom configurations that encourage the pupils to explore and construct their
knowledge.
Morever, Cardenas & Cerado, (2016) explored the school climate in Koronadal
City, Philippines. The results showed that pupils and teachers alike have comparable
judgments of “extremely favorable” using descriptive correlational research design and
t-test. The findings dispute the common notion among teachers that they have better
judgments than the pupils as regards the type of environment. However, they have
comparable judgments where they felt comfortable in accessing learning. Hence, the
school must have a conducive environment that will give a positive effect on the pupils’
performance in learning mathematics. Kolb (2014) emphasized that there is no one best
learning style. However, as a unique individual, each has different learning styles and
preferences. Hence, in the course of teaching, a teacher must adapt to a wide range of
learning situations, and it is highly likely the classroom configurations.
Auman, D.E. & Laspiňas, M.L. (2015) asserted the study of library orientation and
instruction showed that pupils’ performance in the library orientation was one of the
key factors as part of classroom practices of the teacher that have significant effect to
the pupils’ performance. Auman & Laspiňas (2015), showed that the utilization of
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resources such as books, periodicals, non-print resources was noted as less utilized.
However, the relationship between performance and utilization was not significant
though no evidence supported that the relationship was significant. Hence, the top-
ranked problem revealed poor library system and the efficiency of updated print and
non-print materials including library scheduled.
The study of Ndunda, (2016) emphasized the relationship between of learning
resources and academic performance in KCPE school in Kenya. It signifies that 52.50%
of schools are inadequate of learning resources that could affect the learner ratio of
providing textbook and other learning materials needed in school.
The pedagogical experiences of teachers teaching students in the classroom have
significant effects on students’ performance. Araza (2017) emphasized the
mathematical classroom in learning mathematical concepts and skills especially in
making a portfolio in mathematics. The student’s interest in mathematics would be
positive or negative depends on the classroom setting that could either give them such
motivation to make their efforts in learning. Moreover, mathematics classroom teachers
must be able to address the interest and needs of their students as to their own
experiences on learning mathematics.

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B. Readiness/Preparedness on Mathematics
Pre and Post Diagnostic Tests as Assessment
The study of Wanli, Rui, Eva, & Sean (2015) asserted on building student
performance intervention plan that is both practical and understandable for educators to
measure the performance of the students not just through monitoring and conduct of
intervention or personalizing education. Wanli et al. (2015) synthesized analytics
approaches, educational data mining (EDM) and HCI theory to explore the
development of more usable prediction models. Thus, holistically quantifying student
performance would come up valuable prediction and measurement of student
performance in the classroom.
Assessment plays significantly on measuring the academic performance of the
students.The Department of Education (DepEd) has issued the Policy Guidelines on
Classroom Assessment for K to 12 Basic Education Program as stipulated on DepEd
Order (DO) No. 8, 2015 and clarified by DepEd Order (DO) No. 29 s. 2015
emphasized that Classroom assessment is an integral part of curriculum instruction. It
allows the teachers to track and measure learners’ progress and to adjust instruction
accordingly. Classroom assessment informs the learners, as well as their parents and
guardians, of their progress. Classroom teachers must use the two types of classroom
assessment; formative assessment involves what learners know and can do to inform
and improve teachers instruction. Summative assessment measures whether learners

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have met the content and performance standards and teachers use this assessment to
measure student learning that has been deliberately designed to assess how well student
learn in different contexts. Furthermore, assessment in the classroom is aimed at
helping students perform well about the learning standards.
The study of Melissa (2018) asserted the effects of traditional methods of
evaluation in assessing student academic performance. The use of traditional evaluation
methods in the assessment was not accurate and precise in measuring student academic
performance in mathematics. Moreover, evaluations from classroom teachers, though
they give the most detailed information, may still retain bias if individual
differentiation and learning styles have not taken into account.
Home Factors
Use of Techonology at Home
Computer skills are important for educational and labor market success. Lindberg,
Nilsson, Zotterman, Söderberg, & Skär (2013) asserted the use of ICT as a means of
communication between patients, family members, and healthcare professionals. The
study of Fairlie (2012) emphasized the effects of home access to technology on
computer skills where low income students receiving free computers has significantly
higher levels of computer skills than low income students not receiving free computers.
Thus, the results are robust to estimation strategy, measurement of dependent variable,
and inclusion of different sets of controls. A similar study of Fiorini (2009) stressed the
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use of home computer that effect on children’s cognitive and non-cognitive skills. The
results show positive impact on the cognitive skills. However, for non-cognitive skills
the evidence is mixed, the effect depending on the score and the age of the children.
The study of Vignor, Ladd, & Martinez (2014) emphasized the impact of home
computer technology to student achievement. Using within student variation in home
computer access where they demonstrate that the introduction of home computer
technology is associated with modest, but statistically significant and persistent
negative impacts on student math and reading. However, the study of Cowan (2013)
stressed the use of computer at home has positive effect on the performance of students
through accessing substantial information and ways in solving problems or assignment
in school. Moreover, the emergence of industrial revolution regarding household
technology brought a significant transition of communication to other people.
The influence of television has a direct effect on the young children at home. The
positive effect shows the access of various knowledge or information while the
negative effect shows less effort of a child to do their household task at home and
school (Lavigne, Hanson, & Anderson, 2014). Moreover, viewing television increased
the risk of delayed cognitive, language, and motor development in children who were
frequently exposed to television (Lin, Cherng, Chen, Chen, & Yang, 2015).
However, the study of Ansari (2015) emphasized the television exposure over time
was strongest that would affect positive performance of students in school.

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Furthermore, watching high quality educational content during primary years improves
children’s basic academic skills and predicts subsequent positive academic
performance (Kostyrka-Allchorne, Cooper, & Simpson, 2017).
Home Environment
The study of Ogbemudia and Aiasa, (2013) emphasized home environment means
the family background of the students; this includes all the human and material
resources present at the home that affects the students’ education and living. Thus, the
home is the basic institution for providing the child’s primary socialization is built. The
environment is the immediate surrounding in which the pupils find themselves. It is
also referred to as the physical and psychological conditions that affect children
(Ogbemudia and Aiasa, 2013). The parents of the students are responsible for providing
the right home environment that will facilitate effective learning for their rewards.
Home environment has consistently been found to be positively associated with a
child’s academic performance. Specifically, children whose parents at home are more
involved in their education have higher levels of academic performance than children
whose parent involved to a lesser degree (Rani & Siddiqui, 2015). Azhar et al (2014)
cited Moszamo (2003) stated that the home atmosphere have an effect on the academic
performance of students. Educated parents can create conducive environment children
to learn and do well in school.

