INCREASING STUDENT LEARNING IN MATHEMTICS THROUGH

COLLABORATIVE TEACHING STRATEGIES

Laguna Northwestern College Corinthian Center

F. Reyes St. Balibago Sta. Rosa City Laguna

By
Baquero, Cresalyn M.
Domogoy, Ronalee R.
Elomina, Fatima Mae L.
Hernandez, Lailanie B.

A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS

FOR INCREASING STUDENT

LEARNING IN MATHEMATICS

In the School of
LAGUNA NORTHWESTERN COLLEGE
CORINTHIAN CENTER

AUGUST, 2019

All rights reserved. This work may not be produced

in whole part, by facsimile or other means,
without permission of the authors.
 CHAPTER I

INTRODUCTION AND ITS BACKGROUND

I. INTRODUCTION

In an attempt to this mathematical world, most of us decide on a purchase,

choose an insurance or health plan, or use spreadsheet, rely on mathematical

understanding. Wherein mathematics plays an increasing role in modern society

and it involves more than computation. The World Wide Web, CD- ROMs, and

other media disseminate vast quantities of quantitative information. The level of

mathematical thinking and problem solving needed in the workplace has

increased dramatically. In such a world, those who understand and can do

mathematics will have opportunities that others do not. Mathematical

competence opens doors to productive futures. A lack of mathematical

competence closes those doors. Students have different abilities, needs, and

interests. Yet everyone needs to be able to use mathematics in his or her

personal life, in the workplace, and in further study. All students deserve 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 fluently

and to solve problems creatively and resourcefully.

It has taken such a long time to discover the importance of Mathematics in

our world the discoveries lead us to more technological or what was called

Industrial Era, wherein the different usage of technological devices occurred. In

this era, application of Mathematics helps to develop and invent such

technological devices. Through these applications our life became easier.

Nowadays, Mathematics is the key to all Sciences. Despite explaining more

about mathematics and the proof that it’s really important, the researchers found

out that most of the students of the Laguna Northwestern College Corinthian

Center do not like this subject. They think that the Mathematics is a boring

subject, and it’s hard to understand formulas, they always say “Why it is

necessary to study Mathematics, only four major operations are enough and the

rest no longer needed. Where most of the time most of us do use graphs and

for formulas in our daily living.” Only if they understand the logic behind this

subject and the principles applied in different problems, if they get what

Mathematics meant to be, they will find that it is not a boring subject, that

mathematics is an interesting one.

Moreover! The researchers believed that Mathematics becomes part of

our life, not only in our academic subjects, but in all part of our integral life. We

don’t see that even in simple conversation, mathematics take place. In our

transportation it also occurs, and in our daily living it definitely applied.

II. BACKGROUND OF THE STUDY

Collaboration is a wonderful teaching tool. Where teachers have the

opportunity to assess and differentiate instruction for students more readily and

they can learn new instructional techniques from one another to expand their

teaching repertoire.
 Furthermore! The researchers believed that Collaborative teaching

allows teachers to impart information to a broader range of learners using

approaches that spark students’ imaginations while supporting individual learning

differences.

According to Schereiber (2000) those who have positive attitudes toward

mathematics have a better performance in this subject. Mathematics

achievement has shown that the students from each major level of Education in

Asia seemed to outperform their counterparts. 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 collaboration has been studied widely, and where the researchers

found out that it is important to explore the collaborative strategies of teaching

that will increase students’ performance in their learning in mathematics.

Wendy Hansen (2008) stated that the boys are more likely than girls to be

math geniuses. The researcher found that neither gender consistently outpaced

the other in any state or at any grade level. Even on test questions from the

National Assessment of Education Progress that were designed to measure

complex reasoning skills, the gender differences were minuscule, according to

the study.

The two theories mentioned above aims to the student engagement in

mathematics and of course it refers to the 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 engage in the learning process will tend to learn more receptive to further

learning. Student engagement also has an impact upon course selection,

educational pathways and later career choices.

In addition to the two theories mentioned above, the researchers

believed that mathematics performance of the students has improved or

increased again, through expecting 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 is to ensure that the

delivery of instruction is consistent with the assessment frequency.

This particular study attempts to determine the increase of the students

learning in mathematics through the use of collaborative teaching strategies of

Laguna Northwestern College Corinthian Center, grade 9 (nine) Academic Year

2018-2019.

