This study assessed the factors affecting the academic performance of two schools (A and B) as a basis for the interventions. It is anchored on the theory of Edward Thorndike which is the theory on connectionism and the theory of constructivism of Jerome Bruner. The performance of learners is a result of financial, mental and ecological variables. Training assumes a critical job in political, monetary and social domains of advancement. Poor scholastic execution speaks to low results that demonstrate the degree to which a student has neglected to achieve explicit objectives that were the focal point of exercises in instructional situations, explicitly in school.
Numerous understudies are viewed as underachievers in Mathematics. They are normal or better than expected in their insight however their genuine accomplishment in these subjects didn't harmonize to their scholarly capacities. Generally, it is a disturbing perception among Filipino students that they exceed expectations in information achievement however admission extensively low in exercises requiring higher request thinking aptitudes. It is very evident with the result of the National Achievement Test of the students nationwide in Mathematics which was only 48.90 percent which is very obvious that it didn’t meet the passing rate of the Department of Education. The result is described as
poor achievement and below the national standard passing rate.
It is apparent in the performance of the pupils in School A, Schools Division of Cebu City with the results in their Periodical Examinations. The Mean Percentage Score (MPS) in athematics did not meet the standard passing rate of the Department of Education which is 75%, that is according to DECS Order No. 46, s.1983. Performance of the learners has persistently been poor. The repeated result made the teachers and administrator dissatisfied. Therefore, it is a great challenge for the teachers handling Mathematics to have a couple of solutions in solving these problems inside the classroom. This condition has encouraged the researcher to investigate the factors that contribute to the poor performance of the Grade six learners in School A.
Table of Contents
1 THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale of the Study
THEORETICAL BACKGROUND
THE PROBLEM
Statement of the Problem
Significance of the Study
RESEARCH METHODOLOGY
Design
Flow of the Study
Environment
Respondents
Instrument
Data Gathering Procedures
Statistical Treatment
Scoring Procedure
DEFINITION OF TERMS
2 PRESENTATION, DATA ANALYSIS, AND INTERPRETATION
PROFILE OF THE RESPONDENT GROUPS
Learner’s Profile
Age and Gender
Highest Educational Attainment of Parents
Occupation of Parents
Monthly Family Income
Number of Members in the Family
Types of Dwelling
MATHEMATICS 6 RESULTS OF PERIODICAL TESTS AND NATIONAL ACHIEVEMENT TEST
FACTORS AFFECTING THE PUPILS’ ACADEMIC PERFORMANCE
Learner Factors
Family Factors
Learning Environmental Factors
Teacher Factors
CORRELATION OF THE ACADEMIC PERFORMANCE OF THE LEARNERS AND THE IDENTIFIED FACTORS
3 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
SUMMARY
FINDINGS
CONCLUSIONS
RECOMMENDATIONS
4 THE OUTPUT OF THE STUDY
BIBLIOGRAPHY
Research Objectives and Themes
This study aims to assess various factors—including learner-specific habits, family background, the learning environment, and teacher-related practices—that influence the academic performance of Grade 6 students in Mathematics. The primary goal is to identify these variables to develop effective pedagogical interventions that improve student mastery levels.
- Analysis of learner demographic and socio-economic profiles.
- Evaluation of student performance in Periodical Tests and the National Achievement Test.
- Investigation into the impact of family dynamics and parental involvement on learning.
- Assessment of the learning environment and classroom conditions.
- Evaluation of professional teaching strategies and their efficacy in Mathematics education.
Excerpt from the Book
Rationale of the Study
One of the significant difficulties and worries of educators is the nature of educating and learning Mathematics. Mathematics depends on intellectual capacities as well as on enthusiastic components and perspectives. Arithmetic training is one of the subjects perceived as a central point being developed, making national plan center right now. Program for International Student Assessment (PISA) is the world's greatest global understudy evaluation, including 15-year-old understudies in more than 60 nations – it surveys Mathematics, Reading and Science. It is a key wellspring of execution information for singular nations. It is a globally tantamount measure, giving data well beyond the information gathered at a national level. In 2012, 22% of learners in the United Kingdom were low performers in Mathematics (OECD normal: 23%), 17% were low performers in Reading (OECD normal: 18%), 15% were low performers in Science (OECD normal: 18%), and 11% were low performers in every one of the three of these subjects (OECD normal: 12%) (Burge, B. and Sizmur, J. (2015)). When compared with PISA 2006 and PISA 2009, there has been no adjustment in execution in any of the subjects tried. The consequences of the United Kingdom didn't meet the PISA reaction rate guidelines.
Summary of Chapters
1 THE PROBLEM AND ITS SCOPE: Introduces the background, theoretical framework, and the problem statement regarding student performance in Mathematics.
2 PRESENTATION, DATA ANALYSIS, AND INTERPRETATION: Analyzes the gathered data, including learner profiles and the impact of external factors on academic outcomes.
3 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS: Synthesizes the study findings to reach conclusions and proposes actionable recommendations.
4 THE OUTPUT OF THE STUDY: Presents a concrete intervention plan designed to address the identified challenges in Mathematics instruction.
Keywords
Mathematics 6, Academic Performance, Descriptive Method, Learner Factors, Family Factors, Learning Environment, Teacher Factors, National Achievement Test, Periodical Test, Spiral Curriculum, Socio-economic Status, Educational Intervention, Student Motivation, Classroom Management, Instructional Materials.
Frequently Asked Questions
What is the core focus of this academic research?
The research primarily evaluates the factors influencing the academic performance of Grade 6 students in Mathematics at a specific school to provide a foundation for targeted educational interventions.
Which domains are identified as influencing academic achievement?
The study examines four major domains: the learners themselves, their family background/status, the physical learning environment, and the professional competencies and strategies of their teachers.
What is the primary research objective?
The main objective is to measure the extent of impact of these various factors on student test scores and to design a comprehensive intervention program to improve math proficiency.
Which methodology does the author employ?
The researcher utilizes a descriptive method combined with documentary analysis, using statistical tools like percentage, weighted mean, and correlation tests to interpret the gathered data.
What does the main body of the work cover?
The main body provides detailed tables and analysis regarding student demographics, family income, home environment, and specific test results from Periodical and National Achievement Tests.
What keywords best represent this work?
Key terms include Mathematics 6, Academic Performance, Learner Factors, Family Factors, Learning Environment, and Teacher Factors.
How is the "low mastery" level defined in this study?
Low mastery is defined by the study as a performance range of 1-74, where the learning of students is significantly negatively affected by the identified internal and external factors.
What role does the Spiral Curriculum play in this study?
The Spiral Curriculum is discussed as a key theoretical component (linked to Jerome Bruner), suggesting that returning to complex topics over time helps students better grasp and retain mathematical concepts.
What conclusion does the author reach regarding the relationship between factors and performance?
The study concludes that there is a moderate positive relationship between the identified factors and student performance, meaning that improvements in these areas are likely to positively influence academic outcomes.
- Arbeit zitieren
- Carlo Niño Gerebese (Autor:in), 2021, Effects on the academic performance of schools. Reinforcing academic achievement in mathematics in grade six, München, GRIN Verlag, https://www.grin.com/document/1148341
