Effects on the academic performance of schools. Reinforcing academic achievement in mathematics in grade six

TABLE OF CONTENTS

TITLE PAGE

ABSTRACT

ACKNOWLEDGEMENT

DEDICATION

TABLE OF CONTENTS

LISTS OF TABLES

LISTS OF FIGURES

Chapter
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

Chapter
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

Chapter

3 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

SUMMARY

‘ FINDINGS

CONCLUSIONS

RECOMMENDATIONS

Chapter

4 THE OUTPUT OF THE STUDY

BIBLIOGRAPHY

APPENDICES
Appendix A: Transmittal Letter
Appendix B: Questionnaire

CURRICULUM VITAE

LIST OF TABLES

Abbildung in dieser Leseprobe nicht enthalten

LIST OF FIGURES

Abbildung in dieser Leseprobe nicht enthalten

Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

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.

Access to quality instruction has been organized by the Department of Education - Republic of the Philippines. Audits of instruction have shown the inside and out of disparities in the training framework that had made low quality arrangement. These imbalances roll out instructive improvements unfulfilled goals. The education system together with private area puts resources into improving the academic performance of learners. However, appraisals keep on showing that the money related estimation of these speculations isn't seen in the results (Feza, 2012). One of the assessments being used in the Philippines in measuring pupils’ level in their academic performances is the Periodical Examination. This is an examination made by the teachers or administrators quarterly to evaluate how far the pupils learned. It assesses readiness of learners for subsequent grade or year levels in the education ladder. In addition, periodical tests are used to continuously monitor progress or positive change and improvement in the program of the Department of Education. Moreover, this type of test helps the teachers identify the gaps and/or duplications in process, activities, and efforts toward attaining the program goals and provides basis for feedback to all the stakeholders - policy makers, educators, teachers, and others.

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 (Reche, 2012). 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 (Suan, 2014). 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 Mathematics 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.

Theoretical Background

This study is anchored on the theory of Edward Thorndike which is the theory on connectionism and the theory of constructivism of Jerome Bruner. The Theoretical Framework of this study is presented in Figure 1. First is the theory on connectionism. This thought of Thorndike expressed that learning has occurred when a solid association or bond among boost and reaction is framed. As per him, learning is the aftereffect of affiliations framing among upgrades and reaction. Such affiliations or "propensities" become reinforced or debilitated by the nature and recurrence of the S-R pairings.

He came up with three primary laws: First is law of readiness, which considers that, the more readiness the learner needs to react to the stimulus, the more grounded will be the bond between them. Therefore, as a teacher, students should be made to prepare themselves before starting the lesson. Set rules and regulations. Motivate them. Let them feel that they are learning inside the classroom. Another thing is, ask questions first before calling the names of the pupils. Questions need not be asked if students already knew the answers of the queries. And most importantly, always start the discussion with an optimistic aura. Second is the law of exercise. This law accentuates that the more a S-R bond is drilled the more grounded it will be. "Careful discipline brings about promising results" appear to be related with this. Nonetheless, he changed this law when he discovered that training without criticism doesn't really upgrade execution. Therefore, giving feedback is very essential in the learning process. And lastly is the law of effect. It expressed that an association between a stimulus and response is fortified when the result is positive (reward) and the association between the reaction is debilitated when the outcome is negative.

Abbildung in dieser Leseprobe nicht enthalten

Figure 1.

The Theoretical Framework of the Study

The theory recommends that the transfer of learning relies on the nearness of indistinguishable components in the first and new learning circumstances; that is learning is constantly explicit, never broad. In later forms of the hypothesis, the idea of "belongingness" was presented; associations are all the more promptly settled if the individual sees that stimuli or response go together (c.f. Gestalt standards). Another idea presented was "polarity" which indicates that connections happen all the more effectively toward the path where they were initially framed than the inverse. Thorndike likewise presented the "spread of effect" thought, that is rewards influence the connection that delivered them as well as transiently adjacent connections also.

