Chapter I

The Problem and its Background

Introduction

Society sees mathematics as the foundation of scientific-technological knowledge that is vital

to the socio-economic development of the nation. Studies suggest that mathematics as a

subject affects all aspects of human life at different levels. This is because all fields of study

are dependent on it for problem-solving and prediction of outcomes. According to Yadav

(2019), mathematics exposes hidden patterns that help us comprehend our surroundings.

Mathematics is more than arithmetic and geometry; it is a broad discipline that works with

scientific facts, measurements, observations, inference, deduction, evidence, and

mathematical models of natural instances, behavior among individuals, and social norms.

To be successful citizens in our information age, people of all ages must reach,

evaluate, and apply mathematical knowledge effectively and efficiently. So, students need to

be well-equipped with higher-order mathematical understanding. According to Davadas and

Lay (2017), students should have a solid foundation in mathematics at the undergraduate

level. To avoid any challenges with their studies, universities must complete this topic. To

create graduates of the highest caliber, universities must pay particular attention to students'

math abilities. As indicated by Peteros (2020) and Capuno et al. (2019), the 2016–2017

Global Competitiveness Report suggests that there is a need to enhance the math ability of

Filipino pupils. Variables must impact students' performance to overcome these issues in

math studied; failing to do so will harm the state of the nation's educational advancement. To

solve these issues, the school level must be the first to be involved in the problem's status

evaluation. Teachers might use this as a consideration when executing planned improvement

programs.
 According to Maamin M. et al. (2021), mathematics has a role in developing students'

knowledge and talents, enabling them to deal with day-to-day challenges, pursue additional

education, and fill in as a capable labor force. So, students must excel in mathematics to

advance in their academics and their careers. When students are given positive reinforcement

for their efforts or accomplishments, such as compliments, prizes, or recognition, it can

inspire and encourage them to maintain their high academic standards (Landry, 2022).

Favorable reinforcement can, therefore, have a favorable impact on pupils' performance by

raising their inspiration, fostering a supportive learning atmosphere, enhancing their

perspectives on education, and encouraging a feeling of accomplishment and self-assurance.

Furthermore, extracted from a study by Aquino et al. (2019), pupils are given rewards for

their achievements, and students with intrinsic drive may feel more challenged and open to

learning, which may result in improved mathematical performance in the classroom.

Several studies have found that school settings significantly influence student

performance. The current study is intended to find factors that affect performance in

mathematics, considering the multilevel structure of schools (Vinha, L. G. A. et al., 2016).

According to Mazana et al. (2019), several elements, including the attitudes and self-

assurance of pupils on the subject, the methods of instruction used by teachers, and the school

atmosphere, affect the mathematical performance and learning of students. Student opinions

and their level of preference for mathematics significantly predicted their level of success.

A relevant study from a foreign country in Colombia conducted by Leal et al. (2022)

in their research entitled "Academic Performance and Beliefs about Mathematics in College

Students" shows that the better the perception of beliefs about mathematics, the better the

academic performance, and vice versa. The results of the study have confirmed that those

students who attribute success to internal causes and control were less anxious, had higher

expectations of success, were more mastery-oriented, self-sufficient, effective, and

metacognitive, and performed better. Additionally, students who believed that their failure

was due to unstable and uncontrollable factors were less mastery-oriented, less effective, and

had lower achievement expectations and lower academic performance. Another study from

students' perspectives shows that belief is one of the determining factors in students'

academic performance in mathematics (Fernandez-Cezar et al., 2019). This finding,

therefore, opens guidelines for our further research.

Therefore, the purpose of the study is to describe the different factors that affect the

mathematical performance of students who intend to carry out the school-related factors,

peer-related factors, teacher factors, interest factors, and the factor of the student's habit in

learning mathematics. It is rational to study the real facts, actual participation, and

performance of students. This research is expected to provide implications for practice and

theory. Generally, this study will help increase knowledge and literature on research related

to student mathematical performance, especially in the aspects of interest, study habits,

student-related factors, and school-related factors. Practically, the results of this study can be

used by teachers and parents to improve student mathematics performance at the Burgos

National High School.

Statement of the Problem

This study aims to assess the effects of different factors on the mathematical performance of

Grade 10 students at Burgos National High School, S.Y. 2023-2024.

Specifically, this study aims to answer the following questions:

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

1.1 Age

1.2 Sex

1.3 Grade
 2. What are the predictors that affect the student's performance in mathematics in terms

of:

2.1 Students-related factors

2.2 School-related factors

2.3 Peer factors

3. What is the significant effect of the different factors on the student's mathematical

performance?