III. THEORETICAL FRAMEWORK

A theory is a set of accepted belief of organized principles that explains

and guide analysis. One of the ways that it is different from practice, when certain

principles ate tested. It is also a contemplative and rational type of abstract or

generalizing thinking or the results of such thinking.

 Dweek, 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 theories. They believe ability comes from taken rather than from

the slow development of skills through learning. ”It’s 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.

Inzclicht (2003) stated that entity and incremental theories of ability were

assessed separately so that their separate influences could examined;

mathematics performance was examined by controlling for prior math

performance. Entity theory was expected to be a negative predicator of

performance, whereas incremental theory was expected to be a positive

predicator.

The two added theories aims to a simple traditional methods gradually

make the students feel that mathematics is pointless and has little value to them

in real life. And It becomes a subject they are forced to study, but one that is

useless to them in real life.

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.

Another theory which is Dan Hull theory this aims to the 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 or collaboratively with other students in groups or teams.

IV. CONCEPTUAL FRAMEWORK

The major concept of this study is focused on the grade 9 (nine) students’

increases their learning in mathematics through the use of collaborative

teaching strategies of Laguna Northwestern College Corinthian Center Academic

Year 2018- 2019.

Figure 1; shows the relationship of input variables which contains the

extent of the student- related factors and the extent of the teacher related factors.

While the process contains the survey, data, gathering, data analysis, and data

interpretation. And output variables contain the analysis of student-related factors

and teacher-related factors.

 FIGURE1.PARADIGM OF THE STUDY

OUTPUT
INPUT
 PROCESS

1. The profile of A survey The study aims to

the respondents questionnaire provide
in terms of was formulated recommendations
gender. to know the or solutions
perception of regarding on the
2. What are the the problem.
student related respondents in
factors in a terms of the Moreover, it will
collaborative student related answer the
learning factors in increases and
strategies in consideration analysis of
terms of: of collaborative student related
learning. factors in
2.1. Interest collaborative
The learning of the
2.2.Study researchers grade 9 (nine)
Habits provide 30 high school
questionnaires students in
2.3.Environment to the grade 9 Laguna
(nine) Northwestern
3.What are the high school College as well
consideration of department as determine the
increasing students. considerations
teacher related that will help in
factors in a All of the 30 increasing or
collaborative questionnaires improving the
teaching distributed knowledge of the
strategies in were answered students in
terms of: by the mathematics.
respondents
3.1.Personality and returned
Traits back.

3.2.Teaching Data gathered

Skills and will be used
Instructional and analyzed.
materials.
FIGURE 1. A conceptual paradigm shows the relationship of the students’

in mathematics performance in student-related factors in a collaborative learning

and in teacher related factors in a collaborative teaching strategies.

V. STATEMENT OF THE PROBLEM

The main purpose of this study is to determine the increase of the

students learning in mathematics in collaborative teaching strategies academic

performance of selected students from Laguna Northwestern College Corinthian

Center among the grade 9 (nine) high school students.

Specifically, it sought to answer the following questions:

1. What is the demographic profile of the (students) the respondents in terms of:

1.2 Gender

2. What are the student related factors in a collaborative learning strategies in

terms of:

2.1. Interest

2.2. Study Habits

2.3. Environment

3. What is the level of students’ mathematics performance?

4. Is there significant relationship between students’ mathematics performance and teacher-

related factors in a collaborative teaching?

Hypothesis

The following are the null hypothesis of this research:

There is no significant relationship between students’ performance in

learning mathematics in student related factors in a collaborative teaching

strategies.

There is no significant relationship between students’ performance in

learning mathematics and teacher-related factors in a collaborative teaching

strategies.

VI. SIGNIFICANCE OF THE STUDY

The result of this study will merit the following:

 School Administrator. The result of this study could serve as a baseline

data to improve programs for school advancement.

 Curriculum Planner. The result of this study will help them appraise the

existing programs in terms of the student’s needs to increase their

learning and their abilities in learning mathematics and make changes

as required.

 Guidance Councilor. This study will help develop the guidance program

in line with individual needs and abilities of the students learning in a

collaborative way of teaching.

  Facilitators. The results of this study may serve as an eye opener to

create and innovates instructional materials, and to use varied and

appropriate teaching strategies.

 Students. This study will help the students to develop their interest toward

Mathematics and appreciate the importance of Mathematics in their daily

lives.