29
Obeta (2014) described home environment as abstract environment that involve
reactions, feedback and the responses received on interactions with others. The social
interaction has been a big part of the environment where students learn from it.
Parental Involvement
Khajehpour & Ghazyini (2011) stated that parental involvement is an important
variable that positively influences children's education. A comprehensive view of
involvement is presented by Epstien’s model. Epstein (1997) as cited by Dekar 2016
shares that children get to learn and develop through three spheres to form associations
so that the children get the best of it. He described six types of involvement based on
the relationships between the family, school, and community: parenting (skills),
communicating, volunteering, learning at home, decision making and collaborating
with the community.
The study of Dickson, Gregg and Robinson (2013) stressed the parent educational
attainment as support for the education of their children. Khan, Iqbal, & Tasneem,
(2015) cites Jericks (1972) that the role played by family is a valuable in both formal
and informal education and further shared that parental involvement of parent is the
best predictor of student achievement with parental education. This point out that
parents’ educational attaintment influences their children’s academic achievement.
Azshar et al (2014) emphasized parents’ language competence which has a
significant influence in manner in which parents communicate with their children. This
30
explains the point that parental education poses a key influence on children’s academic
achievement. As mother shares mother imparts closer bond with her children than the
father, so mother’s education is more important. Education is necessary for fathers as
well as they are bread winner of the family and socio-economic status rest on their
shoulders. Azhar, Nadeem, Naz, Perveen, & Sameen (2014) carried out research and
came up with the results that socio economic status indicators as well as parent’s
education, correlate significantly with students’ academic performances.
Kainuwa & Yusuf (2013) cite Okumu et al (2008) shared the study on Socio
economic Determinants of Primary School Dropout found that there was a reduction of
primary school dropout for children in rural and urban areas with highly educated
parents. Educated parents are more concerned and effective in helping their children
with academic related works. Due to insufficient knowledge, parents with low
educational background fail to monitor their children’s performance and hence this can
demotivate children to study and might dropout in school.
Academic performance of students depends upon the parental involvement in their
academic activities to attain the higher level of quality in academic success (Mutodi, &
Ngirande, 2014). This is acknowledged by Dekar (2016) that when parents read to their
children at home, children can grasp letters of the alphabet quicker than the children of
parents who do not read to them. The usage of difficult sentences by the parents in their
everyday conversations has a positive impact on children as they get to score high in
31
literacy related tasks in primary level. The study of WaqasRafiq, Fatima, Sohail,
Saleem, & Ali Khan, (2013) asserted parental involvement may include activities like
helping children in reading, encouraging them to do their homework or task
independently, monitoring their activities inside and outside the house. The positive
attributes of early age positive parental involvement would build a strong foundation of
good performance of a child.
Availability of Educational Resources
The relationship between educational resources and student performance is one the
most debated topics in educational research (Reiling, 2016). The study of Reiling
(2016) emphasized the effects of educational resources at home that contributed
positive impacts on student performance. The study showed one of the positive sides of
educational resources where learners took advantage in learning new information and
skills in home.
However, the study of Okongo, Ngao, Rop, & Nyongesa (2015) revealed that there
were inadequate teaching and learning resources at home and schools. Students have
low performance in schools due to lack of exposure of educational resources both in
home and schools where there were 78 percent of the respondents revealed that
adequate teaching and learning resources should be provided to ensure effective
implementation of inclusive education. The collaborative study of Livumbaze &
Achoka (2017) stressed teaching-learning resources on students’ academic achievement

32
of students. The study established that students receded academically at the secondary
schooling level as a result of the effects of teaching-learning resources. It was
recommended that the government should roll out a fund to facilitate teaching-learning
resources production apart from encouraging the teachers to be innovative in making
resources (Livumbaze & Achoka, 2017). Moreover, it was also recommended that
schools should make achievement targets in respect to student entry behavior and work.
Department of Education (DepEd) works inclusively to protect and promote the
right of Filipinos to quality basic education that is equitable, culture-based, and
complete, and allows them to realize their potential and contribute meaningfully to
building the nation. The investment of the DepEd in the development of human
potential is a commitment it makes not only to its learners but also its teachers (DepEd
Order No. 226, s. 2016). In the DepEd, a Learning Action Cell (LAC) is a group of
teachers with parents and stakeholders who engage in collaborative learning sessions to
solve shared challenges encountered in the school facilitated by the school head or a
designated LAC Leader. LACs will become the school-based communities of practice
that are positive, caring, and safe spaces. Based from the foregoing concepts and
honored legal principles of DepEd Order No. 226, s. 2016 entitled Developmentally
Appropriate Practices in the Early Languge Literacy and Numeracy Viewing of
Outputs Exhibit, this School has deemed that a continuous drive for excellence
integrating the GAD concepts must be participated there to by all school personnel’s
33
inclusive of both male and female. This program would be beneficial to all teachers,
students and primary stakeholders which are the parents in addressing the performance
of students in school.
Teacher Factors
Teaching-Learning Process
One of the most important aspects of teaching is teachers know what and how to
plan the lesson well. The teachers must study first the lesson after planning of it. Lesson
study is an essential way of enhancing teachers' quality and determining students'
outcome in a class. Lomibao, (2016) emphasized lesson study on teachers' quality as
the main predictor of students’ outcome and performance in the classroom. Thus, the
study revealed that Lesson study enhanced mathematics teachers’ quality and
competence for professional development. Furthermore, lesson planning could also
beneficial on taking account of smooth instruction and learning.
Instruction plays a significant role in transmitting appropriate learning for students.
Mastery of learning offers a new approach to raising the performance of a learner. It
aims to ensure student’ holistic development in learning mathematics through various
teaching strategies used by the teachers.
One of the categorized problems with regards to mastery of teachers’ instructions
showed that teachers have no effective motivation and introduction, and not creative
enough to adapt his/her method to the learner’s capability, (Ganal & Guaib, 2014).
34
Thus, mastery of learning using varied good strategies will help the teachers to improve
students performance. The findings of Mateo (2011) emphasized the good teaching
strategies, approaches, and techniques that make students more motivated, achieve
mastery of content, and develop a more positive attitude, productive discipline and
higher performance in mathematics.
Creativity in teaching defines the efficiency and effectively of the lesson. Teachers
play the roles of transmitting creativity of learning to his or her learners. The creation
of problem is posing, and problem-solving has impacted the performance of the
students and develops critical, logical, analytical, systematic, and creative thinking
(SISWONO, 2015). The organization of smooth transition of teaching creativity
through the use of problem posing and problem-solving relies on teachers' lesson
planning to guide the transmission of learning towards students. Moreover, teachers
must take the role of facilitation of imposing problem posing and problem-solving in
class discussion to improve creative and fruitful learning of mathematics.
The investigation of Learning to Learn (L2) in England from schools and colleges
with a focus on metacognitive awareness which implied on the creative strategies used
by the teachers which stipulated on the study of Wall, & Hall (2016). The study
attempted to make clear theoretical underpinnings of the beliefs that teachers were
enacting metacognitive. Moreover, they presented a catalytic relationship between the