4. What are the recommendations and strategies for educational institutions and

instructors to enhance the mathematical performance of Grade 10 students?

General Objectives of the Study

The objective of the study is to:

a. determine the demographic profile of Grade 10 students;

b. assess the different factors that significantly affect the mathematical performance of Grade

10 students;

c. determine the significant effects of different factors on the student's mathematical

performance; and

d. provide recommendations and strategies for educational institutions and instructors to

enhance the mathematical performance of Grade 10 students.

Conceptual Framework

Assessing the Different Factors on the Mathematical Performance of Grade 10 Students at

Burgos National High School.

Independent Dependent
Variable Variable

 students Student-
related factors.
- interest
- study habits.
Mathematical  school-related
Performance factors.
 peer factors

In this representation, the conceptual framework focuses on three main factors that

affect the mathematical performance of Grade 10 students at Burgos National High School:

school, peer, and student. The school's different factors represent all aspects related to the

educational institution, such as the quality of teaching, availability of resources, and support

services. The student's different factors include individual characteristics such as motivation,

interest, and prior knowledge. Lastly, peers included peer support, peer models for nonviolent

responses, peer victimization, and protecting image, status, and reputation with peers.

This framework acknowledges that the mathematical performance of students is

influenced by a combination of factors from both the school environment and the home

environment, as well as individual student attributes.

Significance of the study

This study, "Assessing the Effects of Different Factors on the Mathematical Performance of

Grade 10 Students at Burgos National High School," may benefit the following:

Students: This study may benefit the students in their educational journey because

understanding these factors can lead to improved support systems, teaching methods, and

resources, which can enhance the mathematical performance of Grade 10 students.

Parents and Family: This study helps families better understand the challenges their

children may face in their math education. This knowledge can enable them to provide more

informed and targeted support at home, whether through homework assistance,

encouragement, or seeking additional resources.

Future Math Teachers: This study may benefit future math teachers and Grade 10 students

who are training to become math teachers by gaining insights into the challenges their future

students might face, preparing them to be more effective educators.

Educators: This study may benefit educators because they can use the findings to adapt their

teaching strategies and provide tailored assistance to Grade 10 students, helping them

succeed in their courses.

Teachers: This study may benefit teachers by adapting their teaching methods and strategies

to address the identified challenges and factors affecting their students' math performance

better, leading to more effective instruction.

Future researchers: This study may benefit future researchers by giving references to

previous studies as a foundation to build on, contributing to a cumulative body of knowledge

in the field of math education, and also providing a guide for them.

Researchers: This study may benefit the researchers by contributing to the body of
knowledge in the field of math education by uncovering new insights, understanding the

dynamics at play in student performance, and enhancing their skills.

Scope and Delimitation

The focus of this study is to determine the factors that affect the mathematical performance of

Grade 10 students, such as student-related factors, school-related factors, and peer factors.

Each of the respondents is given the same questionnaire to answer, and this study focuses on

the current students in the present school year, 2024-2025.

Definition of terms

Factor - Refers to elements or variables that contribute to or influence a particular outcome,

event, or situation. These factors can have either positive or negative effects on the subject in

question.

Parental support - Supportive parents or guardians who encourage and assist with math-

related activities can positively affect students' confidence and performance.

Mathematical Performance - Mathematics performance refers to the level of achievement

or proficiency in the subject of mathematics. It can be measured through various indicators

such as academic grades, test scores, or problem-solving abilities. Mathematical performance

is influenced by a combination of factors, including interest, study habits, teaching quality,

and the overall learning environment.

Interest - In the context of mathematical performance among Grade 10 students in Math,

interest refers to the level of curiosity, enthusiasm, and engagement a student exhibits toward

mathematical concepts and problem-solving. A higher level of interest is generally associated

with increased motivation to learn, explore, and excel in mathematical studies.

Study Habit - Study habits encompass the patterns and routines that students develop to

approach their mathematical studies. It includes aspects like time management, organization,
focus, and dedication to regular practice and revision. Strong study habits can significantly

impact a student's ability to comprehend and retain mathematical knowledge effectively.

School Related - School-related factors refer to elements within the educational environment

that influence a student's mathematical performance. This can encompass the quality of

instruction, teaching methodologies, available resources, class sizes, and the overall support

and encouragement received from teachers and peers.

Peer factors - Included peer support, peer models for nonviolent responses, peer

victimization, and protecting image, status, and reputation with peers.

 CHAPTER II

A REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of related literature and studies of the factors of this

research: interest, study habits, student factors, school-related factors, and peer factors.