 Parents. Who are directly concerned with the education of their children

considering school performance in different discipline.

VII. SCOPE AND DELIMITATION

This study is limited only to the grade 9 (nine) classroom High School

Students of Laguna Northwestern College Corinthian Center. Where the

population includes the students to this school are (30) respondents from grade 9

(nine) high school department that will answer the questionnaire provided by the

researchers. It includes questions regarding on the student related factors in a

collaborative learning strategies in terms of interest , study habits, and

environment. In addition, it will also include the consideration of increasing

teacher related factors in a collaborative teaching strategies in terms of

personality traits, oration, declamation, poetry, literature, solving mathematical

problems as well reporting an assigned topic. Moreover, the gender of the

respondents is determined for further analysis and making conclusions of the

results.
 Determining the increase of the students performance in learning

mathematics through collaborative teaching strategies of the grade 9 (nine)

classroom High School Students was the focus of this research. The information

needed will be gathered using the checklist style research-made questionnaire.

All information and conclusions drawn from this study were obtained only to this

particular group of students.

VIII. 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.

 Instructional Materials. This refers to motivating techniques that teaching

materials or equipment used. It can high technology or simple materials

that can use in learning preference.

 Interest. This refers to the amount of the students’ dislike or like of

particular things.

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

 Teaching Skills. This refers to the skills of teachers in mathematics in

terms of teaching her/ his lesson.

 Personality Traits. This refers to the good relationship of the

mathematics teachers with the students.

 CHAPTER II

REVIEW OF RELATED STUDIES AND RELATED LITERATURE

I. RELATED LITERATURE

This chapter presents the review of related literature and studies of the sub-

topics of this research; interest, study habits, personality traits, teaching skills and

instructional materials.

Norma Presmeg (2002) Educational Studies in Mathematics presents new

ideas and developments of major importance to practitioners working in the field

of mathematical education. It reflects both the variety of research concerns within

the field and the range of methods used to study them. Articles deal with

didactical, methodological and pedagogical subjects, rather than with specific

programs for teaching mathematics. The journal emphasizes high-level articles

that go beyond local or national interest.

Fulk (2002) stated that students with sequencing difficulties need help to

maximize their engagement and improve their retention of learning use humor,

unexpected introduction and various other attention grabbers to stimulate

student’s interest in the lesson.

The two theories mentioned above, aims to the study focused on students’

mathematical achievement and their interest in mathematics as well as on the

relation between these two constructs. In particular, the results show that the
 development of an individual student’s achievement in grade 9 (nine)

high school students’ depends on the achievement level of their specific

classroom and therefore on the specific mathematics instruction. Interest in

mathematics could be regarded a predictor for mathematics achievement

Moreover, the researchers found out that the students show hardly any fear of

mathematics independent of their achievement level.

Harson, Katherine (2008) stated that an exploration of girls’ learning styles,

attitudes, and behaviours in math classes that also shows the importance of

analysing 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 practical recommendations for the

improvement of math education for girls.

The Harson, Katherine’s theory believed or aims to the attitudes

students math performance and later interest, and how these attitudes vary by

the child’s gender or the students in terms of gender.

II. RELATED STUDIES

STUDY HABITS
 Steinberger & Wagner (2005) distinguishes more simply among

three intelligence; the academic-problem solving: the practical intelligence: and

creative intelligence; all these three have peculiar influence to performance.

Success in study does not depend on ability and hard work but also on effective

methods of study. Individualized method of studying is adopted by every

individual student.

To that theory the researcher believed and of course that Steinberger &

Wagner theories aims to the good study habit of the students and will mean the

ability to learn and music use of what one is reading or studying. Study skills

when properly embedded will help students understand their own potentials for

intellectual growth and self-direction. It is for this reason that the collaborative

strategies or proper study habits among students should be given emphasis.

Simmons (2002) note that “good writing spawns from a close understanding

of text and great writing result from an interactive analysis and fluency with our

reading.” He adds that inadequate writing is a direct result of inadequate reading

and studying. Postgraduate students are scholars in training and have the

responsibility of becoming prolific and critical writers in their disciplines and

careers. The spirit of responsibility and integrity are vital to the study habits of

postgraduate students.

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 behaviours 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.