35
pedagogies used by the teachers to develop their students’ metacognition and teachers’
learning and metacognitive knowledge and skilfulness.
Gaylo & Dales, (2017) assessed the use of metacognition strategies to determine
the effects on students’ academic achievement and engagement in mathematics. They
conducted their study using pre-test-post-test quasi-experimental research design in 60
grade 9 students in Aplaya National High school in Misamis Oriental. The study
revealed that the academic achievement of Grade 9 students when taught using
metacognitive strategies was Very Satisfactory compare to conventional teaching
strategies. In the experimental group found favorable with a significant difference in the
academic achievement of the students in mathematics. Moreover, the engagement level
of both groups was found average. Also, the relationship was significant between
students’ academic achievement and engagement in mathematics.
Collaborative Learning is known to be a resilient approach to learning mathematics
(Swan, 2006; Lee & Wider, 2013) and students worked together on their assigned tasks.
Samuels, (2014) asserted that teachers used cooperative learning that encourages
critical thinking and could boost the positive attitude of the learners. Cooperative
learning in mathematics would be effective if there is continuous communication
between students to students and students to teachers in the process of doing the
activities. It would develop higher thinking skills in mathematics. Also, teachers make
36
several activities using cooperative learning in a unique fashion and transition of
learning towards mathematics (Tamene, 2015).
Primary School Teachers used modeling at the earlier years, it was found effective
throughout the process but the challenged remains on the teachers on how to implement
well such method of teaching. However, the work of Ferri & Blum (2012) revealed the
various barriers to motivation such as lack of materials, time pressure, and assessment.
They investigated the central barriers by developing a quantitative study for studying
the effects of the said barriers on teaching. Ferri & Blum (2012) found that 50% of the
teachers seen time was a barrier, 42% for lack of materials, and assessment concerning
on excessive demands and lesson planning was stimulating for the teachers. Hence, it
gave new insights into attitudes and opinions of primary school teachers for using
mathematical modeling and teachers made transparent insights on the benefits of
modeling problems.
The study of Stohlman, & Albarracin (2016) emphasized mathematical modeling as
a way of solving the real-life situation and give a conceptual solution in mathematical
problems. Teachers tend to be model of instruction by providing real-life examples and
explicitly taught the lesson in a class. Hence, mathematical modeling provides
motivational forces for learners to work in a group and individual tasks.
A study mentioned by Lee & Wider, (2013) the use of ICT in group activities gave
the students confidence and the fact that the activities were more interesting and fun
37
than they had expected. Hence, ambassadors were convinced that collaborative and
dynamic ways of working boosted pupils confidence and motivated them to persevere
in their learning. The collaborative study of Al-Washmi, Hopkins, Blanchfield (2015)
signified the use of collaborative computer games to teach mathematics in key Stage 2
pupils in School of Computer Science, University of Nottingham. The gather results of
implementing game based on teaching demonstrated by teachers were significant as a
great way of teaching that gave motivation and collaboration of solving problems in
mathematics. It also has been shown to provide a good basis for getting students to
explore how to solve the issues and will boost confidence and attention to those less
willing to engage in this process. However, evidence shows that children prefer to
choose computer games in other aspects.
Supianto, Hayashi, and Hirashima, (2017) conducted a study on the use of software
technology called Monsakun to Japanese elementary students. Their task was to
formulate arithmetic problems on addition and subtraction with three sentences out
from five or six sentences. It was found out that students have failed to formulate some
questions because of distractor sentences. The solution was to remove the distractors.
A similar study was also conducted by Hasanah, Hayashi, and Hirashima (2017). They
used Monsakun in the Indonesian language to 10 elementary Indonesians living in
Japan. The results exceed the expectation as they found out that the Indonesians have
good arithmetic skills than Japanese students. Moreover, even though problem posing is
38
hard, students enjoyed the activity. Hence, the use of ICT in learning mathematics can
be a good avenue for creating a fun and interactive environment.
The work of Galleto & Descallar, (2016) emphasized the use of recent teaching
strategies called “5-in-1” that include games, manipulative, real-life application,
differentiated instruction, and integrating technology. It is shown that 5-in-1 strategies
in teaching mathematics which greatly influenced students’ performance showed
substantive proof or evidence of their effectiveness. Teachers and students should
collaborative actively in constructing mathematical knowledge through the said
teaching strategies that could motivate students in learning mathematics. Moreover,
teachers should provide continuous monitoring to the performance of the students in
learning such important things and skills in mathematics.
Pupils’ Assessment (Outcome)
Jyanthi, Balakrishnan, Ching, Latiff, & Nasirudeen (2014) conducted their study
on Factors contributing to the academic performance of students. Their research
revealed the gender, nationality, co-curricular activities, and interest affected the
students’ academic scores. It was found that gender plays a role in academic
performance which females performed much better than males based on the obtained
GPA in Mathematics. Jyanthi et al. (2014) added that it is necessary for educators to
understand the factors that may contribute to students’ academic success to plan better
classroom activities and strategies of teaching and learning.

