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CHAPTER I
THE PROBLEM
Introduction
Mathematics is life. We cannot enjoy living today, if we will not use technologies
in our home, school, church, and workplace. All the discoveries in the past by the
mathematicians lead us to more technological or what we called Industrial era, wherein
the different usage of technological devices occurs. In this era, application of
Mathematics helps to develop and invent such technological devices. Through these
applications, our life became easier. Whenever we decide what to do, such as financial
management, operating computers/ machineries, thinking about how do the World Wide
Web works, and many more, we are relying on mathematical understanding. That’s why
the school is giving all students an opportunity to understand the power and beauty of
mathematics. Students need to learn a new set of mathematics basics that enable them to
compute systematically and to solve problems creatively and resourcefully.
Naga View Adventist College (NVAC) is the only Adventist College institution
in Bicol region that operates not only college but also Junior High School (JHS) and
Senior High School (SHS) program. Part of the academic program is the Mathematics
Education for every student to learn and achieve success that reflects on their grade and
performances. Traditionally, Mathematics has been recognized by the students as one of
the most difficult of the basic sciences. But according to Schereiber (2000) those who
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have positive attitudes toward mathematics have a better performance in this subject. It
means that the mathematics teacher should made an effort to introduce mathematics
subjects as much as inspiring, interesting, motivating, and enjoyable learning experiences
every meeting with the students.
Mathematics achievement has shown that the students from each major level of
Education in Asia seemed to outperform their counterparts cited by Balbadosa (2010).
Many studies have examined students’ thinking about school and their attitude toward
Mathematics. Mathematics performance involves a complex interaction of factors on
school outcome. Although the relationship between mathematics performance and
students factor has been studied widely, it is important to explore the factors that
contribute to students’ mathematics performance. There are some misconceptions that
states “boys have better performance that girls in math”, but in the study of Wendy,
Hansen (2008) it was found out that neither gender consistently outplaced the other in
any state or at any grade level.
Student engagement in mathematics refers to students’ motivation to learn
mathematics, their confidence in their ability to succeed in mathematics and their
emotional feelings about mathematics. Student engagement in mathematics plays a key
role in the acquisition of math skills and knowledge – students who are engaged in the
learning process will tend to learn more and be more receptive to further learning.
Student engagement also has an impact upon course selection, educational pathways and
later career choices. Mathematics performance has improved, again, through expecting
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students to achieve, providing instruction based on individual student needs and using a
variety of methods to reach all learners. One factor has been aligning the math curriculum
to ensure that the delivery of instruction is consistent with the assessment frequency.
Among the studies conducted by the past researchers in NVAC which was about
mathematics performance and factors that affects the performance was confined only on
student’s interest or student’s study habits. Other factors such as student’s peer-influence,
and teacher’s teaching skills were not observed. This particular study attempts to
determine the correlates of the mathematics academic performance of JHS of NVAC
along with student’s interest, student’s study habits, student’s peer-influence, and
teacher’s teaching skills.
Statement of the Problem
This study aimed to find the correlates of the mathematics performance of JHS
students at NVAC during the S/Y 2019-2020.
The study specifically aimed to answer the following research questions:
1. What is the level of mathematics performance of JHS students at NVAC during the
final grade?
2. What are the extent of the correlates of the mathematics performance of JHS students
at NVAC along:
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a. Interests
b. Study Habits
c. Peer-influence
d. Teacher’s Teaching Skills
3. Is there a significant relationship between mathematics performance and the factors
affecting the mathematics performance of JHS students at NVAC such as:
a. Interest
b. Study Habits
c. Peer-influence
d. Teacher’s Teaching Skills
Hypothesis
The following hypothesis was formulated to guide this study:
There is no significant relationship between mathematics performance and the
factors affecting the mathematics performance of JHS at NVAC along interest, study
habit, peer-influence, and teacher’s teaching skills.

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Significance of the Study
The findings of this research will prove useful to the following entities:
Administrators. The results of this study will give them an insight to what
program for the teachers will give so that they will enhance their teaching strategies.
Guidance Counselor. This study will help develop the guidance program in line
with individual needs and capabilities of the students.
Parents. Parents may understand their role in guiding their children and be able to
support and follow up their children’s studies at home, finding out their skills, strengths
and weaknesses in their subjects especially in Mathematics.
Teachers. The result of this study will enable the teachers to know their students’
strengths and weaknesses and may serve as baseline data for improving the methods and
techniques of teaching Mathematics. In this way they will be able to serve and develop
their students’ interest who will be future leaders of the society.
Students. The results of this study could help them to see their performance level.
Thus, they will be encouraged to improve.
Future Researchers. The result of this study can serve as basis for further study
on relationship of student mathematical performance and other factors such as teacher-
student relationship, teaching learning activities, curriculum approach and others.

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Scope and Delimitation of the Study
This study is focused on factors affecting mathematics performance of selected
JHS students at NVAC. The researchers chose the said respondents to strengthen and get
an accurate result. The study was delimited to factors that affect the mathematics’
performance, student’s interest, student’s study habits, student’s peer-influence, and
teacher teaching skill. Likewise, this study discussed the correlation between
mathematics performance and the factors affecting the mathematics performance of JHS
students at NVAC along with student’s interest, student’s study habits, student’s peer-
influence, and teacher’s teaching skills.
This study was conducted at NVAC, first and second quarter of S/Y 2019-2020.
The total population of JHS students is 151, but using the Slovin’s formula the
researchers got one hundred ten samples at 5% margin of error which composed the
respondents of the study. To minimize the treat to validity, the researchers conducted it
with the presence of the mathematics teacher of every grade level. To find out the result
the researcher made a survey questionnaire for them to assess the factors affecting
mathematics performance.
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Definition of Terms
For better clarification and understanding of the terms related to this study, the
following terms are defined conceptually and operationally.
Mathematics Performance. This refers to the degree or capacity of students’
knowledge in Mathematics in terms of their 1st and 2nd quarter grades.
Interest. This refers to the amount of the students’ dislike or like of particular
things in Mathematics subject.
Study Habits. This refers to usual form or action of a student in studying
Mathematics subject.
Peer-influence. It refers to the influence of friends, classmates, and roommates in
studying Mathematics subject.
Teacher’s Teaching Skills. This refers to the skills of teachers in Mathematics in
terms of teaching her/his lesson.
Correlates. This term refers to the factors affecting Mathematics performance of
the respondents.
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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
The researchers want to gain an understanding of the existing researchers and
literatures that are related to the correlates of the Mathematics performance of JHS
students at NVAC, and to present the knowledge in order based on the stated problem of
the study.
Mathematics Performance
From the World Book Encyclopedia (1995) in Gatongay and Alpuri (2017), it was
stated that “studying is an important part of learning because your achievement at school
depends greatly on how much you study. You cannot expect to learn everything you need
to know about a subject from a teacher in a classroom. You must also study the subject
outside the classroom. The combination of classroom learning and regular study outside
of classroom determines how well you do at school.
Interest
According to (Nyman, 2017), interest as an attitude has been interpreted within
several research traditions and discourses in connection to many school subjects. In
mathematics education, previous studies on the students’ attitudes towards mathematics
have mainly focused on emotions and not on observable categories of attitudes. Personal
aspects of interest have been studied, for instances seeing interests as synonyms with
9
hobbies, and how to integrate these into mathematics teaching. Interest has been
approached in terms of students’ activities outside the classroom context, as a student’s
latent, inner emotional state – an approach that is not necessarily related to interest in the
subject in the classroom settings.
He further discussed that interest in mathematics, and especially the lack of it, has
been discussed in the light of influences of Western culture and the politics of our
modern society. Even when interest has been approached as an attitude in a specific
situation – so called situational interest. Therefore, there is a need to specify interest in
relation to mathematics teaching, focusing on subject – specific features brought up in
mathematics classrooms.
Study Habits
Sakirudeen and Sanni (2017) found that study habits like note taking, usage of
library, study time allocation influenced the students’ academic performance. They
furthered recommended that group guidance should be organizes in schools initiated by
professional counselors in order to establish awareness on the practical study habits and
the provision of a functional library which lead to a better performance of the students in
math.
10
Steinberger and Wagner (2005) distinguished that success in study does not only
depend on ability and hard work but also on effective methods of study thus, a good
study habits will mean the ability to learn and make use of what one studying.
Peer-influence
Peer influence has predominantly negative connotations and received most
attention in the context of problem behaviors during adolescence. (Telzer & Do, 2018).
Friendship are very much an important aspect of teen years. Understanding the nature of
peer influence can help support youth as they enter into this period and follow the path
towards close friendships that are hallmarks of adolescence. (De Guzman 2007).
Classroom peers are believed to influence learning by teaching each other, and the
efficacy of this teaching likely depends on classroom composition in terms of peers’
ability. Unfortunately, little is known about peer-to-peer teaching because it is never
observed in field studies. Furthermore, identifying how peer-to-peer teaching is affected
by ability tracking – grouping students of similar ability – is complicated by the fact that
tracking is typically accompanied by changes in curriculum and the instructional
behavior of teachers. (Shigeoka, 2017).

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Teacher Teaching Skills
http://www.teachervision.fen.com authentic assessment, cooperative learning,
inclusion – discover a vast range of current articles about teaching methodologies, ideal
for all grades. Diversify your teaching strategies by implementing service-learning
projects and integrating technology in your classroom. These resources will help you gain
the experience and expertise you need to become a successful teacher, whether you're a
new teacher or have been teaching for many years.
According to Bloom’s Taxonomy, teachers frequently spend a great deal of
classroom time testing students through questions. In fact, observations of teachers at all
levels of education reveal that most spend more than 90 percent of their instructional time
testing students (through questioning). And most of the questions teachers ask are
typically factual questions that rely on short-term memory.
Related Studies
Hanson, Katherine (2008) stated that an exploration of girls’ learning styles,
attitudes, and behaviors in math classes that also shows the importance of analyzing the
curriculum and attitudes of teachers when attempting to understand girls’ relation to
math. It attempts to discover ways to increase girls’ interest and achievement in math. It
concludes with 15 practical recommendations for the improvement of math education for
girls.
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Davis-Kean (2000) analyzed how parents' values and attitudes affect children's
math performance and later interest, and how these attitudes vary by the child's gender.
They used data from a longitudinal study of more than 800 children and a large group of
their parents that began in 1987 and continued through.
Odiri (2015) studied the relationship of students’ study habits and their math
achievement in Delta Central Senatiorial District, Delta State, Nigeria. 500 students were
randomly selected 25 students from public secondary schools who participated in said
study. Using the regression and ANOVA to analyze the data, findings revealed that there
was a significant relationship between the study habits and math achievement of the
students and a significant difference was found in math achievement between good and
poor study habits.
Richardson et al (2000) compared college students who are deaf and hard of
hearing in mainstreamed classes with hearing peers. In both studies, the students who are
deaf had comparable study behaviors to those of their hearing peers. Similarly, both
studies employed a survey design that precluded the researchers from obtaining in-depth
knowledge of participants' skills, and in particular, their use of notes as a study text.
These studies are similar to several others that attempt to survey the study habits of
normal hearing students.
Fielden (2004) states that good study habits help the student in critical reflection
in skills outcomes such as selecting, analyzing, critiquing, and synthesizing.