The Simmons and Richardson’s theories aims or pointed out that study

skills can be taught effectively only after identifying students’ areas of weakness

and levels of achievement is appropriate to their grade level can be provided with

development ( or enrichment ) exercises, which will enable them to become more

proficient in the skills they have already acquired or which will help them learn

new ideas. In addition good study habits help the student in critical reflection in

skills outcomes such as selecting, analysing, critiquing, and synthesizing.

PERSONALITY TRAITS

Rohwes W. Jr. et al. as cited by Sainz (2000) further discussed the teachers

need to find ways of determining whether or not her instruction have been

successful. The procedure and method of determining such success can take the

form of test of various kinds to determine whether the students have reached the

objectives they have set for them.

 The Rohwes W. Jr theory traits aims to seen as opposites, and

the first set is introversion and extraversion. Introversion refers to a tendency to

prefer the world inside oneself. The more obvious aspects of introversion are

shyness, distaste for social functions, and a love of privacy. Extraversion is the

tendency to look to the outside world, especially people, for one’s pleasures.

And it aims to the intrinsic motivation as involving internal, personal factors

such as needs, interest, curiosity, and enjoyment. A student who is intrinsically

motivated undertake an activity “for its own sake”, because the activity itself is

rewarding. In contrast is intrinsic motivation, in which the student increase their

performance in learning in a collaborative teaching strategies and engages in an

activity in order to obtain a reward, or to avoid a punishment.

Moreover, the researchers found out that personality could be described

based on three fundamental factors; psychoticism (such antisocial traits as

cruelty and rejection of social custom), introversion-extroversion, and

emotionality-stability (also called neuroticism).

TEACHING SKILLS

Tomlinson (1999) stated that teachers can differentiate content, process,

and/or product for students. Differentiation of content refers to a change in the

material being learned by a student. For example, if the classroom objective is for

all students to subtract using renaming, some of the students may learn to

subtract two-digit numbers, while others may learn to subtract larger numbers in
 the context of word problems. Differentiation of process refers to the

way in which a student accesses material. One student may explore a

learning center most especially in collaborative way together with his/ her

classmates, while another student collects information from the web.

Differentiation of product refers to the way in which a student shows what he or

she has learned. For example, to demonstrate understanding of a geometric

concept, one student may solve a solve a problem set, while another builds a

model.

The theory aims to the Authentic assessment, cooperative learning,

inclusion – discover a vast range of current articles about teaching ideal for all

grades. Diversify of teaching strategies by implementing service – learning

projects and integrating technology in a classroom. These resources theory 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.

 The theory aims 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. And emphasize the concept of dynamic

assessment, which is a way of assessing the true potential of learners that differs

significantly from conventional tests.

And the researchers found out that the essential interactive nature of learning is

extended to the process of assessment. Rather than viewing assessment as a process

carried out by one person, such as an instructor, it is seen that education is a two-way

process. The idea that education is one –way is wrong- it is a two way process where

involving interaction between both instructor and learner. The role of the assessment

becomes one of entering into any task and sharing with them possible ways in which that

performance might be improved on a subsequent occasion.

INSTRUCTIONAL MATERIALS

Siemens (2002) stated that instructional design can be defined as “the systematic

process of translating principles of learning and instruction into plans for instructional

materials and activities”. However, there are many different definitions for instructional
design and all of them are an expression of underlying philosophies and

viewpoints of what is involved in the learning process.

The theory aims to the development of an individual student’s achievement

depends on the achievement level of the specific classroom and therefore on the specific

mathematics instruction, Interest in mathematics could be regarded a predictor for

mathematics achievement. Moreover, the students show hardly any fear of mathematics

independent of their achievement level.

III. SYNTHESIS OF THE REVIEWED RELATED LITERATURE

This chapter discusses the review of related studies and related literature

based on the increase of the students’ performance in learning mathematics

through collaborative teaching strategies. The study habits and personality traits

as well as the teaching skills and instructional materials will be tackled in

connection to the topic being discussed regarding on collaborative teaching

issues.

In the related studies and in the related literature, the researchers found

out reliable sources on the internet regarding on the surveys conducted by the

foreign countries in the field of collaborative teaching or collaborative students’

way of learning. However, the main purpose of both foreign studies and literature

is to provide more techniques in increasing the knowledge of the students in

mathematics in a collaborative ways, for their own sake in the future like

finding jobs and solving mathematical problems effectively.