39
The work of Ganal & Guaib, (2014) gleaned the problem on too many academic
tasks and projects assigned reveals of 39 or 33.77% which occupies the 1st rank that
indicated the negative effects on students’ performance in mathematics. Hence, too
much of workloads and assigned tasks could develop lack of mastery in learning
mathematics. Ndunda (2016) revealed that most of the teachers 55% issued more than 5
assignments per week and they usually are given assignments to their pupils with an
average of 3 tests per week; it resulted with a very good performance of pupils in
mathematics.
The job of Osmanoglu & Dincer, (2018) explained the prospective of secondary
mathematics teachers’ perceptions and adaption of student-centered approach. It
concerned on the student-centered approach on how teachers adapted this approach into
their teaching. The study administered through Constructivist Learning Environment
Survey (CLES) to investigate the perceptions of the teachers toward the said approach.
It found that this approach was motivating and was organized under the themes student
centeredness, connection, engagement, problem-solving, communication,
representations, and learning with understanding, student centeredness being the most
dominant element. Thus, this approach would be the best approach to integrate into
mathematics instruction.
Teacher’s practices transcend learning to learn, learning to do, learning to live
together, and learning to be. This four pillars of education will be achieved through
40
teacher’s practices including teacher’s attitude, growth and development, and other
aspects that can affect learners’ performance.
The study of TELLA, (2008) examined the relationship of self-efficacy to the
pupils’ achievement using regression analysis in both 254 teachers and 120 pupils. The
data revealed that teachers’ self-efficacy and interest were best predictors of pupils’
academic achievement in mathematics. Teachers must have a change of attitude
towards the teaching of the subject and gain more training in self-efficacy. Thus, it
could be concluded that teachers must possess a positive outlook on teaching the
learners and provide equal opportunities in learning. Samuels, (2014) asserted that
teachers perceived a variety of qualities to influence fifth-grade students' attitudes
toward mathematics, including the teachers' attitudes toward mathematics that
emphasized teachers’ self-efficacy in teaching the students in the curriculum.
Community Involvement
Teachers are the creators of new emerging life that transcend everything of known
and unknown knowledge, values, and skills transmitted to a particular person “student."
Teachers serve as second parents for the student.
The study of Dickson, Gregg and Robinson (2013) stressed the parent educational
attainment as support for the education of their children. Khan, Iqbal, & Tasneem,
(2015) cites Jericks (1972) that the role played by family is a valuable in both formal
and informal education and further shared that parental involvement of parent is the
41
best predictor of student achievement with parental education. This point out that
parents’ educational attaintment influences their children’s academic achievement.
The interaction of teachers as second parents boosted the perfromance of students
to participate through proper classroom settings including a safe and child friendly
environment (Samuel, 2014). The work of Tamene, (2015) supported the importance of
classroom setting in analyzing classroom interaction. She explained social interaction
as a force for improving the performance of the students where they freely
communicate and express their ideas in the math classroom. Therefore, it can be said
that mathematics learning typically has something to do with the social interaction of
teachers and students during lesson proper.
Wilkinson & Penny (2014) asserted in their study the structured “ability” grouping
of students in the form of setting to be the practice in United Kingdom schools. They
justified that groupings of students based on their ability and skills. Hence, working
with different groups would be beneficial in learning mathematics in a classroom
setting.
The study of Lee & Wider, (2013) asserted their findings that the assigned
ambassadors (pupils) by the teachers spoke that they feel comfortable of teachers to be
sufficiently strict to ensure that pupils can learn in lessons, but not so severe that the
teachers cannot be approached with questions and problems. Hajar and Mukheri (2017)
assessed the teacher appraisal program of India. They found out that it does not
42
adequately measure administrators subjectively measured teachers' performance.
Moreover, it does not distinguish a performing teacher from non-performing teachers.
As to practices, Moscardini, (2014) introduced Cognitive Guided Instruction
demonstrate teachers’ awareness of their learning and how increased understanding of
children’s mathematical thinking left them better placed and responded to support all
learners. It also highlighted the importance of developing teachers’ knowledge of
children’s mathematical thinking to promote inclusive practices with GCI providing a
useful framework for professional development. Furthermore, before professional
development in GCI teachers described their practice regarding knowledge
transmission and showing children how to solve problems. Although the study was not
focused towards struggling learners, it was notable that a sense of transmission teaching
was particularly evident in teachers’ accounts of supporting children who required
support.
Irvine (2017) stipulated that problem posing has a positive effect on students’
attitude and performance. His study on 150 grade 11 students in consumer mathematics
classes for 3 years revealed that students became motivated during discussions, their
self-efficacy was increased and resulted to increased class engagement, and class
attendance was not a problem anymore. Because of this success rate remarkably
increased. However, the limitation of the study was that it did not have an experimental
and control group to compare the results.