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In the study of Temitope (2015), “Influence of Peer Group on Academic
Performance of Secondary School Students in Ekiti State”, it was explained that peer
factor influence and a huge impact in academic achievement.
Wentzel (2010) said that peer pressure means influence of friends on each other
and inducing changes in the mental and emotional behavior by the people belonging to
same group with similar interest, age, background and social status.
Studies show that the influence of peer groups among students can boost their
anxiety especially pertaining to their education ( Kadir, Atmowasdoyo and Salija 2018).
Uslu (2013) stated that peer pressure could easily affect the self-esteem of
students that an important factor adolescence and individual adapt attitudes towarda a
certain aspect that they encountered or what they are aware of.
Rhodes and Bellamy (1999) stated that a teacher tells, a facilitator asks; a teacher
lectures from the front, a facilitator supports from the back; a teacher gives answers
according to a set curriculum, a facilitator provides guidelines and creates the
environment for the learner to arrive at his or her own conclusions; a teacher mostly gives
a monologue, a facilitator is in continuous dialogue with the learners
Dabbaghi (2014) pointed on students’ perception of teachers’ knowledge, grasp
and clarity on their subject, revealed interesting findings. The teachings skills, the
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knowledge of subject at hand, and the attitude of the teacher were all recorded as
perceived by the students.
Synthesis
The present study is unique because it tried to find the relationship between the
Mathematics performance of JHS of NVAC and its correlates.
The present study focuses on the factors that affect mathematics performance. The
idea of Hansen and Katherine, and Davis- Kean were found related to the present study
because they mentioned about the student’s interest which focuses on the interest of the
students that indicate their capability in improving and understanding mathematics.
The study of Richardson et al, Fielden and Odiri is very similar to our study since
their study and our study both focus on the study habits having a great factor to student’s
academic performance in mathematics.
The present study considered the peer influence. The study of Temetope,
Weinfield, Kadir et al., and Uslu is about the influence of peers to others factors affecting
mathematics performance, the same with the present study.
Rhodes and Bellamy, and Dabbaghi discussed approaches and techniques of the
teachers that would help improve academic performance of the students which is related
to the present study.

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Theoretical Framework
Dweck, C. S. (1999) stated that students believe that their ability is fixed,
probably at birth, and there is very little if anything they can do to improve it is called
fixed IQ theorists. They believe ability comes from talent rather than from the slow
development of skills through learning. “It's all in the genes”. Either you can do it with
little effort, or you will never be able to do it, so you might as well give up in the face of
difficulty. E.g. “I can't do math”. And Untapped Potential theorists, students believe
that ability and success are due to learning, and learning requires time and effort. In the
case of difficulty one must try harder, try another approach, or seek help etc.
Inzlicht (2003) stated that entity and incremental theories of ability were assessed
separately so that their separate influences could be examined; mathematics performance
was examined by controlling for prior math performance. Entity theory was expected to
be a negative predictor of performance, whereas incremental theory was expected to be a
positive predictor.
Guohua Peng (2002) stated that simple traditional methods gradually make the
students feel that mathematics is pointless and has little value to them in real life. It
becomes a subject they are forced to study, but one that is useless to them in real life.
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Dan Hull (1999) stated that growing numbers of teachers today—especially those
frustrated by repeated lack of student success in demonstrating basic proficiency on
standard tests are discovering that most students’ interest and achievement in math,
science, and language improve dramatically when they are helped to make connections
between new information (knowledge) and experiences they have had, or with other
knowledge they have already mastered. Students’ involvement in their schoolwork
increases significantly when they are taught why they are learning the concepts and how
those concepts can be used outside the classroom. And most students learn much more
efficiently when they are allowed to work cooperatively with other students in groups or
teams.
Entity and
Incremented Theory
Mathematics
Performance
Fixed IQ Theory Untapped Potential

Theory
Figure 1. Theoretical Paradigm

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CHAPTER III
METHODOLOGY
Research Design
This study used a quantitative correlational design. As a correlational type of
research, it aims to determine the nature of relationship between mathematics
performance and factors affecting mathematics performance of the JHS at NVAC.
Research Locale and Respondents
One hundred ten JHS participants with mathematics performance took part in this
study. They were grade 7 to grade 10 students (12 to 19 years old) enrolled in the
mathematics subject in Naga View Adventist College S/Y 2019-2020. These 25 grade 7,
28 grade 8, 26 grade 9, and 31 grade 10 were participants had their final grade in
mathematics subject. Moreover, the participants had been instructed about the factors
affecting mathematics performance such as student’s interest, student’s study habits,
student’s peer-influence, and teacher’s teaching skills that the researcher want to know
from them. They came from various socio-economic classes and linguistic backgrounds
that is aligned to one of the factors (student’s peer-influence). These pieces of
information were taken from personal profile document that the participants submitted at
the start of first grading to second grading.

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Slovin’s Formula was used to get the sample size in the population of the JHS students.
𝑁
Formula: 𝑛 =
(1+𝑁𝑒 2 )
Where: n = Sample
N = Population
e = margin of error (0.05)
The distribution of respondents in every grade level is shown in the table 1.
Table 1. The total number of respondents per grade level.
Grade Level Population Percentage Sample
Grade 7 35 23% 25
Grade 8 37 25% 28
Grade 9 36 24% 26
Grade 10 43 28% 31
Total 151 100% 110

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Instruments
The researcher-made questionnaire was administered to determine the responses
of the participants according to Grade level. It was composed of 22 items. It consists of
various parts. Part I dealt with the level of students’ interest composed of 5 items,
students’ study habits composed of 5 items, and student’s peer-influence composed of 5
items. Part II dealt with teacher’s teaching skills composed of 7 items.
The factors affecting mathematics performance of JHS students will be rated and
described in the two tables below:
Part I: Students Interest, Students Study Habits, and Peer Influence
Numerical Value Verbal Interpretation
4.40 – 5.00 Always
3.50 – 4.39 Often
2.70 – 3.49 Sometimes
1.90 – 2.69 Rarely
1.00 – 1.89 Never

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Part II: Teacher Teaching Skills
Numerical Value Verbal Interpretation
4.40 – 5.00 Strongly Agree
3.50 – 4.39 Agree
2.70 – 3.49 Nor Agree or Disagree
1.90 – 2.69 Disagree
1.00 – 1.89 Strongly Disagree
The final grades of the respondents were taken from the registrar office during the
S/Y 2019 – 2020. The average grade of the students will be transmuted in table 3.
Table 3. The GPA range and the verbal interpretation of the first and second
quarter grade of JHS.
GPA Range Verbal Interpretation
90 – 100 Advanced
85 – 89 Proficient
80 – 84 Approaching Proficient
75 – 79 Developing
Below 74 Beginning
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Data-gathering Procedure
The researchers secured permission from the principal to conduct the kind of
study and distribute questionnaire to the respondents. The researcher made an online
questionnaire using Google Form and contacted the respondents one by one in their
social media account. Data gathered from answered questionnaires were checked,
classified, tabulated and analyzed according to the research design described in this
chapter using Microsoft Excel and prepared for final presentation to the experts of
different fields of specialization.
Data Analysis
All the data gathered by the instrument were tallied, tabulated, analyzed, and
interpreted accordingly. The data were treated through the following:
1. Weighted Mean was used to determine the weight of the factors affecting
mathematics performance of the respondents.
∑FXi
Formula: 𝑥̅ =
𝑁
Where: 𝑥̅ = Mean
∑ 𝐹𝑥̅𝑖 = Summation of frequency multiplied by the weight (xi)
N = number of respondents
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2. Percentage: This used to quantify the number of respondents per year level
Formula:
P = 𝐹 𝑥̅100
𝑁
Where: P = Percentage
F = Frequency
N = total is the total number
3. Spearman rho Rank Correlation – This was to determine the relationship of

mathematics performance and correlates of the Mathematics performance.
Formula:
6∑𝐷2
𝜌 =1−
𝑁(𝑁2−1)
Where: 𝜌 = Pearson
N = Number of Respondents
D = Difference between Mathematics performance and the factors

affecting the Mathematics performance.
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Interpretation of “𝜌” value
𝜌 Verbal Interpretation
0 No correlation
±0.01 to ±0.20 Slight Correlation
±0.21 to ±0.40 Low Correlation
±0.41 to ±0.70 Moderate Correlation
±0.71 to ±0.80 High Correlation
±0.81to ±0.99 Very High Correlation
±1 Perfect Correlation
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CHAPTER IV
ANALYSES AND INTERPRETATION
This chapter presents the data gathered as well as the analyses and interpretations.
To answer the problem 1 which states, “What is the level of mathematics performance of
JHS students at NVAC?” the table below is presented. The levels of Mathematics
performance obtained by the respondents were interpreted using the following scale: 90 –
above, Advanced, 85 – 89, Proficient, 80 – 84, Approaching Proficient, 75 – 79,
Developing, and 74 below, Beginning.
Table 1 Level of Mathematics Performance of Junior High School.
90 - 85 – 80 - 75 – 74 and Total Mean Remarks

Above 89 84 79 Below Grade
Grade 7 7 9 4 3 2 25 85.4 Proficient
Grade 8 7 12 6 3 28 86.5 Proficient
Grade 9 8 11 4 3 26 87.35 Proficient

Grade Approaching
10 9 4 11 6 1 31 84.42 Proficient
Total
(N) 31 36 25 15 3 110
Weighted Mean 85.92 Proficient
The table 1 presented the level of Mathematics performance of JHS students at
NVAC. Out of 110 JHS students at NVAC, 31 students reached 90 and above. There are
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eight students in Grade 7, Grade 8 has seven, the Grade 9 has eight, and the grade 10 has
nine students. There are 36 students who reached 85-89 of which nine are in Grade 7,
Grade 8 has 12, the Grade 9 has 11, and the Grade 10 has four. There are 25 students
reached 80-84 of which four are in Grade 7, the Grade 8 has six, the Grade 9 has four and
the Grade 10 has 11. There are 15 students reached 75-79 of which three are in Grade 7,
the Grade 8 has three, the Grade 9 has three, and the Grade 10 has six. There three
students reached 74 and below of which two are in Grade 7, and the Grade 10 has one.
From the computed weighted mean of each grade level, the weighted mean is 85.92,
which described that the Level of Mathematics Performance of JHS is “Proficient”. The
students in NVAC were competent and skillful when it comes to Math.
The finding above is supported by from the World Book Encyclopedia in
Gatongay and Alpuri, it stated that “studying is an important part of learning because
your achievement at school depends greatly on how much you study. You cannot expect
to learn everything you need to know about a subject from a teacher in a classroom. You
must also study the subject outside the classroom. The combination of classroom learning
and regular study outside of classroom determines how well you do at school.
To answer the problem 2 which states “What are the extent of the correlates of the
mathematics performance of JHS students at NVAC along: interest, study habits, peer
influence, and teacher’s teaching skills. The student related factors was interpreted using
the following scale: 4.40-5.00 as Always, 3.50-4.39 as Often, 2.70-3.49 as Sometimes,