Second is the theory of constructivism by Jerome Bruner. Jerome Bruner's idea that is extremely predominant in schools however obscure to many - Spiral Curriculum. The Spiral Curriculum is predicated on psychological hypothesis progressed by Jerome Bruner (2012), who expressed, "We start with the speculation that any subject can be educated in some mentally fair structure to any youngster at any phase of advancement." as it were, even the most unpredictable material, if appropriately organized and introduced, can be comprehended by extremely small kids. Key highlights of the winding educational program dependent on Bruner's work are: (1) The understudy returns to a point, topic or subject a few times all through their school vocation; (2) The unpredictability of the theme or topic increments with each return to; and (3) New learning has a relationship with old learning and is placed in setting with the old data. The advantages credited to the winding educational plan by its promoters are: (1) The data is fortified and set each time the understudy returns to the topic; (2) The winding educational plan additionally permits a legitimate movement from short-sighted plans to confused thoughts; and (3) Students are urged to apply the early information to later course targets.

In spite of the fact that there is no other from proof of the general impacts of the winding educational plan on understudy learning, "highlights" of that educational plan have been connected to improved learning results. Also, the winding educational plan consolidates many research-based methodologies from psychological science that have been connected, exclusively, to improved understudy execution too. Students must be offered chances to describe and think about their encounters so as to have establishments for their future and new learning. Moreover, educators should likewise put together what they instruct with respect to the level fitting for the learners.

THE PROBLEM

Statement of the Problem

This study assessed the factors affecting the Academic Performance in Mathematics of the Grade 6 learners at School A, Schools Division of Cebu City during the school year 2015-2016 as basis for interventions.

Specifically, it sought answers to the following questions:

1. What related information can be gleaned from the learners:

1.1. age and gender,

1.2. highest educational attainment of parents,

1.3. occupation of parents,

1.4. combined family monthly income,

1.5. size of the family, and

1.6. types of dwelling?

2. What is the distribution of the academic performance of the Grade 6 learners in Mathematics in the following assessments:

2.1. Periodical Test, and

2.2. National Achievement Test?

3. To what extent has the following factors affected the academic performance of the grade 6 learners:

3.1. Learners,

3.2. Family,

3.3. Learning Environment, and

3.4. Teachers?

4. Is the academic performance of the learners correlated with the data?
5. Is there a significant relationship between the academic performance of the learners and the identified factors?
6. Based on the findings, what interventions could be designed?

Significance of the Study

This study and its results would benefit the following:

School. The findings of the study would place the school in one of the top performing schools among the elementary schools in the division.

School Administrators. The findings of the study would give the administrators the idea on what interventions they could make on the subject. The results would also encourage them to uphold the morale of the learners, teachers, and other stakeholders.

Math Supervisor/Coordinator. The outcome of this study would give the Mathematics Supervisors and Coordinators the notion on what interventions they could make on the subject. The results would also inspire them to raise the self­confidence of the learners, teachers, and other stakeholders.

Teachers. The result of the study will reveal the factors that affect the academic performance of the grade six learners in Mathematics. Under this study and such, they could look for ways on how to improve the performance of the learners.

Parents. The result of the study would make the parents aware about the academic performance of their children in school. Through this, they could also help the teachers and administrators to improve such performance by cooperating and attending Parent Teachers Conferences.

Learners. The findings of the study would open the eyes of the learners on their academic performance. Thus, they will understand the concepts of the subject more clearly and would apply it in their lives. They could also help improve their academic performance by helping hand in hand with their parents, teachers, and school administrator.

Researcher. The result of the study would give him the idea on what intermediation could be done to improve the academic performance of the learners.

Future Researchers. The findings of the study would provide references for future studies.

RESEARCH METHODOLOGY

Design

This study utilized the descriptive method supplemented with documentary analysis. It is descriptive because it assessed the achievement profile of the grade 6 learners in the National Achievement Test and Periodical Tests in Mathematics at School A, Basak San Nicolas, Cebu City, Schools Division of Cebu City.

Flow of the Study

The schema of the conceptual flow of this study is shown in Figure 2. In the schema, the input contained are the data on the achievement profile of grade six learners, extent of the factors that affect the academic performance and the test of significant relationship. The data gathered through the questionnaire were between the identified factors and the academic performance of the learners. The data was gathered through the use of a questionnaire and subject to an appropriate statistical treatment. The expected output was a proposed intervention in Mathematics.

Abbildung in dieser Leseprobe nicht enthalten

Figure 2.

The Flow of the Study

[...]