According to Mabena et al. (2021), inadequate teaching and learning materials

resulted in lower academic performance in mathematics (Nomsa Mabena, Patricia

Namayammu Mokgosi, and Selina Serole). Ramapela (2021). According to Maria de Lourdes

et al. (2020), learners' confidence in mathematics is influenced by negative or favorable

attitudes toward the subject from teachers, peers, and families.

Student-Related-Factors

In the study of G. Abalde and R. Oco, study habits and learning techniques used by

students were found to be important determinants of how well they performed in

mathematics. Ayebale et al. (2020) report that a student's math achievement is strongly linked

to a teacher's handling of the subject since the student models mirror the teacher's attitude

toward math. Moreover, they also report that teachers who do not use appropriate teaching

strategies will have students who are unable to understand the concepts being taught properly.

Balolong (2019) reports that a positive classroom climate, which is a result of a child-friendly

environment, promotes or facilitates the study of mathematics. The authors explain that the

reason for this is that a positive classroom climate also allows the students to have a positive

attitude toward mathematics, which translates into better performance in math.

According to Acharya (2017), one of the major components of a high failure rate in

mathematics is the student-related factor, which plays an essential role in the teaching and
learning process. It is only possible to gain subject-matter knowledge if pupils are interested

in teaching-learning activities. Students' achievement is determined by their need, desire,

practice, and seriousness in the subject matter. Mathematics fear, prior knowledge, and

student labor in studying mathematics are all elements that affect students.

Interest/Study Habit

Study habits are one of many variables that affect academic achievement, which is a

complex process (Odiri, 2015). According to Odiri (2015), study habits play a major role in a

student's ability to succeed academically and receive a high-quality education, especially in

mathematics. In this subject, students need help fully grasping the knowledge that their

lecturers impart in class. Accordingly, Arora (2016) characterizes study habits as distinct

human actions linked to studying, and as stated by Kamoru (2016), they consist of a blend of

study techniques and methods.

Previous studies show that study habits greatly affect students' academic performance

at all levels of study. It keeps them focused on their educational goals and makes intelligent

use of their learning styles. There are several studies focused on the relationship between the

different aspects of study habits and academic performance. Ahinful, Tauringana, Bansah,

and Essuman (2019) include motivation and engagement as factors, while Icekson, Kaplan,

and Slobodin (2019) believe in optimism and its positive effect on academic performance.

Studies focused on the study habits of accounting students identified various

variables, such as self-efficacy (Byrne, Flood, & Griffin, 2014). In a survey among first-year

accounting students, Byrne, Flood, and Griffin (2014) found that students lack the self-

efficacy to participate in an academic activity, which also affects their independent learning.

However, Chilca's (2017) study of basic mathematics students in Peru showed that self-

esteem does not significantly impact academic performance; study habits do influence
academic performance, and this also affects the students' communication. In both the UK and

the US, class attendance has effects on academic performance (Andrietti, 2014; Dey, 2018).

This suggests that attending class has a positive and significant impact on exam performance.

Business students have lower self-efficacy, according to Ali & Narayan (2019) and Gebka

(2014). Low self-efficacy and culturally unresponsive pedagogical practices negatively affect

the students of Pasifika (Ali & Narayan, 2019), while Gebka (2014) takes self-esteem as the

root of high academic performance in British university business statistics. The other factors

of study habits were the focus of different studies and showed a relationship with academic

performance.

According to Ebele and Olofu (2017), a student's performance is based on how

seriously he approaches his studies. This suggests that a student's approach to learning

academic content has an impact on how well they perform in class. Furthermore, Ebele and

Olofu (2017) have highlighted several effective study techniques that might improve students'

academic achievement, including consistent attendance in class, reviewing the course

materials ahead of time, and asking the class for clarification on any unclear ideas.

Karakoç & Alacacı (2015) stated that most students agree that making real-world

connections with mathematics helps in increasing or developing their motivation and interest

in the subject. Based on this study, it was seen that there is a relationship between

mathematical connection ability and student learning motivation. Students with high

mathematical connection ability can link everyday situations to mathematical concepts and

solve problems that are not directly related to class work. When a student makes this

connection, they will be excited, hence motivated to take their study seriously. Therefore, it

was assumed that mathematical connection ability and learning motivation are in direct

proportion.
 Ndiung & Nendi (2018) showed that mathematical connection ability affects students'

learning outcomes. This was supported by the study carried out by Karakoç & Alacac (2015),

which stated that most students agree that making real-world connections helps improve their

ability to generalize mathematical ideas. In the study of Hattie's (2017) updated list of

students' achievements, it is influenced by a variety of things. These considerations include

the things that teachers, school leaders, students, or parents have control over or influence

over and the associated impact value of each factor.