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1.90-2.26 as Rarely, and 1.00-1.89 as Never. The teacher related factor was interpreted
using the following scale: 4.40-5.00 as Strongly Agree, 3.50-=4.39 as Agree, 2.70-3.49 as
Neither Agree nor Disagree, 1.90-2.26 as Disagree, 1.00-1.89 as Strongly Disagree.
Table 2. Extent of Interest in Mathematics.
Weighted Verbal
Interest Rank
Mean Interpretation
1. I make myself prepared for the math subject. 3.61 3 Often
2. I listen attentively to the lecture of my math
3.88 2 Often
teacher.
3. I actively participate in the discussion,
answering exercises and/or clarifying things I 3.46 5 Sometimes
did not understand.
4. I want to get good grades on tests, quizzes,
4.09 1 Often
assignments and projects.
5. I always take notes and review my lesson in
3.59 4 Often
math.
Total weighted Mean 3.73 Often
Table 2 shows the weighted mean of interest in Mathematics. Students' level of
interest in Mathematics was rated based on the students' self-perceived level of
preparation for the Mathematics subject, attention given to teacher's lectures, active
participation in class, their desire to get good grades and their desire to listen to
discussions or attention class. The students gave a unifying perception on their level of
interest in Mathematics. The item "I want to get good grades on tests, quizzes,
assignments and projects." ranked first with an average weighted mean of 4.09. The item
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"I actively participate in the discussion, answering exercises and or clarifying things I did
not understand." got the lowest rating with an average weighted mean of 3.46.
The total weighted mean of interest in Mathematics is 3.73. This means students
are "often" interested in this subject. Among questionnaire items, the desire to get good
grades is the most interesting to students but the desire to participate in discussion
received the lowest extent of interest.
The findings above is supported by Nyman it stated that personal aspects of
interest have been studied, for instances seeing interests as synonyms with hobbies, and
how to integrate these into mathematics teaching. Interest has been approached in terms
of students’ activities outside the classroom context, as a student’s latent, inner emotional
state – an approach that is not necessarily related to interest in the subject in the
classroom settings.
Table 2.1 shows the lists of five (5) items about situational/action statements used
in the data gathering and the corresponding weighted means of the students' responses
ranked from the highest to lowest weighted mean together with the verbal interpretation.
The criteria in obtaining
students' level of study habits were based on their personal tendency or pattern of action
in studying when they are in school days.

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Table 2.1 Extent of Study Habits in Mathematics.
Weighted Verbal
Study Habits Rank
Mean Interpretation
1. I do my assignments regularly. 3.55 2 Often
2. I spend my vacant time in doing assignments or
3.21 5 Sometimes
studying my lessons.
3. I study the lessons I missed if I was absent
3.53 3 Often
from the class.
4. I see to it that extracurricular activities do not
3.47 4 Sometimes
hamper my studies.
5. I study and prepared for quizzes and tests. 3.68 1 Often
Total weighted Mean 3.49 Sometimes
Overall, the extent of study habits as perceived by the students themselves gained
a "Sometimes" result with an overall weighted mean of 3.49. Among each
situational/action statements or items given, the item "I study and prepared for quizzes
and test" ranked first with an average weighted mean of 3.68 but the item "I spend my
vacant time in doing assignments or studying my lessons. " got the lowest with an
weighted mean 3.21 extent of study habits in Mathematics.
The findings above is supported by Sakiruden and Sanni it stated that study habits
like note taking, usage of library, study time allocation influenced the students’ academic
performance. They furthered recommended that group guidance should be organizes in
schools initiated by professional counselors in order to establish awareness on the
practical study habits and the provision of a functional library which lead to a better
performance of the students in math.

29
Table 2.2 shows the data on the extent of student’s peer influence with the
computed weighted mean, rank and verbal interpretation. Peer influence was ranked
based on their relationship with the respondents and how they help the respondents in
his/her study in math subject.
Table 2.2 Extent of Peer Influence in Mathematics.
Weighted Verbal
Peer Influence Rank
Mean Interpretation
1. My friends encourage me to do my class
3.51 3 Often
assignments and homework.
2. I enjoy studying with my friends. 3.89 1 Often
3. My friends or roommates support my studies. 3.61 2 Often
4. Every time my friends tell me that Math is an
3.29 5 Sometimes
interesting subject.
5. My friends or classmates ask me to help them
3.48 4 Often
do requirements.
Total weighted Mean 3.56 Often
Overall, the extent of peer influence as perceived by the students themselves
gained a "Often" result with an overall weighted mean of 3.56. Among each
situational/action statements or items given, the item " I enjoy studying with my friends."
ranked first with an average weighted mean of 3.89 but the item " Every time my friends
tell me that Math is an interesting subject." got the lowest with an weighted mean 3.29 in
extent of student’s peer influence.
The findings above is supported by Shigeoka it stated that classroom peers are
believed to influence learning by teaching each other, and the efficacy of this teaching
30
likely depends on classroom composition in terms of peers’ ability. Unfortunately, little is
known about peer-to-peer teaching because it is never observed in field studies.
Furthermore, identifying how peer-to-peer teaching is affected by ability tracking –
grouping students of similar ability – is complicated by the fact that tracking is typically
accompanied by changes in curriculum and the instructional behavior of teachers.
Table 2.3 presents the extent of teacher’s teaching skills acquired by the teachers
in Mathematics as perceived by the students. How they mastered the subject matter that
they teach to the students and also how they used application or real life example to make
the subject more interesting and easy to understand. Lastly is the fairness of the teacher
towards his/her students in dealing the subject.
Table 2.3 Extent of Teacher’s Teaching Skills in Mathematics Subject
Weighted Verbal
Teacher Teaching Skills Rank
Mean Interpretation
1. He/She clearly explains the objectives at the
beginning of the lesson. 3.97 5 Agree
2. Has mastery of the subject matter. 3.94 7 Agree

3. He/She is organized in presenting subject matters
3.96 6 Agree
by systematically following course outline.
4. Is updated with present trends which are relevant to
4.09 3 Agree
subject matter.
5. He/She apply real life activities to the subject
4.21 1 Agree
matter.
6. Uses various strategies, teaching aids/devices and
4.05 4 Agree
techniques in presenting the lessons.
7. He/She is fair in dealing with his/her students. 4.11 2 Agree
Total Weighted Mean 4.05 Agree
31
Overall, the extent of teacher’s teaching skills as perceived by the students
themselves gained a "Agree" result with an overall weighted mean of 4.05. Among each
situational/action statements or items given, the item “He/She apply real life activities to
the subject matter.." ranked first with an average weighted mean of 4.21 but the item "
Has mastery of the subject matter." got the lowest with an weighted mean 3.97 in extent
of teacher’s teaching skills.
The findings above are supported by Bloom’s Taxonomy it stated that teachers
frequently spend a great deal of classroom time testing students through questions. In
fact, observations of teachers at all levels of education reveal that most spend more than
90 percent of their instructional time testing students (through questioning). And most of
the questions teachers ask are typically factual questions that rely on short-term memory.
The significant relationship between mathematics performance and the factors
affecting the mathematics performance of JHS students at NVAC.
The four preceding tables below answered the question number three, “Is there a
significant correlation between mathematics performance and the factors affecting the
mathematics performance of JHS students at NVAC such as: Student’s Interest, Student’s
Study Habits, Student’s Peer-Influence, and Teacher’s Teaching Skills. The calculated 𝜌
values were interpreted using the following: 0 means No Correlation, ±0.01 to ±0.20
32
means Slight Correlation, ±0.21 to ±0.40 means Low Correlation, ±0.41 to ±0.70 means
Moderate Correlation, ±0.71 to ±0.80 High Correlation, ±0.81 to ±0.99 means Very High
Correlation, and ± means Perfect Correlation.
Table 3.1 Correlation between Mathematics Performance and Interest
Interest
Grade Level df Computed "𝝆" Tabular value Verbal Interpretation
Grade 7 23 0.416 ±0.351 Significant Moderate

Correlation
Correlation
Grade 9 24 0.334 ±0.343 Not Significant
Correlation
Correlation
The table 3.1 show the correlation between Mathematics performance and
interest. The Grade 7 𝜌 is 0.416 and its corresponding t value is 0.351, which explains
that their Mathematics performance has significant moderate correlation to Interest. The
Grade 8 𝜌 is 0.577 and its corresponding t value is 0.329 which means that their student’s
interest has significant moderate correlation with their Mathematics Performance. The
Grade 10 𝜌 is 0.609, with its corresponding t value of 0.311. This explains that their
Mathematics Performance has significant moderate correlation with their student’s
interest. However, the Grade 9 𝜌 is 0.334 is smaller than the corresponding t value is
33
0.343. This explains that their interest has not significant correlation with their
Mathematics Performance.
Table 3.2 Correlation between Mathematics Performance and Study Habits
Study Habits
Not Significant
Grade 7 23 0.247 ±0.351
Correlation
Significant Moderate
Grade 8 26 0.439 ±0.329
Correlation
Not Significant
Grade 9 24 0.190 ±0.343
Correlation
Grade 10 29 0.548 ±0.311
Correlation
The table 3.2 shows the correlation between Mathematics Performance and study
habits. The Grade 8 𝜌 is 0.439 with its corresponding tabular value is 0.329 which
explains that the study habit has significant moderate correlation with their Mathematics
Performance. And also Grade 10 got a result of significant moderate correlation with
𝜌 value of 0.548, with its corresponding tabular value of 0.311. However, the Grade 7 𝜌 is
0.247, with its corresponding t value of 0.351, which means that their student’s study
habit has not significant correlation with their Mathematics performance. The Grade 9 𝜌
is 0.190, with its corresponding tabular value of 0.343, which means that the student’s
study habit has not significant correlation with their Mathematics performance. Which
34
explains that grade 8 and 9 got a smaller 𝜌 value than its corresponding tabular value
therefore their study habit has not significant correlation with their Mathematics
performance.
Table 3.3 Correlation between Mathematics Performance and Peer Influence.
Peer Influence
Grade 7 23 0.194 ±0.351 Not Significant Correlation
Grade 8 26 0.348 ±0.329 Significant Low Correlation
Grade 9 24 0.539 ±0.343
Correlation
The table 3.3 shows the correlation between Mathematics performance and peer
influence. The computed 𝝆 value of Grade 8 and 9 got a result of significant low
correlation it was based on their computed 𝑝 value on are 0.348 and 0.369 which is
greater than their tabular value 0.329 and 0.311. This means that their peer influence has
significant low correlation with their Mathematics performance. While the Grade 9
students got a result of significant moderate correlation with computed 𝑝 value of 0.539
which is far greater than its corresponding tabular value 0.343. However the Grade 7
students got a not significant correlation result based on the computed 𝜌 value is smaller
35
than its corresponding tabular value 0.351. Which means their peer influence did affect
their Mathematics performance.
Table 3.4 Correlation between Mathematics Performance and Teacher’s Teaching
Skills
Teacher's Teaching Skills
Grade
df Computed "𝝆" Tabular value Verbal Interpretation
Level
Grade 7 23 0.440 ±0.351 Significant Moderate Correlation
The table 3.4 shows the correlation between the Mathematics performance and
Teacher’s Teaching Skills. The Grade 7 computed 𝜌 value is 0.440 and its corresponding
tabular value is 0.351, which explains that their Mathematics Performance has significant
moderate correlation to Teacher’s teaching skills. The Grade 8 𝜌 is 0.599 and its
corresponding tabular value is 0.329 which means that Teacher’s teaching skills has
significant moderate correlation with their Mathematics Performance. The Grade 9 𝜌 is
0.594, with its corresponding tabular value of 0.343. This explains that their Mathematics
Performance has significant moderate correlation with Teacher’s teaching skills.