43
Equal opportunities for students transpire on Wentworth, Kessler, & Darling-
Hammond’s (2013) study on the equity of policies and practices of San Francisco
Schools. The study emphasized a supportive system of practices among schools in one
district. The sharing of best practices of each school would be very significant to build
a strong foundation of quality education.
Professional Growth and Development
The past and present popular and unpopular people are live with their great
contributions to this world of learning. Without teachers, can I, you, we are here right
now? A world without teachers seems to be without the new life of valuable
knowledge, values, skills, and competence. The role of teachers seems to be the noblest
profession since they are the one who makes learners be responsible and equip
holistically. Without enough teachers to any school institutions, learning will not
properly exist. This is still one of the problems in any educational institutions.
The work of Ndunda, (2016) emphasized the shortage of the teachers that could
bring negatively affect the academic performance of the pupils. However, despite the
deficit, teachers always attended their classes with all subjects registering over 90%
attendance. The issues on lacking school personnel in public, private, higher education
have been recognized and made several updates on the hiring of new teachers based the
set qualifications and guidelines. Lopez (2014) developed and validated scale
44
instrument for mathematics teachers which can be used as an initial step in hiring
competent mathematics teachers based on the set of items on scale instrument.
To address the lack of competent teachers, the Department of Education Order No.
7 s. 2015 stipulated the guidelines on recruiting and selection processes for the hiring of
a teaching position for School Year 2018-2019 based on the R.A. 4670-Magna Carta
for Public School Teachers to promote and improve public school teachers’
employment and career opportunities as well as to attract more people with proper
qualifications to the teaching. The set of guidelines and requirements are required to
follow by the applicants. Furthermore, the evaluation and selection committees are
assigned to validate the applicants’ knowledge, skills, and competence through the
interview, demo teaching, and English Proficiency Test (EPT) to ensure the quality of
teachers to be hired. Hence, this system will beneficial on hiring competent and skillful
mathematics teachers.
The study of Tatto (2013) reported that most of the institutions in the Philippines
offering education to future mathematics teachers were very small than the other
participating countries with an average of 13 primary and 10 secondary school teachers.
This report revealed the lack of future teachers in mathematics due to ineligible of some
selected institutions. However, through the efforts of our government and several
projects, programs activities, and educational advancement made by DepEd and CHED,
still our country is producing valuable and competent future teachers in mathematics.
45
The assessment of mathematics teachers’ expertise has been valuable for professional
growth and development. This serves as a basis for making plans for educational
advancement in learning mathematics. (Kaiser, Blömeke, Busse, Döhrmann, König
2015).
Changes in practices in K to 12 curricula could address the current trends of 21st-
century education that signifies creative classroom practices that can give substantial
learning of the students. Teachers were positive about the implementation of K to 12
programs. Hence, teachers should find ways for professional growth especially with the
current trends in education for them to be effective and efficient (Cresol & Alamillo
2014). Department Order No. 72, s. 2009 section 3d, stipulated the inclusive
modification in classroom instructions and activities and put it into practice providing
critical thinking and developing teaching-learning process. Hence, teachers’ inclusive
practices in instruction must cater the various guided instruction that will enhance all
aspects of human development.
Ancillary Services
The DepEd Memorandum No.291, s. 2008 emphasized that public school teachers
shall render at most six hours of actual teaching per day where School Leaders or
School Heads and Principals shall assign teaching loads to public school teachers to
fully utilize the six hours of teaching. It was clarified by Division Memorandum no.
101 s. 2016 from DepEd Lapu-Lapu City Division where teachers must do their duties
46
and responsibilities including their assigned teaching loads and teaching practices for
teaching quality education for students. As the study of Cardenas & Cerado (2016)
revealed the teacher efficiency examined by the School Heads and Pricipals concerning
their practices and classroom management rated as excellent. The result simply
suggests that teachers exceed the requirements contained in the job description as
expressed in the given criteria by a school administrator. Hence, they often and actively
seek opportunities to strengthen their practices in teaching and learning.
One of the aims of K to 12 programs is to provide enhancement of our educational
system. Tito & Perez (2017) showed in their study the assessment results made by
school administrators. It found that most of the teachers were competent and consistent
in giving motivational activities. However, it recommended that other teachers should
continue to pursue educational development and social practices for achieving higher
aim for better education for learners especially in mathematics.
Social practice in mathematics was highly emphasized using Bourdieu system in
addressing social mathematics classroom as an effective practice which teachers and
pupils learn and ways in which the practices help to create the positive social
background. Hence, teachers illustrated the diversity of learners that serves as a basis
for teaching mathematics in the classroom. Experience is a better teacher. This
quotation was re-emphasized that experience serves as a tool to make meaningful
learning (Araza, 2017). Mathematics experience of students being stigmatized because

47
they had a bad experience in the past, they receive a low grade in their elementary and
even in high school. Those students who do not believe themselves are capable of
learning mathematics. The need for individual guidance and encouragement to produce
small successes will lead to further gains (Araza, 2017). Hence, teachers must conduct
remedial instruction as one of the practices in teaching mathematics that recognizes
learner experiences.
The preceding review of the related literature provides the researcher with the
necessary information, relevant concepts and valuable ideas in the conduct of this
study.
K to 12 Curriculum defined academic performance as a result of teachers and
students where teachers serve as a facilitator of exchange of learning for student
performance. It highlighted the holistic growth and development of student though
observing and recording of their work as performance.
Most of the institutions usually described the academic performance as GPA of
students that can be measured through assessments. DepEd made valuable policy
guidelines on classroom assessment as stipulated on DepEd Order (DO) No. 29 s. 2015
where teachers use assessment in measuring student performance and use this as a basis
for better instruction for the realization of learning standards. However, Mellisa
mentioned that the issue of subjectivity on measuring student performance perhaps the
48
use of standards test gave the most detailed information if various learning styles will
take into account.
The work of Gaševic, Zouaq, & Janzen added that academic performance could be
described through group performance as students have social interaction to attain higher
GPA as their performance. Ӧsth, Andersson, & Malmberg implied school choice to
built better performance for students. Wanli, Rui, Eva, & Sean added that group
activities are emphasized through making of student performance model that could
assess and measure student performance. Therefore, academic performance is both
individual and group that must be assessed to obtain higher GPA as student
performance.
Student performance was influenced by their attitude rather than an inability to
study as the main focus of Ganal & Guaib’s study. They also highlighted positive
attitude to reduce anxiety level of the pupils. It was supported by the study of Aslan
stressed math anxiety as the main contributing factor in student performance. The work
of Majeed, Darmawan, & Lynch assessed student attitude using self-confidence scale to
determine the effects of participation and engagement of students to their achievement
in mathematics. Moreover, Martino & Zan developed a theoretical framework with
three-dimensional models between attitudes and performance of the students in
mathematics.
49
The study of Crisol & Alamillo revealed the positive responses of teachers and
students in the implementation of K to 12 program, and they believed it was beneficial
for reducing student anxiety and improve performance especially in learning
mathematics. Alkan stressed the importance of various motivational strategies as ways
in dealing anxious pupils. The work of Araza emphasized the learning difficulties of
students in making a portfolio. However, students still exerted efforts to do their
responsibilities since they believed it was worth it for them.
Lee & Wider mentioned the use of Pupils Voice through assigning pupils as
Ambassador for validating pupils’ feeling in learning mathematics. The valuable study
of Salao developed Four-Pronged Approach impacted the students’ performance and
attitude. Through this, it was a very significant contribution as a basis for improving
and dealing student performance.
A school is a place where students learn holistically especially they learned more in
the classroom when it comes to classroom settings. Weaver and Qui and Wannarku and
Ruhl similarly affirmed classroom configuration activities described as classroom
designed that brought meaningful learning in a first hand. Regional Memorandum No.
15 s. 2013 added the usefulness of setting arrangement in addressing the needs of the
students when it comes to their performance. Davey asserted classroom configuration
as one of the priorities to be addressed.