Moreover, the main objective of this study is to create a strong foundation

to produce competitive and effective performance of the students in mathematics

and graduates will have an advantageous skills in solving mathematical

problems.

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, research procedure, the subject of the

study, determination of sample, research instrument and statistical treatment of data.

I. RSEARCH DESIGN

This study determined the factors affecting mathematics performance of

Laboratory High School Students at Laguna Northwestern College . The

descriptive-correlation method was used in this study.

In descriptive method, Calmorin (1994) as cited by Bagayana (2006), wrote

the study focuses on the present condition. The purpose is to find new truth, which

may come in different forms such as increased quantity of knowledge, a new

generalization, or increased insights into factors, which are operating, the

discovery of a new causal relationship, a more accurate formulation of the problem

to be solved and many others.

 Since this study measured data that already exists and the number of

respondents is not large, the descriptive-correlation method of studies is best

suited. As mentioned, the student-related factors in terms of interest and study

habits, and the teacher-related factors in terms of personality traits, teaching skills

and instructional materials were generated using researcher-made questionnaire.

II. LOCALE AND POPULATION

SUBJECT OF THE STUDY

The respondents in this study were the one hundred twenty six (126)

Laboratory High School at Laguna Northwestern College Year 2009-2010.

III. DESCRIPTION OF THE RESPONDENTS

IV. RESEARCH INSTRUMENT

The main tool used in this study was a researcher-made questionnaire-

checklist. Set of questionnaire –checklist was constructed for the student

respondents. The questionnaire-checklist consisted of the students’ level of

interest in mathematics, their study habits and their teachers’ personality traits,

teaching skills and instructional materials use in teaching as perceived by the

students.
 Part 1 on the questionnaire –checklist obtained the students’ level of

interest in Mathematics presented five (5) statements and the students’ study

habits presented ten (10) situations. These were given one set of five checkboxes

each. The five checkboxes were ranked as;

5 – Always

4 – Often

3 – Sometimes

2 – Rarely

1 - Never

The questioner – checklist was presented to the adviser and expert on

Mathematics for comments, corrections, and suggestions on the content.

V. DATA GATHERING PROCEDURES

The original title proposed by the researcher was checked, revised and

rechecked by the researcher’s adviser to maintain conformity on the subject of

research. The questionnaire checklist that aims to draw out proper responses on

the objectives of this study was constructed. This questionnaire checklist made by

the researcher and was presented to, analysed and checked by the research

adviser to ensure the validity of responses it would elicit.

 Permit to conduct research and study was secured of letter requesting

permission to the principle of Laboratory High School at Laguna State Polytechnic

University.

Data gathered from answered questionnaires were checked, classified,

tabulated and analysed 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.

VI.STATISTICAL TREATMENT OF DATA

Analysis Statistical Tools

1. The extent of student-related factors Weighted Mean

In terms of:

1.1 Interest

1.2 Study habits

2. The extent of teacher-related factors Weighted Mean

In terms of:

2.1 Personality Traits

2.2 Teaching Skills

2.3 Instructional Materials

3. The level of students’ mathematics Mean, median ,mode,

Performance. skewness and kurtosis.

4. Significant relationship between Pearson R, Spearman Rho,

students’ mathematics performance Regression

and student-related factors.

5. Significant relationship between Pearson R, Spearman Rho,

Students’ mathematics performance Regression

and teacher-related factors.

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analysis and interprets the data gathered from the

students of Laboratory High School at Laguna State Polytechnic University in

determining factors affecting Performance in Mathematics.

 EXTENT OF INTEREST OF THE STUDENTS IN MATHEMATICS

Table 1. shows the weighted mean of students’ interest in Mathematics.

Students’ level of interest in Mathematics was related 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 grades on tests, quizzes, assignments and

projects “ ranked first with an average weighted mean of 4.77. The item “ I get

frustrated when the discussion is interrupted or the teacher is absent “got the

lowest rating with an average weighted mean of 2.88.

Table I. EXTENT OF INTEREST IN MATHEMATICS AS PERCEIVED BY THE

STUDENTS

interest Weighted rank Verbal

mean interpretation
1. I make myself prepared 3.79 4 Often

for the math subject

2. I listen attentively to the 4.10 2 Often
lecture of my math

teacher.
3. I actively participate in 3.93 3 Often

the discussion, answering

exercises and/or clarifying

things I did not understand.