36
However, the Grade 10 𝜌 is 0.103 is smaller than the corresponding t value is 0.311. This
explains that Teacher’s teaching skills has not significant correlation with their
Mathematics Performance.
37
CHAPTER V
SUMMARY, FINDINGS AND CONCLUSIONS,
This chapter presents the summary of this research work. It includes the findings
and conclusions of the study.
Summary:
This study determines the correlation between the correlations of the Mathematics
Performance of JHS at NVAC. It sought to answer the following questions.
1. What is the level of mathematics performance of JHS students at NVAC during the
final grade?
2. What are the extent of the correlates of the mathematics performance of JHS students
at NVAC along: Interests, Study Habits, Peer-influence and Teacher’s Teaching
Skills
3. Is there a significant relationship between mathematics performance and the factors
affecting the mathematics performance of JHS students at NVAC such as: Interest,
Study Habits, Peer-influence and Teacher’s Teaching Skills
The researchers worked on the null hypothesis that there is no significant
relationship between the Mathematics performance and the factors affecting Mathematics
performance of JHS at NVAC.
The researchers used descriptive-correlation method. There are 110 students
involved in the study. The researchers used Google Form to gather data. The statistical
tools used for analysis of data were weighted mean and Spearman Rho Rank Correlation.
38
Findings:
1. Level of Mathematics Performance of the Respondents
Based on the result in chapter IV of the study, the researchers found out that the
majority of the levels in Mathematics performance of the respondents are got a result of
“Proficient”, However the level of Mathematics performance of Grade 10 result is
“Approaching Proficient” Because there’s 58.06 % got a below average grade in
Mathematics subject. The overall weighted mean is 85.92 which is interpreted as
“Proficient”.
2. The Extent Correlates of the Mathematics Academic Performance of the
Respondents
The researcher found out the results in the extent in student and teacher related
factors. In student’s interest got a result of “Often”. The student’s study habits got a result
of “Sometimes”. The student’s peer influence got a result of “Often. And the teacher’s
teaching skills got a result of “Agree”.
3. The Significant Relationship between Mathematics Performances of the
Respondents
3.1 Interest
The researcher found out that three Grade level (7, 8, 10) got a greater
computed 𝜌 value than its corresponding tabular value so that they have a “Significant
Moderate Correlation” result. However there is one Grade level which is Grade 9 got a
not significant result because its computed 𝑝 value is smaller with its corresponding
39
tabular value. Therefore the Grade 9 mathematics performance does not affect with their
interest in Mathematics subject.
3.2 Study Habits
The researcher found out that two grade level (8 & 10) has a greater computed
𝜌 value than its corresponding tabular value with a result of “Significant Moderate
Correlation”. However there is two grade level (7 & 9) got a result of “Not Significant”
because there computed 𝜌 value is smaller than its corresponding tabular value.
Therefore grades 7 & 9 Mathematics performance does not affect with their study habits
in Mathematics Subject.
3.3 Peer Influence
The researcher found out that grade 9 got a result of “Significant Moderate
Correlation” because the computed 𝜌 value is greater than its corresponding tabular
value. The grades 8 & 10 got a result of “Significant Low Correlation” because the
computed 𝜌 value is slightly greater than its tabular value. However the grade 7 got a
result of “Not Significant Correlation” because the computed 𝜌 value is smaller than its
corresponding tabular value. Therefore the grade 7 peer influence does not affect their
Mathematics performance.
40
3.4 Teacher Teaching Skills
The researcher found out that three grade levels (7, 8, & 9) has a result of
“Significant Moderate Correlation” because their computed 𝜌 value is greater than its
tabular value. However the grade 10 has a result of “Not Significant Correlation” because
the computed 𝜌 value is smaller than its corresponding tabular value. Therefore the
teacher teaching skills in Mathematics Subject does not affect the Mathematics
performance of the grade 10 students.
Conclusions
Based on the findings, the researchers concluded the following:
1. The Mathematics performance of the JHS students at NVAC is Proficient.
2. The respondents are often interested in Mathematics subject. They sometimes study
and often influenced by their classmates or friends to learn the subject. They agreed on
the teacher teaching skills in delivering the lesson.
3. The researchers found out the overall result of low correlation in correlation of every
factors to the Mathematics performance. It means the correlates have low significance
with Mathematics performance.

41
Action Plan
Based on the findings of the study, the researchers thought of the following
actions which will help the students establish their Mathematics Performance. Moreover
these will help them to become aware of their Mathematics Performance and the
affecting factors.
Program/Activities Description Schedule
1. Peer Studying There will be assigned one advance Every vacant time.
learner with the slow learner.
2. Cooperative There could be any Mathematics Last meeting before the
Learning games to master the subject and the
examination.
lesson.
3. Math Camp The learners will develop interest in Once in a school year
Mathematics through real life
application with the help of their
peers and also enhance the
relationship of the teachers and the
learners.
4. Free Tutorials The teacher will give free tutorials Tuesday and Thursday at
of the previous lesson to master the
7:30 to 9:00 PM
subject and know its relevance to the
present time.
5. Further Study There should be further study about This should be done by the
factors that affects the mathematics
next semester researcher
performance of the students.
student/s.
42
BIBLIOGRAPHY
Dabbaghi, Azzizolah. 2014. The Effect of Students’ Characteristics, Teachers’ Behaviors,

and Cultural Values on Students’ In-Class Participation.
Dweck, C. S. (1999). Essays in Social Psychology. Self-Theories: Their Role in

Motivation, Personality, and Development. Psychology Press.
Dweck Cs, Editors. Handbook of Competence and Motivation. Guilford; New York:
2005.
Fielden, K. (2004). Evaluating Critical Reflection for Postgraduate Students in

computing. Informing Science and Information Technology Education Joint
Conference, 2005, Flagstaff, Arizona.www.informingscience.org/
proceedings/InSITE2005/I38f36Field.pdf
Gardiner, J. M., & Richardson-Klavehn, A. (2000). Remembering and knowing. In E.

Tulving & F. I. M. Craik (Eds.), The Oxford handbook of memory (p. 229–244).
Oxford University Press.
Guohua Peng (2002). Two Student-centred Teaching Methods in Mathematics.
Hanson, Katherine 2008. Gender, Discourse, and Technology. Published M.A Thesis
Inzlicht, M., & Ben-Zeev, T. (2000). A threatening intellectual environment: Why

females are susceptible to experiencing problem-solving deficits in the presence
of males. Psychological Science,
Kadir, Atmowardoyo, Salija : The Influence of Peer Groups on Students’ Anxiety in Efl
Learning.
Odiri, Onoshakpokaiye E. 2015. Relationship of Study Habits with Mathematics

Achievement
Rhodes, L. K., and Bellamy, T. 1999. Choices and consequences in the reform of teacher
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Temitope, B. E., and Christy, O. F. (2015). Influence of peer group on academic

performance of secondary school students in Ekiti State. International Journal of
Innovative Research and Development, 4(1): 324-331.
TW Watts, GJ Duncan, RS Siegler, PE Davis-Kean 2014. What’s past is prologue:
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117122.Retrieved from: https://www.researchgate.net/publication/314524207
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Elliot AJ,
44
APPENDICES
45
APPENDIX A
LETTER OF PERMISSION TO THE ACADEMY PRINCIPAL
June 10, 2020
Mrs. Karen P. Bajo

Academy Principal
Naga View Adventist College
Panicuason, Naga City
Dear Ma’am:
We, the researcher are requesting permission to conduct an online survey in our study entitled
“Correlates of the Mathematics Performance of Junior High School Students at Naga View
Adventist College, S/Y 2019-2020.” This is in partial fulfillment of the course Action Research in
Mathematics.
I hope for your favorable approval in this regard.
Respectfully yours,
ACE MARK C. ENTERO
Researcher
TEDDY B. CATIMBANG
Researcher
Approved:
Mrs. Karen P. Bajo

46
APPENDIX B
LETTER OF PERMISSION TO THE REGISTRAR’S OFFICE
June 10, 2020
Mrs. Jobelyn Cortez

Registrar’s Office
Dear Ma’am:
As students enrolled in Action Research in Mathematics, we are currently conducting a study
entitled “Correlates of the Mathematics Performance of Junior High School Students at Naga
View Adventist College, S/Y 2019-2020”
In connection with this, may we have the honor to request permission to get from your good
office the grades of Junior High School students in their final quarter.
I hope for your favorable approval in this regard.
Respectfully yours,
ACE MARK C. ENTERO
Researcher
TEDDY B. CATIMBANG
Researcher
Approved:
Mrs. Jobelyn Cortez

47
APPEDIX C
Correlates of the Mathematics Performance Questionnaire
As part of our action research at Naga View Adventist College Academy
Department, we are conducting a survey that investigates the factors affecting the
mathematics performance. We will appreciate if you could complete the following table.
Any information obtained in connection with this study that can be identified with you
will remain confidential.
Answer the following questionnaire. Encircle the number that best describes what is
true to you. Below are the options.
Always (4) Often (3) Rarely (2) Never (1)
Part 1 dealt with student’s interest, student’s study habits, and student’s peer
influence.
Students Interest A O S R N
1. I make myself prepared for the math subject. 5 4 3 2 1
2. I listen attentively to the lecture of my math teacher. 5 4 3 2 1
3. I actively participate in the discussion, answering

5 4 3 2 1
exercises and/or clarifying things I did not understand.
4. I want to get good grades on tests, quizzes, assignments

5 4 3 2 1
and projects.
5. I always take notes and review my lesson in math 5 4 3 2 1
Students Study Habits A O S R N
1. I do my assignments regularly. 5 4 3 2 1
48
2. I spend my vacant time in doing assignments or studying 5 4 3 2 1

my lessons.
3. I study the lessons I missed if I was absent from the

5 4 3 2 1
class.
4. I see to it that extracurricular activities do not hamper my
5 4 3 2 1
studies.
5. I study and prepared for quizzes and tests. 5 4 3 2 1
Peer Influence A O S R N
1. My friends encourage me to do my class assignments
5 4 3 2 1
and homework.
2. I enjoy studying with my friends. 5 4 3 2 1
3. My friends or roommates support my studies. 5 4 3 2 1
4. Every time my friends tell me that Math is an interesting
5 4 3 2 1
subject.
5. My friends or classmates ask me to help them do
5 4 3 2 1
requirements.
Part 2 dealt the teacher’s teaching skills.
Teacher Teaching Skills SA A NAD D SD

1. He/She clearly explains the objectives at the 1
beginning of the lesson. 5 4 3 2
2. Has mastery of the subject matter. 5 4 3 2 1

3. He/She is organized in presenting subject matters by 1
5 4 3 2
systematically following course outline.
4. Is updated with present trends which are relevant to 1
5 4 3 2
subject matter.
5. He/She apply real life activities to the subject matter. 5 4 3 2 1
6. Uses various strategies, teaching aids/devices and 1

5 4 3 2
techniques in presenting the lessons.
7. He/She is fair in dealing with his/her students. 5 4 3 2 1
49
APPENDIX D
Problem 1: What is the level of mathematics academic performance of JHS students

at NVAC during the final grade?
The following are the final grades of the JHS students:
GRADES OF JHS GRADES OF JHS
Grade 7 Final Grades Grade 8 Final Grades Grade 9 Final Grades Grade 10 Final Grades
STUDENT 1 76 STUDENT 1 94 STUDENT 1 89 STUDENT 1 93

Mean Grade 85.4 STUDENT 26 86 STUDENT 26 88 STUDENT 26 77
Very Satisfactory STUDENT 27 79 Mean Grade 87.35 STUDENT 27 76
STUDENT 28 87 Very Satisfactory STUDENT 28 80
Mean Grade 86.5 STUDENT 29 84
Very Satisfactory STUDENT 30 85
STUDENT 31 76
Mean Average 84.42
Summary of the Grades per year level Satisfactory
Grade Level Mean Grade Reymarks
Grade 7 85.4 Very Satisfactory

Grade 10 84.42 Satisfactory
Weighted mean 85.92 Very Satisfacory

50
APPEDIX E
Problem 2: What are the extents correlates of the mathematics performance of JHS
students at NVAC along: Student’s Interests, Student’s Study Habits, Student’s Peer-
influence, and Teacher’s Teaching Skills
Grade 7 5 3 3 5 3 3 3 5 3 5 3 3 3 3 3 4 4 4 4 4 4 4
3 3 3 5 4 4 2 3 4 3 1 1 2 1 3 4 4 4 4 4 4 5
Grade 7
5 5 5 5 5 5 3 3 5 5 3 5 5 3 3 4 4 4 4 4 4 4
Grade 7
4 2 4 3 2 5 1 2 2 4 5 1 4 1 3 5 5 5 4 5 5 5
Grade 7
5 3 4 5 5 5 3 3 3 3 3 5 3 4 3 5 5 5 5 5 5 5
Grade 7
5 5 5 5 5 3 4 3 3 3 5 5 5 3 3 5 5 5 5 5 5 5
Grade 7
Grade 7 3 3 5 5 3 5 4 5 3 5 2 4 2 4 4 4 4 4 4 4 4 4
Grade 7 5 5 5 5 5 5 3 3 5 5 3 5 5 3 5 5 5 4 5 5 4 5
Grade 7 3 3 3 5 5 5 4 3 3 5 3 5 5 3 2 3 3 4 3 4 4 4
Grade 7 5 3 3 3 5 5 4 3 4 5 4 4 3 1 3 4 4 5 4 5 4 4
Grade 7 3 3 3 5 3 3 3 5 3 3 5 5 3 3 4 5 4 5 4 4 5 5
Grade 7 3 5 3 5 3 5 3 5 3 5 2 5 1 3 5 5 3 4 3 3 3 4
Grade 7 4 4 4 5 4 3 4 2 5 2 5 5 5 3 5 5 5 5 5 5 4 3
Grade 7 5 5 5 5 5 3 5 5 5 5 3 5 5 3 5 4 5 4 5 4 5 4
Grade 7 5 3 5 5 3 3 5 3 5 5 3 5 3 5 5 5 5 4 4 4 4 4
Grade 7 2 5 5 5 3 3 4 5 3 5 2 5 5 5 3 4 4 4 4 5 3 3
Grade 7 3 4 3 4 3 4 3 3 3 4 4 3 3 4 4 4 4 4 4 4 4 4
Grade 7 3 3 3 4 3 4 3 3 4 4 3 4 3 5 4 3 4 4 4 4 3 4
Grade 7 5 5 5 3 3 3 3 3 2 3 3 3 3 3 5 4 4 4 3 4 3 4
Grade 7 4 5 3 3 3 3 3 3 3 4 5 3 3 3 3 3 4 5 4 4 4 4
Grade 7 3 3 3 4 3 3 4 3 3 4 3 4 3 3 3 3 4 3 3 3 3 4
Grade 7 4 3 3 4 3 3 4 3 4 4 4 3 3 4 4 4 4 4 4 4 3 4
Grade 7 3 3 4 4 4 3 3 4 4 4 4 3 5 4 3 3 3 3 5 4 4 5
Grade 7 3 3 3 3 3 4 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 5
Grade 7 3 4 3 3 3 3 3 3 3 4 4 4 4 2 3 5 4 3 4 5 4 4
Mean 3.84 3.72 3.80 4.32 3.64 3.80 3.36 3.44 3.52 4.08 3.40 3.92 3.56 3.16 3.64 4.12 4.12 4.12 4.08 4.24 3.96 4.24
Grade 8 3 5 5 5 5 5 3 5 3 5 3 5 5 3 3 4 4 4 4 4 4 4
Grade 8 5 3 3 5 3 3 4 3 3 5 4 5 3 3 3 5 5 5 5 5 5 5
Grade 8 3 5 4 5 2 4 4 3 3 3 3 5 3 4 4 5 4 4 4 4 4 4
Grade 8 3 3 3 3 4 3 2 3 4 3 3 2 4 2 1 3 3 4 4 4 2 3
Grade 8 3 3 3 5 3 5 5 5 5 3 3 4 3 5 3 4 4 5 5 3 5 5
Grade 8 4 5 5 5 3 5 4 2 5 5 5 5 3 5 5 5 4 4 5 4 5 5
Grade 8 5 3 3 5 5 5 3 3 3 5 5 5 3 5 5 4 4 4 4 4 4 4
Grade 8 5 3 3 5 5 3 3 3 3 3 3 5 3 3 3 4 4 4 4 4 4 4
Grade 8 5 5 3 5 3 3 3 4 2 4 4 2 4 3 3 4 5 4 4 4 4 4
Grade 8 3 4 3 5 5 4 3 5 4 4 3 5 4 3 3 4 4 4 4 4 4 3
Grade 8 3 5 3 5 3 3 3 5 3 5 5 5 5 3 3 5 4 5 5 4 4 5
Grade 8 3 3 4 3 4 2 2 3 4 3 5 3 3 3 3 3 4 4 4 3 4 4
Grade 8 3 4 3 4 3 4 4 3 3 3 3 4 5 4 3 4 4 4 4 4 3 4
Grade 8 3 5 3 3 4 3 3 5 5 3 3 3 5 5 3 4 3 4 4 4 4 3
Grade 8 3 3 4 5 3 4 4 3 3 3 4 3 4 3 4 4 3 3 4 5 5 4
Grade 8 3 3 3 4 4 3 3 4 3 3 4 4 3 5 5 4 4 3 4 5 4 3
Grade 8 3 4 3 4 3 3 4 4 2 2 2 4 3 4 3 4 3 3 2 4 4 3
Grade 8 5 3 4 4 4 2 2 4 4 3 4 3 3 3 4 4 3 4 4 3 5 4
Grade 8 4 2 4 4 2 1 2 4 4 2 4 3 3 4 4 3 3 4 3 4 4 3
Grade 8 3 4 3 3 4 3 3 4 3 4 3 4 4 4 3 4 3 4 4 4 3 3
Grade 8 3 5 3 4 3 4 3 5 3 3 5 3 3 3 5 4 5 4 3 5 3 5
Grade 8 4 4 3 4 3 3 3 3 3 3 3 4 4 5 5 3 3 4 4 4 5 4
Grade 8 3 3 5 3 4 3 3 3 4 4 3 3 3 4 3 4 3 3 3 4 4 5
Grade 8 4 4 3 4 3 3 3 3 4 3 4 2 3 3 4 3 4 4 4 5 3 4
Grade 8 3 4 3 3 4 3 3 4 3 3 3 3 4 4 3 5 4 4 5 5 4 5
Grade 8 5 5 3 4 3 4 3 3 3 3 3 5 3 4 3 5 3 3 4 4 4 5
Grade 8 4 3 3 4 4 3 4 4 2 2 3 3 4 3 4 4 4 3 4 4 3 3
Grade 8 5 3 3 3 5 3 3 4 3 3 3 4 4 3 3 4 4 4 4 4 5 4
Mean 3.68 3.79 3.39 4.14 3.61 3.36 3.18 3.71 3.36 3.39 3.57 3.79 3.61 3.68 3.50 4.04 3.75 3.89 4.00 4.11 4.00 4.00
51
Grade 9 5 5 3 5 5 3 3 3 3 3 3 3 4 3 3 5 5 5 5 5 5 5
Grade 9 3 5 3 5 5 5 3 3 3 5 1 5 3 5 5 5 5 5 5 5 5 5
Grade 9 3 3 3 4 3 3 3 2 2 2 4 5 2 2 1 3 2 3 4 4 4 4
Grade 9 3 5 3 5 5 5 3 5 5 5 4 3 5 4 3 4 4 4 5 4 4 4
Grade 9 4 4 3 5 2 4 2 5 5 4 5 5 3 1 3 3 4 4 4 5 5 5
Grade 9 5 5 3 5 5 3 3 3 5 5 5 3 5 5 5 5 5 4 5 4 5 5
Grade 9 4 5 4 3 4 3 4 5 4 4 4 3 4 4 4 5 3 3 3 4 3 3
Grade 9 3 5 3 3 5 5 3 4 5 5 5 3 3 3 4 3 4 4 4 4 3 4
Grade 9 3 3 3 5 3 3 3 4 3 3 3 5 4 3 3 5 4 4 4 4 4 4
Grade 9 3 5 3 3 3 3 4 4 3 5 3 3 3 3 5 3 3 4 4 4 4 3
Grade 9 3 5 3 3 3 5 3 3 3 4 3 5 4 3 3 4 4 3 3 4 4 4
Grade 9 3 5 5 5 3 3 3 3 4 3 5 5 3 4 3 5 5 4 5 5 4 3
Grade 9 3 4 3 4 3 4 3 4 3 4 3 3 4 3 3 3 4 3 3 5 4 4
Grade 9 5 5 3 3 3 3 3 4 3 3 3 4 3 3 4 3 3 3 4 5 4 4
Grade 9 5 3 4 3 4 3 2 5 3 3 3 4 3 3 4 3 4 4 4 5 4 5
Grade 9 3 5 3 3 4 3 3 3 4 4 5 5 5 5 5 5 5 4 5 4 5 4
Grade 9 3 3 3 3 4 3 4 3 5 3 3 4 5 3 5 5 3 4 5 5 4 4
Grade 9 4 4 4 3 3 4 2 3 4 3 2 2 2 3 4 3 3 4 3 3 4 3
Grade 9 4 4 3 3 4 4 4 3 3 4 4 4 2 2 2 3 4 4 3 4 4 4
Grade 9 5 5 3 3 5 3 3 3 4 5 5 4 4 3 3 4 3 4 4 5 5 5
Grade 9 3 4 3 4 3 3 4 4 3 3 3 4 3 3 3 4 4 4 5 5 4 4
Grade 9 3 4 3 4 5 3 3 3 3 3 3 4 4 3 3 4 3 3 3 5 5 5
Grade 9 3 3 3 2 3 3 4 2 3 3 4 3 4 4 3 4 5 4 4 4 4 5
Grade 9 3 3 4 3 3 3 2 4 2 2 2 4 3 4 4 3 4 2 5 4 4 4
Grade 9 3 3 4 4 3 4 4 3 5 3 3 4 4 4 3 5 4 5 5 5 5 4
Grade 9 5 5 4 5 4 5 4 3 3 5 3 5 4 4 2 4 5 4 4 4 4 4
Mean 3.62 4.23 3.31 3.77 3.73 3.58 3.15 3.50 3.58 3.69 3.50 3.92 3.58 3.35 3.46 3.96 3.92 3.81 4.15 4.42 4.23 4.15
Grade 10 3 5 3 5 5 5 5 5 3 3 3 5 5 3 5 4 3 4 3 3 4 4
Grade 10 5 5 2 5 1 2 2 4 2 4 5 5 5 1 2 4 4 4 4 4 4 4
Grade 10 2 4 1 4 4 4 4 2 2 3 5 4 1 1 4 4 5 4 4 4 5 5
Grade 10 3 3 5 5 5 3 3 3 5 2 3 1 5 2 3 5 5 5 5 5 5 5
Grade 10 3 3 2 5 3 3 3 5 3 3 3 5 5 3 3 4 4 4 4 4 4 4
Grade 10 3 5 3 3 5 3 3 5 3 3 3 4 3 3 4 4 4 4 5 4 4 3
Grade 10 3 5 5 5 3 5 3 5 5 5 3 5 5 5 5 5 5 5 5 4 4 5
Grade 10 3 5 4 5 5 4 2 3 5 4 3 2 5 1 3 3 4 4 3 3 4 4
Grade 10 3 5 4 3 3 5 3 5 3 5 4 3 4 4 4 4 4 4 4 4 4 3
Grade 10 5 5 3 5 5 3 3 3 5 3 1 3 2 3 3 3 3 4 4 4 4 5
Grade 10 4 4 2 5 4 5 2 3 5 5 3 5 3 2 3 4 5 5 5 5 5 5
Grade 10 3 3 3 5 5 5 3 3 3 3 3 5 3 3 3 4 4 4 4 4 4 4
Grade 10 3 5 4 3 3 3 2 1 4 3 5 5 4 2 5 4 4 4 4 4 2 3
Grade 10 4 3 3 3 3 3 4 3 3 3 5 5 5 4 5 5 5 5 5 4 5 5
Grade 10 3 2 1 5 3 2 1 2 5 2 5 5 5 1 1 5 5 5 5 4 5 5
Grade 10 3 3 4 5 3 3 3 5 3 5 5 5 5 4 5 4 5 4 5 5 5 3
Grade 10 3 3 4 5 3 3 4 5 3 5 5 5 3 3 3 5 5 5 5 5 5 5
Grade 10 3 4 4 3 4 4 4 3 2 3 4 3 3 2 1 2 3 3 4 5 4 4
Grade 10 3 4 3 4 2 2 2 2 2 3 2 4 3 5 3 4 3 3 5 4 3 4
Grade 10 3 3 5 5 3 3 5 3 5 3 4 3 3 3 5 4 3 4 4 5 4 3
Grade 10 4 4 4 4 2 3 3 4 4 4 2 4 4 4 3 4 3 3 4 5 4 4
Grade 10 3 4 2 4 2 4 3 2 4 4 3 4 2 2 3 2 3 4 4 3 4 3
Grade 10 4 4 3 4 4 4 3 3 3 4 4 4 2 4 2 4 3 3 3 4 5 4
Grade 10 4 4 5 4 3 4 4 3 3 4 4 4 4 3 4 2 4 4 3 4 3 4
Grade 10 4 3 4 4 3 4 4 4 4 4 4 2 3 4 4 3 3 3 4 3 4 5
Grade 10 3 4 4 4 3 3 3 4 3 4 3 3 4 2 2 3 4 4 4 3 4 3
Grade 10 4 3 4 4 3 4 3 3 3 4 3 4 4 4 3 4 4 4 4 4 3 5
Grade 10 4 3 3 3 4 4 3 3 3 3 3 4 3 3 4 4 4 4 3 4 4 3
Grade 10 3 3 3 3 4 3 3 5 3 3 3 3 5 4 3 3 4 4 3 4 3 4
Grade 10 3 4 5 3 3 3 3 3 3 4 4 4 3 4 3 4 5 3 4 4 3 4
Grade 10 3 3 3 3 3 3 5 3 3 4 3 4 3 4 3 4 3 5 5 5 4 4
Mean 3.35 3.81 3.39 4.13 3.42 3.52 3.16 3.45 3.45 3.61 3.55 3.94 3.68 3.00 3.35 3.81 3.97 4.03 4.13 4.10 4.03 4.06
Student Students Students Average Teacher

Interest Study Peer Mean Remarks Teaching Remarks
Habits Influence Skills
Grade 7
Weighted 3.86 3.64 3.54 3.68 Often 4.13 Agree
mean
Grade 8
mean
Grade 9
mean
Grade 10
mean
Total 3.73 3.49 3.56 3.60 4.05
52
APPEDIX F
Problem 3: Is there a significant correlation between mathematics academic performance

and the factors affecting the mathematics academic performance of JHS students at
NVAC such as: Student’s Interest, Student’s Study Habits, Student’s Peer-influence, and
Teacher’s Teaching Skills.
Interest Study Habits Peer Influence Teacher Teaching Skills
Grades Mean R1 R2 D D^2 Grades Mean R1 R2 D D^2 Grades Mean R1 R2 D D^2 Grades Mean R1 R2 D D^2
82 3.80 18.5 12 6.5 42.25 82 3.80 18.5 10 8.5 72.25 82 3.00 18.5 21.5 -3 9 82 4.00 18.5 14 4.5 20.25
90 3.60 7 16 -9 81 90 3.20 7 20.5 -13.5 182.25 90 1.60 7 25 -18 324 90 4.14 7 10.5 -3.5 12.25
86 5.00 14 2.5 11.5 132.25 86 4.20 14 5 9 81 86 3.80 14 9 5 25 86 4.00 14 14 0 0
85 3.00 16 24.5 -8.5 72.25 85 2.80 16 24.5 -8.5 72.25 85 2.80 16 24 -8 64 85 4.86 16 3 13 169
89 4.40 8.5 5 3.5 12.25 89 3.40 8.5 15.5 -7 49 89 3.60 8.5 12.5 -4 16 89 5.00 8.5 1.5 7 49
87 5.00 11.5 2.5 9 81 87 3.20 11.5 20.5 -9 81 87 4.20 11.5 3.5 8 64 87 5.00 11.5 1.5 10 100
87 3.80 11.5 12 -0.5 0.25 87 4.40 11.5 2 9.5 90.25 87 3.00 11.5 21.5 -10 100 87 4.00 11.5 14 -2.5 6.25
96 5.00 1 2.5 -1.5 2.25 96 4.20 1 5 -4 16 96 4.20 1 3.5 -2.5 6.25 96 4.71 1 4 -3 9
84 3.80 17 12 5 25 84 4.00 17 8.5 8.5 72.25 84 3.60 17 12.5 4.5 20.25 84 3.57 17 23.5 -6.5 42.25
95 3.80 2 12 -10 100 95 4.20 2 5 -3 9 95 3.00 2 21.5 -19.5 380.25 95 4.29 2 8.5 -6.5 42.25
75 3.40 23 19 4 16 75 3.40 23 15.5 7.5 56.25 75 4.00 23 6.5 16.5 272.25 75 4.57 23 5.5 17.5 306.25
86 3.80 14 12 2 4 86 4.20 14 5 9 81 86 3.20 14 18.5 -4.5 20.25 86 3.57 14 23.5 -9.5 90.25
92 5.00 4.5 2.5 2 4 92 4.60 4.5 1 3.5 12.25 92 4.20 4.5 3.5 1 1 92 4.43 4.5 7 -2.5 6.25
76 4.20 22 7 15 225 76 4.20 22 5 17 289 76 4.20 22 3.5 18.5 342.25 76 4.29 22 8.5 13.5 182.25
94 4.00 3 9 -6 36 94 4.00 3 8.5 -5.5 30.25 94 4.00 3 6.5 -3.5 12.25 94 3.86 3 18 -15 225
88 3.40 10 19 -9 81 88 3.40 10 15.5 -5.5 30.25 88 3.60 10 12.5 -2.5 6.25 88 4.00 10 14 -4 16
72 3.20 24 22 2 4 72 3.60 24 12 12 144 72 3.80 24 9 15 225 72 3.71 24 21 3 9
79 4.20 21 7 14 196 79 2.80 21 24.5 -3.5 12.25 79 3.40 21 16 5 25 79 3.71 21 21 0 0
81 3.60 20 16 4 16 81 3.20 20 20.5 -0.5 0.25 81 3.40 20 16 4 16 81 4.00 20 14 6 36
71 3.20 25 22 3 9 71 3.40 25 15.5 9.5 90.25 71 3.20 25 18.5 6.5 42.25 71 3.29 25 25 0 0
86 3.40 14 19 -5 25 86 3.60 14 12 2 4 86 3.60 14 12.5 1.5 2.25 86 3.86 14 18 -4 16
89 3.60 8.5 16 -7.5 56.25 89 3.60 8.5 12 -3.5 12.25 89 3.80 8.5 9 -0.5 0.25 89 3.86 8.5 18 -9.5 90.25
82 3.00 18.5 24.5 -6 36 82 3.20 18.5 20.5 -2 4 82 3.00 18.5 21.5 -3 9 82 3.71 18.5 21 -2.5 6.25
91 3.20 6 22 -16 256 91 3.20 6 20.5 -14.5 210.25 91 3.40 6 16 -10 100 91 4.14 6 10.5 -4.5 20.25
92 4.20 4.5 7 -2.5 6.25 92 3.20 4.5 20.5 -16 256 92 4.60 4.5 1 3.5 12.25 92 4.57 4.5 5.5 -1 1
N= 25 1519 N= 25 1957.5 N= 25 2095 N= 25 1455
p= 0.416 p= 0.247 p= 0.194 p= 0.440
df= 23 df= 23 df= 23 df= 23
Tabular Value= 0.351 Tabular Value= 0.351 Tabular Value= 0.351 Tabular Value= 0.351

94 4.60 3.5 1 2.5 6.25 94 4.20 3.5 2.5 1 1 94 3.80 3.5 8 -4.5 20.25 94 4.00 3.5 1.2 2.3 5.29
85 3.80 18.5 11 7.5 56.25 85 3.60 18.5 8.5 10 100 85 3.60 18.5 14 4.5 20.25 85 5.00 18.5 1 17.5 306.25
86 4.00 15 7.5 7.5 56.25 86 3.40 15 12 3 9 86 3.80 15 8 7 49 86 4.14 15 7.5 7.5 56.25
79 3.20 27 27.5 -0.5 0.25 79 3.00 27 23.5 3.5 12.25 79 2.80 27 28 -1 1 79 3.29 27 27.5 -0.5 0.25
87 3.40 11.5 23 -11.5 132.25 87 4.60 11.5 1 10.5 110.25 87 3.60 11.5 14 -2.5 6.25 87 4.43 11.5 5 6.5 42.25
95 4.40 1.5 2 -0.5 0.25 95 4.20 1.5 2.5 -1 1 95 4.60 1.5 1.5 0 0 95 4.57 1.5 3 -1.5 2.25
92 4.20 6 4 2 4 92 3.80 6 6 0 0 92 4.60 6 1.5 4.5 20.25 92 4.00 6 12 -6 36
88 4.20 9.5 4 5.5 30.25 88 3.00 9.5 23.5 -14 196 88 3.40 9.5 20.5 -11 121 88 4.00 9.5 12 -2.5 6.25
89 4.20 8 4 4 16 89 3.20 8 17.5 -9.5 90.25 89 3.20 8 25.5 -17.5 306.25 89 4.14 8 7.5 0.5 0.25
93 4.00 5 7.5 -2.5 6.25 93 4.00 5 4 1 1 93 3.60 5 14 -9 81 93 3.86 5 17.5 -12.5 156.25
85 3.80 18.5 11 7.5 56.25 85 3.80 18.5 6 12.5 156.25 85 4.20 18.5 4 14.5 210.25 85 4.57 18.5 3 15.5 240.25
84 3.40 20 23 -3 9 84 2.80 20 27 -7 49 84 3.40 20 20.5 -0.5 0.25 84 3.71 20 22 -2 4
86 3.40 15 23 -8 64 86 3.40 15 12 3 9 86 3.80 15 8 7 49 86 3.86 15 17.5 -2.5 6.25
82 3.60 23 16 7 49 82 3.80 23 6 17 289 82 3.80 23 8 15 225 82 3.71 23 22 1 1
86 3.60 15 16 -1 1 86 3.40 15 12 3 9 86 3.60 15 14 1 1 86 4.00 15 12 3 9
81 3.40 25 23 2 4 81 3.20 25 17.5 7.5 56.25 81 4.20 25 4 21 441 81 3.86 25 17.5 7.5 56.25
79 3.40 27 23 4 16 79 3.00 27 23.5 3.5 12.25 79 3.20 27 25.5 1.5 2.25 79 3.29 27 27.5 -0.5 0.25
80 4.00 24 7.5 16.5 272.25 80 3.00 24 23.5 0.5 0.25 80 3.40 24 20.5 3.5 12.25 80 3.86 24 17.5 6.5 42.25
86 3.20 15 27.5 -12.5 156.25 86 2.60 15 28 -13 169 86 3.60 15 14 1 1 86 3.43 15 26 -11 121
83 3.40 21.5 23 -1.5 2.25 83 3.40 21.5 12 9.5 90.25 83 3.60 21.5 14 7.5 56.25 83 3.57 21.5 24.5 -3 9
94 3.60 3.5 16 -12.5 156.25 94 3.60 3.5 8.5 -5 25 94 3.80 3.5 8 -4.5 20.25 94 4.14 3.5 7.5 -4 16
90 3.60 7 16 -9 81 90 3.00 7 23.5 -16.5 272.25 90 4.20 7 4 3 9 90 3.86 7 17.5 -10.5 110.25
86 3.60 15 16 -1 1 86 3.40 15 12 3 9 86 3.20 15 25.5 -10.5 110.25 86 3.71 15 22 -7 49
83 3.60 21.5 16 5.5 30.25 83 3.20 21.5 17.5 4 16 83 3.20 21.5 25.5 -4 16 83 3.86 21.5 17.5 4 16
88 3.40 9.5 23 -13.5 182.25 88 3.20 9.5 17.5 -8 64 88 3.40 9.5 20.5 -11 121 88 4.57 9.5 3 6.5 42.25
95 4.00 1.5 7.5 -6 36 95 3.20 1.5 17.5 -16 256 95 3.60 1.5 20.5 -19 361 95 4.00 1.5 12 -10.5 110.25
79 3.60 27 16 11 121 79 3.00 27 23.5 3.5 12.25 79 3.40 27 20.5 6.5 42.25 79 3.57 27 24.5 2.5 6.25
87 3.80 11.5 11 0.5 0.25 87 3.20 11.5 17.5 -6 36 87 3.40 11.5 20.5 -9 81 87 4.14 11.5 7.5 4 16
N= 28 1546 N= 28 2051.5 N= 28 2384.3 N= 28 1466.5
p= 0.577 p= 0.439 p= 0.348 p= 0.5985
df= 26 df= 26 df= 26 df= 26
53

86 3.40 17.5 19.5 -2 4 86 3.20 17.5 19 -1.5 2.25 86 3.60 17.5 11.5 6 36 86 4.14 17.5 14 3.5 12.25
96 5.00 1 1 0 0 96 5.00 1 1 0 0 96 5.00 1 1.5 -0.5 0.25 96 5.00 1 2 -1 1
81 3.80 23 10.5 12.5 156.25 81 4.40 23 2 21 441 81 3.60 23 11.5 11.5 132.25 81 3.71 23 19.5 3.5 12.25
79 4.00 24.5 8 16.5 272.25 79 4.00 24.5 4 20.5 420.25 79 3.80 24.5 7 17.5 306.25 79 3.43 24.5 24.5 0 0
88 4.60 11.5 3 8.5 72.25 88 3.80 11.5 7.5 4 16 88 4.60 11.5 3 8.5 72.25 88 4.71 11.5 4.5 7 49
88 3.40 11.5 19.5 -8 64 88 3.80 11.5 7.5 4 16 88 3.40 11.5 17.5 -6 36 88 3.57 11.5 23 -11.5 132.25
92 3.40 7 19.5 -12.5 156.25 92 3.60 7 12 -5 25 92 3.60 7 11.5 -4.5 20.25 92 3.71 7 19.5 -12.5 156.25
94 4.20 4.5 6 -1.5 2.25 94 3.20 4.5 19 -14.5 210.25 94 4.00 4.5 4.5 0 0 94 4.43 4.5 7 -2.5 6.25
81 3.40 23 19.5 3.5 12.25 81 3.60 23 12 11 121 81 3.20 23 22 1 1 81 3.71 23 19.5 3.5 12.25
93 3.80 6 10.5 -4.5 20.25 93 3.20 6 19 -13 169 93 3.40 6 17.5 -11.5 132.25 93 3.71 6 19.5 -13.5 182.25
88 3.80 11.5 10.5 1 1 88 3.20 11.5 19 -7.5 56.25 88 3.40 11.5 17.5 -6 36 88 4.14 11.5 14 -2.5 6.25
95 3.60 2.5 14.5 -12 144 95 3.40 2.5 15.5 -13 169 95 5.00 2.5 1.5 1 1 95 4.57 2.5 6 -3.5 12.25
94 3.20 4.5 24 -19.5 380.25 94 3.60 4.5 12 -7.5 56.25 94 4.00 4.5 4.5 0 0 94 4.29 4.5 10 -5.5 30.25
78 3.60 26 14.5 11.5 132.25 78 3.20 26 19 7 49 78 2.60 26 26 0 0 78 3.29 26 26 0 0
88 3.60 17.5 14.5 3 9 88 3.60 17.5 12 5.5 30.25 88 2.80 17.5 24.5 -7 49 88 3.71 17.5 19.5 -2 4
95 4.20 2.5 6 -3.5 12.25 95 3.60 2.5 12 -9.5 90.25 95 3.80 2.5 7 -4.5 20.25 95 4.29 2.5 10 -7.5 56.25
86 3.40 17.5 19.5 -2 4 86 3.40 17.5 15.5 2 4 86 3.20 17.5 22 -4.5 20.25 86 4.29 17.5 10 7.5 56.25
86 3.80 17.5 10.5 7 49 86 3.00 17.5 23 -5.5 30.25 86 3.40 17.5 17.5 0 0 86 4.00 17.5 16 1.5 2.25
83 2.80 20 26 -6 36 83 3.00 20 23 -3 9 83 3.60 20 11.5 8.5 72.25 83 4.29 20 10 10 100
81 3.20 23 24 -1 1 81 2.60 23 25 -2 4 81 3.40 23 17.5 5.5 30.25 81 3.71 23 19.5 3.5 12.25
88 3.40 11.5 19.5 -8 64 88 3.80 11.5 7.5 4 16 88 3.60 11.5 11.5 0 0 88 4.71 11.5 4.5 7 49
90 3.60 8 14.5 -6.5 42.25 90 4.00 8 4 4 16 90 3.40 8 17.5 -9.5 90.25 90 4.29 8 10 -2 4
79 3.20 24.5 24 0.5 0.25 79 2.40 24.5 26 -1.5 2.25 79 2.80 24.5 24.5 0 0 79 3.43 24.5 24.5 0 0
87 4.60 15 3 12 144 87 4.00 15 4 11 121 87 3.60 15 11.5 3.5 12.25 87 4.14 15 14 1 1
86 4.20 17.5 6 11.5 132.25 86 3.80 17.5 7.5 10 100 86 3.80 17.5 7 10.5 110.25 86 5.00 17.5 2 15.5 240.25
89 4.60 9 3 6 36 89 3.00 9 23 -14 196 89 3.20 9 22 -13 169 89 5.00 9 2 7 49
N= 26 1947.25 N= 26 2370.25 N= 26 1347.3 N= 26 1186.8
p= 0.334 p= 0.190 p= 0.539 p= 0.594
df= 24 df= 24 df= 24 df= 24

82 3.60 18 17 1 1 82 3.20 18 24 -6 36 82 2.60 18 30 -12 144 82 3.57 18 26 -8 64
77 3.20 27 25.5 1.5 2.25 77 2.20 27 31 -4 16 77 3.40 27 19 8 64 77 3.71 27 21 6 36
94 3.80 4 9 -5 25 94 3.80 4 7.5 -3.5 12.25 94 3.60 4 12.5 -8.5 72.25 94 3.86 4 17 -13 169
77 3.60 27 17 10 100 77 3.60 27 10.5 16.5 272.25 77 3.40 27 19 8 64 77 3.86 27 17 10 100
76 3.00 29.5 29 0.5 0.25 76 3.40 29.5 17 12.5 156.25 76 2.80 29.5 28 1.5 2.25 76 3.29 29.5 31 -1.5 2.25
80 3.80 22.5 9 13.5 182.25 80 3.40 22.5 17 5.5 30.25 80 3.20 22.5 24 -1.5 2.25 80 3.71 22.5 21 1.5 2.25
84 4.00 15 6 9 81 84 3.60 15 10.5 4.5 20.25 84 3.80 15 7.5 7.5 56.25 84 3.43 15 30 -15 225
85 3.60 13 17 -4 16 85 4.00 13 5 8 64 85 3.40 13 19 -6 36 85 3.57 13 26 -13 169
76 3.60 29.5 17 12.5 156.25 76 3.40 29.5 17 12.5 156.25 76 2.80 29.5 28 1.5 2.25 76 3.57 29.5 26 3.5 12.25
91 3.60 7.5 17 -9.5 90.25 91 3.40 7.5 17 -9.5 90.25 91 3.60 7.5 12.5 -5 25 91 4.00 7.5 12 -4.5 20.25
80 3.40 22.5 23 -0.5 0.25 80 3.20 22.5 24 -1.5 2.25 80 3.40 22.5 19 3.5 12.25 80 3.71 22.5 21 1.5 2.25
81 3.20 20 25.5 -5.5 30.25 81 3.40 20 17 3 9 81 3.60 20 12.5 7.5 56.25 81 3.57 20 26 -6 36
80 3.60 22.5 17 5.5 30.25 80 3.20 22.5 24 -1.5 2.25 80 3.60 22.5 12.5 10 100 80 3.86 22.5 17 5.5 30.25
84 3.00 15 29 -14 196 84 3.60 15 10.5 4.5 20.25 84 3.40 15 19 -4 16 84 4.29 15 9 6 36
86 3.60 12 17 -5 25 86 4.00 12 5 7 49 86 3.80 12 7.5 4.5 20.25 86 5.00 12 1.5 10.5 110.25
87 3.60 11 17 -6 36 87 3.80 11 7.5 3.5 12.25 87 4.80 11 1.5 9.5 90.25 87 4.43 11 7.5 3.5 12.25
88 3.20 10 25.5 -15.5 240.25 88 3.20 10 24 -14 196 88 4.80 10 1.5 8.5 72.25 88 4.86 10 4 6 36
72 2.80 31 31 0 0 72 2.40 31 31 0 0 72 3.60 31 12.5 18.5 342.25 72 4.86 31 4 27 729
94 3.60 4 17 -13 169 94 2.60 4 29 -25 625 94 4.00 4 4.5 -0.5 0.25 94 3.57 4 26 -22 484
90 3.60 9 17 -8 64 90 4.20 9 2.5 6.5 42.25 90 3.80 9 7.5 1.5 2.25 90 3.86 9 17 -8 64
91 4.60 7.5 1 6.5 42.25 91 3.40 7.5 17 -9.5 90.25 91 2.40 7.5 31 -23.5 552.25 91 3.86 7.5 17 -9.5 90.25
94 3.80 4 9 -5 25 94 4.00 4 5 -1 1 94 3.20 4 24 -20 400 94 4.86 4 4 0 0
80 3.80 22.5 9 13.5 182.25 80 3.40 22.5 17 5.5 30.25 80 3.40 22.5 19 3.5 12.25 80 4.00 22.5 12 10.5 110.25
95 4.20 2 4 -2 4 95 4.60 2 1 1 1 95 4.60 2 3 -1 1 95 4.71 2 6 -4 16
84 3.80 15 9 6 36 84 3.40 15 17 -2 4 84 3.40 15 19 -4 16 84 4.00 15 12 3 9
77 3.00 27 29 -2 4 77 3.00 27 27 0 0 77 3.00 27 26 1 1 77 4.43 27 7.5 19.5 380.25
82 4.20 18 4 14 196 82 3.20 18 24 -6 36 82 2.80 18 28 -10 100 82 5.00 18 1.5 16.5 272.25
78 3.20 25 25.5 -0.5 0.25 78 3.40 25 17 8 64 78 3.80 25 7.5 17.5 306.25 78 4.00 25 12 13 169
82 3.60 18 17 1 1 82 2.80 18 28 -10 100 82 3.60 18 12.5 5.5 30.25 82 4.00 18 12 6 36
93 4.20 6 4 2 4 93 4.20 6 2.5 3.5 12.25 93 4.00 6 4.5 1.5 2.25 93 3.57 6 26 -20 400
97 4.40 1 2 -1 1 97 3.60 1 10.5 -9.5 90.25 97 3.20 1 24 -23 529 97 3.57 1 26 -25 625
N= 31 1941 N= 31 2241 N= 31 3130.5 N= 31 4448
p= 0.609 p= 0.548 p= 0.369 p= 0.103
df= 29 df= 29 df= 29 df= 29
54
Student's Interest
Grade Level df Computed "p" Tabular value Verbal Interpretation
Student's Study Habits

Student's Peer Influemce

Teacher's Teaching Skills

Grade Level df Computed "p" Tabular value Verbal Interpretaion
55
APPENDIX G
CURRICULUM VITAE
ACE MARK CASTARDO ENTERO

Address: Zone 2, Panicuason, Naga City
Mobile No.: 0935-500-4052
Email: aceentero26@gmail.com
JOB OBJECTIVE
To reflect Christ-like character and to do the will of God by having a zeal

for His glory through sharing His love to others.
I. EDUCATIONAL ATTAINMENT
College
BSED Major in Mathematics
May 3, 2020, Student
High School March 2015, Student

DSHEP Foundation Academy
Sta. Lucia, Sablayan,Occ. Mdo.
Elementary March 2010, Student

Ligaya Adventist Elementary School
Ligaya, Sablayan,Occidental Mindoro
56
II. OFFICERSHIP AND MEMBERSHIP IN ORGANIZATION
2018 - 2019
Church Assistant Treasurer
(NVAC Church)
2018 – 2019 Treasurer (FEDA)
III. SEMINARS AND TRAINING PROGRAMS ATTENDED
February 19, 2017 Seminar-Workshop on Trends,

Issues, Practices, and Strategies
in Classroom Management
NVAC Campus, Panicuason Naga City
Certified true and correct
ACE MARK C. ENTERO

57
CURRICULUM VITAE
TEDDY BURCE CATIMBANG

Address: Zone 2, Panicuason, Naga City
Mobile No.: 0955-758-6762
Email: catimbangteddy@gmail.com
JOB OBJECTIVE
To reflect Christ-like character and to do the will of God by having a zeal

for His glory through sharing His love to others.
IV. EDUCATIONAL ATTAINMENT
College
BSED Major in Mathematics
May 3, 2020, Student
High School
March 2012, Student
Lumil National High School
Lumil, Silang Cavite
Elementary March 2006, Student

Cristo Rey Elementary School
Cristo Rey, Iriga City
58
V. OFFICERSHIP AND MEMBERSHIP IN ORGANIZATION
2018 – 2020 Church Assistant Treasurer

(NVAC Church)
2018 – 2020 Mathematics Representative (FEDA)
President, Math Major’s Club
VI. SEMINARS AND TRAINING PROGRAMS ATTENDED
February 19, 2017 Seminar-Workshop on Trends,

Issues, Practices, and Strategies
in Classroom Management
NVAC Campus, Panicuason Naga City
Certified true and correct
TEDDY B. CATIMBANG

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1

mathematicians lead us to more technological or what we called Industrial era, wherein

the different usage of technological devices occurs. In this era, application of

compute systematically and to solve problems creatively and resourcefully.

performances. Traditionally, Mathematics has been recognized by the students as one of

subjects as much as inspiring, interesting, motivating, and enjoyable learning experiences

every meeting with the students.

Education in Asia seemed to outperform their counterparts cited by Balbadosa (2010).

Mathematics. Mathematics performance involves a complex interaction of factors on

school outcome. Although the relationship between mathematics performance and

contribute to students’ mathematics performance. There are some misconceptions that

any state or at any grade level.

Student engagement in mathematics refers to students’ motivation to learn

mathematics, their confidence in their ability to succeed in mathematics and their

emotional feelings about mathematics. Student engagement in mathematics plays a key

determine the correlates of the mathematics academic performance of JHS of NVAC

teacher’s teaching skills.

Statement of the Problem

students at NVAC during the S/Y 2019-2020.

The study specifically aimed to answer the following research questions:

d. Teacher’s Teaching Skills

3. Is there a significant relationship between mathematics performance and the factors

affecting the mathematics performance of JHS students at NVAC such as:

d. Teacher’s Teaching Skills

The following hypothesis was formulated to guide this study:

There is no significant relationship between mathematics performance and the

habit, peer-influence, and teacher’s teaching skills.

Significance of the Study

with individual needs and capabilities of the students.

and weaknesses in their subjects especially in Mathematics.

their students’ interest who will be future leaders of the society.

Thus, they will be encouraged to improve.

on relationship of student mathematical performance and other factors such as teacher-

student relationship, teaching learning activities, curriculum approach and others.

Scope and Delimitation of the Study

This study is focused on factors affecting mathematics performance of selected

performance, student’s interest, student’s study habits, student’s peer-influence, and

influence, and teacher’s teaching skills.

following terms are defined conceptually and operationally.

Mathematics Performance. This refers to the degree or capacity of students’

knowledge in Mathematics in terms of their 1st and 2nd quarter grades.

things in Mathematics subject.

Study Habits. This refers to usual form or action of a student in studying

Peer-influence. It refers to the influence of friends, classmates, and roommates in

studying Mathematics subject.

Teacher’s Teaching Skills. This refers to the skills of teachers in Mathematics in

terms of teaching her/his lesson.

Correlates. This term refers to the factors affecting Mathematics performance of

REVIEW OF RELATED LITERATURE AND STUDIES

The researchers want to gain an understanding of the existing researchers and

of classroom determines how well you do at school.

According to (Nyman, 2017), interest as an attitude has been interpreted within

several research traditions and discourses in connection to many school subjects. In

mathematics education, previous studies on the students’ attitudes towards mathematics

approached in terms of students’ activities outside the classroom context, as a student’s

subject in the classroom settings.

situation – so called situational interest. Therefore, there is a need to specify interest in

relation to mathematics teaching, focusing on subject – specific features brought up in

furthered recommended that group guidance should be organizes in schools initiated by