50
The study of Galleto & Bagalanon identified the effects of configuration in K to 12
classrooms where pupils actively engaged where pupils’ learning styles and academic
performance were comparable in nontraditional classroom configuration. Cardenas &
Cerado revealed the positive judgment of teachers and students as regards the type of
environment. Moreover, Kolb emphasized the uniqueness of the individuals that need
to be addressed in classroom configuration.
The study of Anuman and Laspiňas proposed the library orientation and instruction
as good ways of promoting better performance of the students. Ndunda emphasized the
usefulness of learning resources to academic performance. Furthermore, the use of
portfolio in the study of Araza has a vital impact on the student performance that
boosted their interest in learning mathematics.
Teachers are one of the most important persons in student holistic growth and
development. The work of Ndunda revealed the issue of shortage of teacher employed
that has a significant effect on the student performance. Lopez pointed validated scale
instrument for hiring competent mathematics teachers. Moreover, Department of
Education created DepEd Order No. 7 s. 2015 on policy guidelines on recruiting and
selecting skillful mathematics teachers.
The collaborative work of Jyanthi, Balakrishnan, Ching, Latiff, & Nasirudeen
revealed the performance of boys and girls based on their attained GPA. Tatto revealed
that we are outperformed as to performance by other countries due to ineligible of some

51
institution. Moreover, Kaiser et al. mentioned the various facets of professional
knowledge and development of teachers.
Ganal & Guaib asserted the negative effects on students’ performance due to too
much of assigned work by the teachers. However, the study of Ndunda revealed that
too much of assigned work on the students have a significant and positive effect on
their performance.
Osmanoglu & Dincer explained teachers’ perception and adaption of student-
centered approach as motivation on integrating it in instruction. The work of Lomimbao
proposed lesson study as valuable way that caters student-centered learning as to their
performance.
The study of Ganal and Guiab discussed mastery learning on varied good teaching
strategies, approaches, and techniques for enhancing student performance. A similar
study of Mateo addressed good teaching strategies as valuable pieces of developing and
maximizing student performance in mathematics.
Creativity on teaching was highlighted in the study of SISWONO through the use
of problem posing and problem-solving greatly rely on teachers’ skills and
creativeness. The investigative study of Wall & Hall to learning to learn focused on
metacognition and creativity as teachers’ strategies. It was also stipulated on the study
of Gaylo & Dales assessed the impact of metacognition strategies on students’
academic achievement in mathematics.

52
The work of Swan; Lee & Wider focused on collaborative learning. Samuels
emphasized cooperative learning as suitable strategies used by the teacher to maximize
student academic performance. Moreover, the study of Tamene asserted cooperative
learning that enhances higher order thinking skills in mathematics.
Ferri & Blum revealed the challenges of using modeling in instructions due to
several barriers to it, but it served as a basis for effective use of modeling by the
teachers. Stohlman & Albarracin explained mathematical modeling as a conceptual
solution to solve mathematical problems.
The collaborative study of Lee & Wider discussed the use of ICT in group activities
that boosted student confidence and worked actively on the assigned group activities. It
was supported by the study of Al-Washmi, Hopkins, & Blanchfield emphasized ICT on
instruction through collaborative games that catered student’s attention and motivation.
Supianto, Hayashi, and Hirashima introduced the use of software Monsakun in problem
posing in Japanese students. It was also used to Indonesian students living in Japan by
Hasanah, Hayashi, and Hirashima.
The valuable work of Galletto summarized the findings of the findings mentioned
above as to teachers competencies. The study emphasized the 5-in-1 strategies in
identifying the effect of the said strategies in teaching mathematics.
The study of TELLA examined the effect of self-efficacy of teachers to pupils’
achievement. It was also supported by the study of Cardenas & Cerado that teacher’s
53
self-efficacy concerning their practices and classroom management significantly had an
impact on student's academic performance to work collaboratively. Tamene mentioned
the classroom setting as to social interaction as a core of developing enthusiasm and
communication to pupils’ performance.
Cresol & Alamillo signified creative classroom practices that transpire changes in
the practices that brought professional development of teachers to be effective and
efficient. It was also stipulated DepEd Order No. 72, s. 2009 the inclusive modification
in classroom instructional practices provided the critical thinking and developing
teaching-learning.
Wilkinson & Penny asserted structured “ability” grouping of students as they
assigned to work cooperatively in a classroom setting. The unique work of Lee &
Wider described the appointed ambassadors as pupils work collaboratively such thing
to realize the role of their teachers and teachers gave their appraisal to those who work
well. However, Hajah & Mukheri assessed teacher appraisal program where
administrators were subjectively measured teachers’ performance.
The study of Moscardini introduced Cognitive Guided Instruction that demonstrates
teachers’ awareness of their learning and how developed understanding of children’s
mathematical thinking through constant support by the teacher. The work of Irvine
stipulated that problem posing has a positive effect on students’ attitude due to
teachers’ support that motivated pupils’ self-efficacy.

54
The contributory study of Wentworth, Kessler, & Darling-Hammond emphasized
equity policies and practices that promote cooperative work of all institutions for
development of quality curriculum instruction. Tito & Perez showed the consistent
handling of students by teachers including the holistic aspects of students for the quality
performance of the students. The significant study of Araza highlighted social practices
through Bourdieu system that promote social, mathematical practices in the classroom.
It was also catered the holistic aspects of the students in the teaching-learning process.
55
CHAPTER 3
METHOD
This chapter tackles the research design, research locale, the participants, research
instruments, data gathering procedures, and data analysis of the study.
Research Design
This study uses the descriptive research design using survey questionnaire
technique. This is deeming appropriate on finding the determinants of students’
performance. Exploratory Factor Analysis will use in order to identify the significant
correlation determinants of the pupils’ performance in Mathematics.
Research Locale
This study will be conducted in six elementary schools of Surigao City District I,
Surigao City, Surigao Del Norte. Surigao City District I is situated in the mainland of
Surigao City that is located at the northeast of Surigao Del Norte.
The Surigao City District I is also part of Arellano District of Surigao City. It is
located near at sea in a northeastern part of Surigao Province. Tricycle can reach it,
habal-habal motors and other types of transportation in about 5 minutes in one school
“Mariano Espina Memorial Central Elementary School (MEMCES)” and other five
schools are Day-Asan Elementary School (DES), Orok Elementary School (OES), San
Isidro Elementary School (SIES), San Jose Elementary School (SJES) and Vicente
56
Cabilao Memorial Elementary School (VCMES) of this district in about 30 to 45
minutes.
Participants
The respondents of the research study are the Grade 5 Pupils of Surigao City
District I, Surigao City, Surigao Del Norte S.Y 2018-2019. The academic performance
of this Grade 5 pupils in Mathematics 4 taken in S.Y 2017-2018 will be the utilized in
this study. From table 1, there are 280 grade 5 pupils and 9 teachers. All identified
respondents will be used for the research.
The table 1 shows the distribution of the respondents per school.
Table 1.
Distribution of the Participants in Surigao City District I
Surigao City District I Pupils Teachers Total