4. I want to get good 4.77 1 Always

grades on tests, quizzes,

assignments and projects.

5. I get frustrated when the 2.88 5 Sometimes

discussion is interrupted or

the teacher is absent.

Average Weighted Mean 3.90 Often

The overall weighted mean of interest in Mathematics is 3.90. This mean

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

attend discussion received the lowest extent of interest.

Extent of Study Habits

Table 2. shows the lists of ten (10) 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.

Table 2. Extent of Study Habits as Perceived by the Students

Overall, the extent of study habits as perceived by the students themselves

gained an “often” result with an overall weighted mean of 3.60. Among each

situational/action statements or items given, the item “I study harder to improved

my performance when I get low grades.” Ranked first with an average weighted

mean of 4.34 but the item” I spend less time with my friends during school days to

concentrate more on my studies.” Got the lowest extent of study habits in

Mathematics.

Extent of Teachers’ Personality Traits

Table 3. shows the data on the extent of personality traits of the teachers

with the computed weighted mean, rank and interpretation. Extent of teachers’

personality traits.

Study Habits Weighte Rank Verbal

d Mean Interpretation
1. I do my assignments 4.09 2 Often

regularly.
2. I exert more effort when I 3.88 4 Often
do difficult assignments.
3. I spend my vacant time in 3.08 9 Sometimes

doing assignments or

studying my lessons.
4. I study the lessons I 3.65 5 Often

missed if I was absent from

the class
5. I study and prepared for 4.07 3 Often

quizzes and tests.

6. I study harder to improve 4.34 1 Often

my performance when I get

low grades.
7. I spend less time with my 2.97 10 Sometimes

friends during school days

to concentrate more on my

studies.
8. I prefer finishing my 3.10 8 Sometimes

studying and my

assignments first before

watching any television

program.
9. I see to it that 3.37 7 Sometimes

extracurricular activities do

not hamper my studies.

10. I have a specific place 3.45 6 Often

of study at home which I

keep clean and orderly.

Average Weighted Mean 3.60 Often
 Were ranked based on their relationship with the students, their smartness,

confidence and firmness in making decisions, their imposing proper discipline and

not lenient in following the prescribed rules, their personality with good sense of

humor and their appreciation to suggestions and opinions and their worthy of

praise.

Table 3. Extent Teachers’ Personality Traits as Perceived by the Students

The table reveals that item number 1 ranked first with an average weighted

mean of 4.60 and interpreted as “always” which means that the teacher always

has a good relationship with the students. The item number 2 ranked second with

an average weighted mean of 4.58 also interpreted as “always” which means that

the teacher always shows their smartness, confidence and firmness in making

decisions. Item 3, 4, and 5

Personality Traits Weighte Rank Verbal

d Mean Interpretation
1. Has a good relationship 4.60 1 Always

with the students and

teachers.
2. Shows smartness, 4.58 2 Always

confidence and firmness in

making decisions.
3. Imposes proper discipline 4.43 4 Often

and is not lenient in

following the prescribed

rules.
4. Has an appealing 4.41 5 Often

personality with good sense

of humor.
5. Is open to suggestions 4.48 3 Often

and opinions and is worthy

of praise.
Average Weighted Mean 4.50 Always

Interpreted as “often” with the weighted means of 4.48, 4.43, and 4.41 for ranks 3,

4, and 5 respectively.

Extent of Teaching Skills

Table 4 presents the extent of teaching skills acquired by the teachers in

Mathematics as perceived by the students. The overall weighted mean of the

teachers in terms of teaching skills is 4.41 which is interpreted as “often”.

Table 4. Extent of Teaching Skills as Perceived by the Students

Teaching Skills Weighte Rank Verbal

 d Mean Interpretation
1. Explain the objectives of 4.51 2 Always

the lesson clearly at the

start of each period.

Has mastery of the subject 4.70 1 Always

matter.
3. Is organized in 4.40 4 Often

presenting subject matters

by systematically following

course outline.
4. Is updated with present 4.46 3 Often

trends, relevant to the

subject matter.
5. Uses various strategies, 3.96 5 Often

teaching aids/devices and

techniques in presenting

the lesson.
Average Weighted Mean 4.41 Often

Looking closely at the tables item per item, it was observed that the “ The

teacher has mastery of the subject matter” has the highest average weighted

mean among the five items and interpreted as “always” followed by the item” The

teacher explains the objectives of the lesson clearly at the start of each period”

also interpreted as “always” Item “The teacher is updated with present trends,

relevant to the subject matter”, “The teacher is organized in presenting subject

matter by systematically following course outline”, and “The teacher uses various
 strategies, teaching aids/devices and techniques in presenting the lessons

“interpreted as “often” with the average weighted mean of 4.46, 4.40 and 3.96 for

ranks 3, 4, and 5 respectively.

