Mathematics performance has been recognized as vital in the curricula in most of the country not only for academic success but also for its efficient application in everyday life. The study aimed to determine a significant relationship between the student, teacher, environmental, and parent involvement factors and students’ mathematics performance in a Catholic university for the Academic Year 2020-2021. Also, it determined which factors predict the mathematics performance of students. Using descriptive-correlational research design, 123 Grade 8 students answered a researcher-made test questionnaire to assess students' level of mathematics performance; these were interpreted using the Department of Education’s scale of standard. Furthermore, a researcher-made survey questionnaire was used to examine the level of extent of the four factors influencing the students’ mathematics performance, the correlation between these factors and students’ mathematics performance, and predictors of students’ mathematics performance. The assembled information was dealt with measurably utilizing mean, standard deviation, Kruskal-Wallis, Pearson product-moment correlation, Spearman's rho, and multiple linear regression. Results revealed that students’ level of mathematics performance was fairly-satisfactory (M=79.77, SD=8.96). The extent of influence of the factors is moderate (M=3.28, SD=0.33). There is a significant correlation between the extent of influence of factors as a whole and Mathematics performance [r(121)=0.235, p=0.009]. The results of the regression indicated that the predictor explained 7.3% of the variance [F(1, 121)=9.540, p=0.002, R2=0.073)]. The individual predictors were further examined and indicated that the teacher factor [β=6.440, t=3.089, p=0.002] significantly predicts Mathematics performance. This study provides significant insights into the vital role teachers play in finding a lasting solution to the students' perennial poor performance issues in mathematics in this new normal.
Statistics has proven its usefulness in research over centuries to produce quality insights and data-driven decision-making. Learning statistics not only rely on cognitive but other factors such including attitude as well. This descriptive-correlational research determined the attitudes toward statistics in the components of affect, cognitive competence, value, difficulty, interest and effort, and statistical literacy of 200 public senior high school students selected through stratified random sampling. The SATS-36© developed by Schau et al. (2003) was used to determine attitudes, while a researcher-made questionnaire was utilized to measure statistical literacy. Using descriptive statistics and inferential analysis, students' attitudes toward the subject were established positively in value, interest, and effort components. In contrast, a negative attitude was exhibited in the components of affect, cognitive competence, and difficulty. Students' statistical literacy was found to be low in all areas and as a whole. Among the six components of attitude, the value component showed a significant relationship and predicted students' statistical literacy. Thus, the most vital component of attitudes toward statistics is value.
Managing students in the classrooms with multiple intelligences is one of the tough issues teachers encounter. The practice of multiple intelligences instruction depends mainly on the teacher's performance in teaching. That is to challenge the students by setting high standards for further achievement and evaluate students' progress. The theory of Multiple Intelligence (MI) resonates with many educators. It gives an idea to create a relatively even distribution of students of different abilities and diverse educational needs. It has been found out that teachers who based their instructional practices on MI theory have more authentic classrooms, and students are more genuinely engaged in class. Hence, the paper describes the extent of multiple intelligences instructional practices and the level of teaching performance of the public elementary school. Likewise, it sought to determine the significant relationship between multiple intelligences instructional practices, teaching performance, and demographic profile of teachers.
Knowledge in Pre-Calculus depends on students' understanding of Algebra and Trigonometry. The result of the Program for International Students Assessment (PISA) in 2018 disclosed that the Philippines ranked the second-lowest in Mathematics assessment and indicated low performance in advanced subjects such as Calculus. Hence, the paper described the level of academic performance of senior high school students in a maritime school in Bacolod City during the school year 2019-2020. Likewise, it aimed to determine the relationship between the students' demographics and the level of academic performance in Pre-Calculus. Furthermore, it is intended to test the correlation and predictive capability of the school of origin and entrance examination scores in the academic performance of students in Pre-Calculus.
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