Day-Asan Elementary School (DES)
38 1 39
Mariano Espina Memorial Central
Elementary School (MEMCES) 115 4 119
Orok Elementary School (OES)
38 1 39
San Isidro Elementary School (SIES) 20 1 21
San Jose Elementary School (SJES) 30 1 31
Vicente Cabilao Memorial
39 1 40
Elementary School (VCMES)
TOTAL 280 9 289

57
Instruments
A researcher-made questionnaire will be used. The questionnaire is made of two
parts; Part I consists the profile of the respondents, Part II-A is about questions
regarding Pupils’ Attitude towards the Subject, Part II-B Attitude towards School
Classroom Setting, and Part III is about questions on Home Factors.
The instrument will be used for the study is a self-made survey questionnaire. The
items are measure using a 4-point scale; with 4 as Strongly Agree (SA), 3 as Agree (A),
2 as Disagree (DA), and 1 as Strongly Disagree (DA) for Pupils Factors. While on the
Home Factors, the items are measure using a 4-point scale; with 4 as Strongly
Practiced/Evident (SP/E), 3 as Moderately Practiced/Evident (MP/E), 2 as
Practiced/Evident (P/E), and 1 as Not Practiced/Evident at all (NP/E).
Validity
Validation of research made survey questionnaire instrument will be done by
presenting the first draft of the questionnaire to the research adviser for corrections and
suggestions. This will also evaluate and validate by other experts. For reliability, the
questionnaire will be a pilot test randomly on Grade 5 levels of Surigao City Pilot
Central Elementary School. It will be treated using Cronbach Alpha.
Data Gathering Procedures
The researcher will write a letter of permission to the Schools Division
Superintendent channeled through the District Instructional Supervisor to allow him to

58
administer a research survey questionnaire to the elementary school teachers and pupils
of Surigao City District I, Surigao del Norte. The survey questionnaire will distribute to
the Grade 5 teachers and pupils. The data gathered are analyzed and interpreted
thoroughly.
Data Analysis
This study will use the following statistical tools to analyze the data, as follow:
Frequency count, ranking and percentage, mean and standard deviation, and multiple
regression.
Frequency count, ranking, and percentage computation. These are used to present
the demographics of the participants.
Mean and standard deviation. They are employing to describe the teacher and
students factors.
Multiple regression. It will employ to identify the factors that significantly
determine the pupils’ performance in Mathematics.

59
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Mathematics Pupils’ Questionnaire
Dear Pupil,
The aim of this questionnaire is to identify your attitude towards the subject
Mathematics, and information about your school as to classroom setting. Please be
assured that the data gathered will be treated with utmost confidentiality.
I. Profile of the Respondent
Name: (Optional o Pwede ra dili isuyat an injo pangayan)____________________
Gender: ____Male ____Female
Socio-economic status: Please check your family total monthly income

(Palihug I check an injo binuyan na kita sa injo pamilya).
Family Monthly Income
____ Php90,000 and above ____ Php70,000-Php89,000
____ Php50,000-Php69,000 ____Php30,000-Php49,000

____Php10,000-Php29,000 ____Below Php10,000
Occupation of Parents: Please write the occupation of your parents.

(Palihug isuyat an trabaho sa injo papa sanan mama)
Father:_________________________
Mother:________________________
Highest Educational Attaintment of Parents: Please check the highest

educational attaintment of your parents.
(Palihug paki check an nahuman na pag eskwela nan injo papa sanan mama)
Attaintment Father Mother

Did not complete elementary
Elementary Graduate
Did not complete High School
High School Graduate
Did not complete College
College Graduate
Others please specify
II. A. PUPILS’ ATTITUDE TOWARDS SUBJECT
These items below pertains to your attitude towards Mathematics 4 subject, check
the appropriate box to whether you Strongly Agree (SA) o Mas musugot, Agree
(A) o musugot, Disagree (DA) o Dili musugot, and Strongly Disagree (SD) o
Mas Dili musugot.
No. ATTITUDE TOWARDS SUBJECT SA A DA SD

1 I have no difficulty in understanding
mathematics concepts, operations, and

principles.
(Waya ako maglisod sa pagsabot sa mga

konsepto, operasyon, sanan prinsipyo sa
matematika)
I look forward to our mathematics lessons
every day.
2
(Mulantaw ako nan pagtulun-an sa
matematika)
I like quizzes in mathematics.
3
(Ganahan ako nan mga quizzes sa
matematika)
I am happy that mathematics offered in
Grade 4.
4
(Malipajon ako na jauy Matematika sa ika
upat na ang-ang o grado).
I spend more time in studying mathematics
than my other subjects.
5
(Mas nuhatag ako nan oras sa pagtuon sa
matematika kaysa sa lain na subjek)
The mathematics lessons are interesting.
6
(Interesado an mga pagtulun-an sa
matematika).
I easily understand mathematics.
7
(Kadali ra nako masabtan an matematika)
I like my Math teacher.
8
(Ganahan ako sa ako maestro sanan
maestro)
I like solving challenging math problems.
9
(Ganahan ako musulbad nan mga lisud na
problema sa matematika)
It is important to know mathematics
nowadays.
10
(Impotante na mahibayo nan matematika
kuman na panahon)
II. B. PUPILS’ ATTITUDE TOWARDS SCHOOL CLASSROOM SETTING
These items below pertains to your attitude towards Mathematics 4 subject, check
the appropriate box to whether you Strongly Agree (SA) o Mas musugot, Agree
(A) o musugot, Disagree (DA) o Dili musugot, and Strongly Disagree (SD) o
Mas Dili musugot.
ATTITUDE TOWARDS SCHOOL