Extent of Instructional Materials used by the Mathematics Teachers

Table 5 presents the extent used of instructional materials used by the

teachers in Mathematics. It shows that the teachers “always” used chalk and

blackboard in explaining the lessons with an average weighted mean of 4.93. The

teachers used workbooks/textbooks and materials for projects development

interpreted as “sometimes” with the average weighted means of 3.45 and 2.55 for

ranks 2 and 3. The teachers used articles interpreted as “rarely” with an average

weighted mean of 2.48. Lastly, used of power point presentation got the lowest

extent of instructional materials with an average weighted mean of 1.49 interpreted

as “sometimes”.

Table 5. Extent of Instructional Materials used by the Mathematics Teachers

Instructional Materials Weighte Rank Verbal

d Mean Interpretation
1. Chalk and Blackboard in 4.93 1 Always

explaining the lessons.

2. Workbooks/Textbooks 3.45 2 Sometimes
3. Power point 1.49 5 Never

presentations (visual aids)

4. Articles 2.48 4 Rarely
5. Materials for projects 2.55 3 Sometimes

development
Average Weighted Mean 2.98 Sometimes

The overall extent of instructional materials used by the Mathematics

Teachers as perceived by the students gained “sometimes” result with an overall

average weighted mean of 2.98. This means that the teacher in Mathematics

sometimes uses instructional materials.

Level of Performance of Students in Mathematics

Table 6. presents the level of performance of Laboratory High School

Students in Mathematics in terms of some measure as mean, median, mode,

standard deviation, skewness and kurtosis. The grades presented are the mean of

the grades of students respondents in third grading period obtained through

documentary analysis of Form 138 provided by the adviser.

Table 6. Level of Performance of Students in Mathematics

Statistics Value Verbal Interpretation

Mean 88.23 Satisfactory
Median 89.00 Satisfactory
Mode 91.00 Very Satisfactory
Standard Deviation 4.84
Kurtosis 2.10 Relatively Steep/leptokurtic
Skewness -1.13 Skewed to the left/negatively skewed
 Table reveals that the mean performance of students in Mathematics was

“satisfactory” with an average of 88.23 median of 89 mode of 91 and standard

deviation of 4.84. The skewness of the level students is -1.13 which skewed so the

left/negatively skewed while kurtosis is 2.10, which is leptokurtic or has a relatively

peaked distribution.

It reveals that several of the students really wanted the subject of

Mathematics only few of the students got low and the rest got the high grades.

Significant Relationship of the Mathematics Performance of the Students in

Student-related factors and Teacher-related factors

Table 7 presents the significant relationship of the factors affecting Mathematics

Performance of Laboratory High School As seen on the table, the Pearson of the

five (5) factors such as Interest, Study Habits, Personality Traits, Teaching Skills

and Instructional Materials have high degree of correlation but the I revealed the

lesser value of 2.01. It means that there is no significant relationship to

Mathematics performance of the students.

Table 7. Significant Relationship of the Mathematics Performance of the

Students in Student-related factors and Teacher-related factors

Variables df T-computed T-value Interpretation

Interest 0.544326 2.10 Not significant
Study Habits -0.465262108 -2.10 Not significant
Personality Traits -0.095499 -2.10 Not significant
Teaching Skills 0.984864987 2.10 Not significant
Instructional -1.043867038 -2.10 Not significant

Materials
113
 Reflection
Students are showing a steady decline in achievement in
mathematics and we would like to identify methods that will increase this
area of decline. Looking at the demographics of the community that holds
this high school, we suspect that some of the student behaviors and
problems stem from a low average household income and a lack of
educational background. We intend to increase our knowledge of
collaboration and cooperation with our students and other teachers in this
process. By looking at our students tests scores, homework completion,
and their opinions on collaborative teaching, we will be able to tell if our
efforts are successful and in turn will be growing in our profession.