The Effect of Social Learning-Related Variables on Academic Achievement

Abstract

This study determined the relationship between the social learning-related variables and the skills achievement in Mathematics of the 200 Grade 8 students in a public school in the Philippines. Descriptive research design was used through a self-constructed questionnaire and an assessment test. The data gathered were presented in a tabular mean while the relationship between variables was tested using Pearson r correlation coefficient. The students' social learning-related variables were highly manifested (WAM = 3.44, SD = 1.11). However, only 11.5% of the students have satisfactory performance in Mathematics. Among the demographic profile, only mothers' educational attainment has shown significant relationship with mathematics achievement in terms of estimation (r = 0.184). Among the social learning-related variables, attitude of the students indicated significant relationship with both estimation (r = 0.184) and problem solving (r = 0.196). Peer support also revealed significant relationship with both representation (r = 0.167) and estimation (r = 0.159). The mathematics teacher must find effective ways on how to overcome the students' difficulties and thus develop their mathematical skills. Efforts to thresh out problems in vocabulary development especially solving worded problems may be exerted. A parallel study may be conducted using variables not considered in this research.

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).…”