Academic Achievement in Algebra of the Public High School Students in the New Normal

Abstract

This study describes the academic achievement level in Algebra of the public secondary school students in the new normal as a whole and when grouped according to sex and parent's highest educational attainment. Utilizing descriptive-comparative and correlational designs, the academic achievement level, significant differences and relationships among the variables, and the perceived learning difficulties in Quadratic Functions were determined using mean, Mann-Whitney, Kruskal Wallis, Chi-square test of association, Spearman rank correlation, and frequency and percentage distribution. Results showed that the academic achievement level was low; no significant difference and relationship between sex and academic achievement level; there was a significant difference and relationship between parent's highest educational attainment and achievement level, and students' top difficulty is transforming quadratic functions into the form f(x)=[a(x-h)^2]+k. Therefore, Algebra teachers, school heads, and parents should take necessary interventions to address the problem.

Factors Predicting the Mathematics Performance of Grade 8 Students in the New Normal

“…The results agree with Enu et al [25] that a teacher's method of instruction affects students' performance in mathematics. Significant research on the effectiveness of teaching methods and strategies indicates that the achievements of students often reflect the quality of teaching [10]. As such, the alignment of teaching methods and strategies with students' needs and preferred learning influences the performance of students in mathematics.…”

“…So far, there has never been any attempt to study the four factors, namely, student factor, teacher factor, environmental factor, and parents' support, which influence students' mathematics performance in the new normal. Furthermore, it was encouraged that different areas related to students' mathematics performance during the new normal be explored [10].…”

Reciprocal Determinants of Students’ Mathematics Performance in Two Boarding Schools in Cebu, Philippines

“…The students easily remember examples of the terms defined because they can connect and visualize the words easily through examples. Teachers need to ensure that students develop their factual skills because these define their mastery of the basic concepts in algebra, which can be achieved through interactive and student-centered teaching approaches (Rodrigo & Alave, 2021).…”