Correlates of Mathematics Performance of Sophomore Students of Integrated Public Schools in the Division of Samar: Basis for Instructional Redirections
Keywords:
Correlation, Mathematics Performance, Sophomore Students, Integrated Public School, Instructional RedirectionsAbstract
The study aimed at determining relationships between certain teachers, students, and home related factors and mathematics performance of sophomore high school students of integrated schools in the Division of Samar for the school year 2008-2009. This study used the descriptive correlational design. The descriptive method was used to describe and explain the level of mathematics performance of second year high school students of integrated schools in the Division of Samar, and the correlates or factors, namely: students-related factors, teachers-related factors and home-related factors. The relationship between level of Mathematics performance of the student-respondents and attitude of parents towards mathematics performance of the student-respondents and attitude of parents towards mathematics obtained an r-value of 0.08. The computed t-value is 1.31, which is less than the critical t-value of 1.96 at 0.05 level of significance and df=279. The hypothesis, “There is no significant relationship between the attitude of the parents towards Mathematics and level of performance in Mathematics of the student-respondents” is accepted. The teacher-related factors which are significantly related to the level off Mathematics performance of the student-respondents are sex, and highest educational attainment. The home-related factors which are significantly related to the level of Mathematics performance and average monthly family income. For the recommendation, the teachers should diagnose the students for pre-requisite skills in Mathematics by giving them a diagnostic test which will cover content or the minimum learning competency of every year level since higher level skills are built up from lower level skills.
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