No. SA A DA SD
CLASSROOM SETTING
I like to come to school since our
classroom has beautiful posters, pictures,
and solid figures in mathematics.
1
(Ganahan ako moeskwela sukad an amu
klasrom jauy nindot na mga poster, mga
litrato, sanan solidong mga numero sa
matematika.)
I like attending Math subject in school
during class discussion.
2
(Ganahan ako muapil sa math subject sa
eskuylahan)
My math teacher is approachable and
3 friendly.
(An ako maestro o maestro sajun duolon

sanan mahigalaon)
I feel confident on my seat because I can
easily see what my teacher is teaching in
mathematics.
4
(Kumportable ako sa ako lingkuran kay
dali ra nako makita kun unsa an gitudlo sa
ako maestro o maestro sa matematika.)
I cannot easily understand mathematics
lessons because my classmates are noisy.
5
(Dili nako masabtan pagdali an mga
pagtulun-an sa matematika kay kasaba sa
ako mga klasmet)
I feel comfortable in solving mathematics
problems since there are materials
available in our classroom library.
6
(Komportable ako sa pagsulbad sa mga
problema sa mathematika tungod kay jauy
materyales sa amu library sa klasrum)
I do not feel bored in the classroom
because my math teacher provides
motivational activities in mathematics
lessons.
7
(Dili ko mobati nan kaluja sa klasrom kay
an amu maestro o maestro sa matematika
naghatag nan mga kalihukan sa mga
leksyon sa matematika)
We have classroom rules to follow given
by our math teacher.
8
(Jauy amu balaud na sundon na gihatag sa
amu nan amu maestra sa matematika)
The printed mathematics materials given
9 by our math teacher are visible to read.
(An mga giprinta na mga materyales sa

matematika na taghatag sa amu maestra o
maestro sa matematika kay makita
basahaon.
I am lucky that I am a pupil of this class.
10
(Swerte ako na estudyante ako sa ini na
klase)
III. HOME PRACTICES
A. These items below pertain to Home Factors: Please check the appropriate box to
what extent are the following practices evident in your home Strongly Evident
(SE) o Mas Gipakita, Moderately Evident (ME) o Sakto-sakto ra Gipakita,
Evident (E) o Gipakita, and Not at all evident (NE) o Wala jud Gipakita.
No. HOME FACTORS SA A DA SD

I use the following technologies at home
for studying such as Computer/Laptop,
Cellphone/Smartphone, Television or TV,
and Tablet.
1
(Mugamit ako nan musunod na mga
teknolohiya sa bayay; Computer/Laptop,
Cellphone/Smartphone, Televsion o TV,
Tablet)
At home, we observe specific time for
studying.
2
(Sa bayay, taglantaw namu an espesipiko
na oras sa pagtuon)
My parents regularly monitor my school

Attendance and Performance
3
(Pirme nagsubay ako ginikanan sa ako
attendance sa eskuylahan; A. Pagtambong,
B. Pasundayag)
My parents help me whenever I study at
home.
4
(Gitabangan ako nan ako ginikanan kon
magtuon ako sa bayay)
My parents attends PTA Meeting
5
(Muapil ako ginikanan sa PTA Meeting)
I have mathematics books, posters, and
other printed materials available at home.
6
(Jaun koy matematika na libro, posters,
sanan uban pa na materyales na tagprinta
na jaun sa amu bayay)
I study mathematics in advance at home.
7
(Magbasa ako nan matematika nan sajo o
abante sa bayay)
Thank you so much and God bless!
(Salamat karajaw sanan ang Dios an magpanalangin!)

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St.

Paul University Surigao

DETERMINANTS OF ACADEMIC PERFORMANCE OF GRADE 4 MATH

SUBJECT OF THE PUPILS OF SURIGAO CITY DISTRICT I:

BASIS FOR INTERVENTION PLAN

In Partial Fulfillment of the Requirements for the Degree

JESUS A. MOSA JR.

June 18, 201

THE PROBLEM AND ITS BACKGROUND

The K to 12 Mathematics Curriculum is a new curriculum for young mathematics

In the Trends in International Mathematics and Science Study in 2003, Philippines

In the 2015-2016 Global Competitiveness Report of the World Economic Forum,

Philippines ranked 79th of 138 countries in the Philippine Math educational

performance (Dela Cruz, 2017).

discouraging results. . In spite the implementation of educational reforms and the

problems due to the following difficulties: carelessness, lack of comprehension,

Implemented educational programs were mostly focused on the student factors

indicating specifically on the students’ attitude on mathematics, and attitude towards

of investigating the relationship between demographic profile, attitudes toward

studies examine these variables (Villanueva, 2013).

In the Schools of Surigao City District I to strengthen the numeracy of elementary

strategies to increase participation, completion, retention, and performance in all

(Gaps in Learning Basis for Incremental Development Efforts). This educational

plan to improve classroom-based activities.

Conceptual Framework of the Study

The mathematics capability and learning to achieve good grades in mathematics is

of parents and readiness to learn mathematics.

Students’ attitudes toward mathematics have been known to influence students’

participation, engagement, and achievement in mathematics. Several instruments have

been developed to measure students’ attitudes towards mathematics to validate the

subscale, and they referred to mathematics causing nervousness, confusion, feeling of

dread, dislike of the word mathematics, and being uncomfortable.

Home environment has consistently been found to be positively associated with a

performance of students. Educated parents can create conducive environment children

to learn and do well in school.

From these components, a conceptual framework model of determinants of

students’ performance is developed. The investigation aims to identify the

Determinants of Academic Performance in Math 4 Subject of Pupils of Surigao City

District I as inputs in designing Intervention plan. This study is a response to the

The middle box is the independent variable is Student Participants’ Performance in

based activities in mathematics.

2.3. Home Environment Pupil Performance in Intervention Plan

Figure 1. The Research Paradigm of Determinants of Academic Performance in Math 4

Subject of the Pupils of Surigao City District I

Statement of the Problem

This study will attempt to identify the Determinants of Academic Performance in

Math 4 Subject of Pupils of Surigao City District I.

Specifically, it sought answers to the following questions:

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

1.2. Socio-economic Status,

1.3. Occupation of Parent/s

1.4. Highest Educational Attainment of Parent/s

2. On the pupils’ factors:

2.1. What is the pupils’ attitude

2.1.1. Towards Mathematics as a Subject/course?

2.1.2. Towards School Classroom Setting?

2.2. What is the pupils’ readiness/preparedness for Mathematics 4?

3. To what extent are the following practiced or evident at home:

3.1. Use of Technology at Home

3.2. Home Environment

3.3. Parent Involvement

3.4. Availability of Educational Resources

4. What are the teachers’ performance based on: