Factors Associated with Mathematics Performance

Abstract

Aims: The purpose of this study is to identify the factors associated with the academic performance of Grade 10 students during their First Quarter of school as well as the significant correlation between the factors and student academic performance in Mathematics.
 Study Design: Descriptive Correlation Design.
 Place and Duration of Study: The study was conducted at Agusan National High School in Cagayan de Or City's East 1 District during the school year: 2022 – 2023.
 Methodology: The respondents were Two hundred thirty-one (231) students in Grade 10 at Agusan National High School in Cagayan de Oro City's East 1 District. This study used a researcher-made questionnaire that underwent validity and reliability testing and the academic performance of the students.
 Results: The results showed that students agree with routines related to mastering Mathematics at a high level. Furthermore, there is no correlation between student study habits and Mathematics performance in terms of self-confidence, but there is a substantial positive association between the student's study habits and performance in terms of attitude. The study habits and learning techniques used by students were found to be important determinants of how well they performed in Mathematics. The researcher strongly suggested using the enhancement plan in teaching Mathematics to Junior High school students.
 Conclusion: Students have a very positive attitude toward their study habits when learning Mathematics. Students felt that studying and learning Mathematics was essential. Students' success and academic growth depend heavily on their Mathematics performance.it is essential for pupils to master and comprehend its concepts. Students' study habits in terms of attitudes have an impact on how they learn Mathematics.

Effectiveness of Team Assisted Individualization as a Teaching Approach

“…According to Bernardo (2020), only 1 percent of Filipino students reached the high benchmark in mathematics, six percent in the intermediate benchmark and nineteen percent on the low benchmarks, which means they only have basic mathematical knowledge. While majority of the studies argue the engagement, motivation and capabilities of the students (Bacolod-Iglesia et al, 2021;Ha, 2011;Naungayan, 2022;Galabo et al, 2018;Abalde & Oco, 2023;Cordova & Tan, 2018;Anabo, 2023;Macaso & Dagohoy, 2022;Vergara, 2021;Magsino, 2021), several studies highlighted issues on the educational system (Aksan, 2021;Peteros et al, 2022;Launio, 2015), facilities and support system, and applicability of teaching methodologies (Gamit, 2023;Duzon, 2021;Estonanto et al, 2017;Ha, 2011;Cordova & Tan, 2018;Faustino, 2022;Booc et al, 2023;Delosa & Ong, 2021;de Vera et al, 2022).…”