Mundia et al. (2018) report that good study habits are beneficial for students when

learning mathematics. Another term associated with attitude and interest has been found to

have an impact on the study of math. Their results indicate that a student's inherent ability

influences their capacity to learn math.

According to B. Olivia (2021), The eight (8) aspects of study habits, such as the

division of time, physical status, ability to read, learning motivation, memory, tests, and well-

being, all have major effects on students' academic performance, but not significantly.

Interest is found to enhance the cognitive development and learning skills of students

(Lerkkanen et al., 2012), and this has been found to affect students' academic performance

(Tosto et al., 2016). Students interested in mathematics result in increased effort in the study

of mathematics, increased frequency in the study of mathematics, increased duration in the

study of mathematics, and the identification of innovative learning strategies (Korhonen et

al., 2016).

According to Khayati (2014), interest is a stimulus that increases activity power.

Simultaneous to active learning, students should be interested in the subject they are learning,

and students may resort to it to understand the materials and apply them. It can be observed in

a common classroom setting that some students tend to lose focus or shift their attention

when the teacher discusses math concepts.

School-Related-Factors

The study revealed that school management quality directly impacts school success,

teacher effectiveness, and student academic performance. Another study demonstrates that

good leadership involves different activities in school, including providing goals, managing

curriculum, monitoring lesson plans, allocating resources, and evaluating teachers regularly

to promote student learning and growth (Beare, Caldwell, & Millikan, 2018). Holzberger et

al. (2020) propose determining the association between kids' math achievement and school-

related variables.

Some studies have also shown that students will attain higher learning achievement if

they have positive perceptions of teacher competence (Aeni & Supadi, 2020; Shin & Shim,

2021). An excellent perception supports students' involvement in learning mathematics

because they are convinced that the teacher knows what they are doing positively. The more

they participate in mathematics lessons, the more they enhance their problem-solving abilities

and learning achievement. Based on some of these studies, it was hypothesized that students'

perceptions of teacher competence significantly affect their learning achievement.

According to the study by Mudassir et al. (2015), they found that kids in schools with

appropriate facilities, good teachers, and a friendly environment perform better than those in

schools with fewer resources, inadequate teachers, and a less enabling environment.

In the study of Hasanova et al. (2021). A teaching approach is a way of teaching that

encourages good performance. Based on the analysis of Wijaya T. T. et al. (2023), results

suggested that teacher support had the strongest positive effects on mathematics education

doctoral students' academic performance in Indonesia. Student engagement was the most

significant positive factor in improving doctoral students' well-being, while parental support

could most significantly reduce their stress levels.

 In the study of Amoah, E.K. (2024), they add to their findings that teacher subject

matter expertise, instructional methodologies, and teacher-student interactions were found to

be significant teacher-related factors impacting performance. School-related factors, such as

teacher motivation and the overall school environment, were also recognized as influential.

According to Patron (2021), teachers' instructional approaches impact students'

mathematics performance; as a result, the learning continuity plan is designed to successfully

serve the requirements of all learners using a variety of innovative strategies.

Arends et al. (2017) suggest that how teachers interact with learners makes a

significant difference in their performance. The teacher's facilitation of student interaction is

equally essential. The influence of teacher collaboration and its effect on learner performance

is instructive. Proper support and implementation could lead to better learner performance in

mathematics.

Peer Factors

Peers are classmates' friends who are the same age or university friends, and they

might have an impact on a student's moral development and personality formation as well as

behavior (Lynch et al., 2013; Vollet et al., 2017). According to the study's findings,

engagement is influenced by peer influence. Peer influence refers to students' interactions

with their peers and their reliance on them for information, learning assistance, and emotional

support. (Furrer et al., 2014).

Peer tutoring had a statistically significant influence on students' performance in

mathematics, according to the studies of Rockinson-Szapkiw and Wendt (2020), Alegre et al.

(2019), and Thurston et al. (2020).

 CHAPTER III

RESEARCH METHODOLOGY

The chapter will discuss the research method. The research methods in this thesis

include research design, data sources, data collection, and data analysis.

Research Design

This non-experimental research, predictive, and cross-sectional study will adapt and

modify the questionnaire to suit the target respondent. The Grade 10 students at Burgos

National High School are the target respondents of this study. The sample will be selected

using a random sampling technique. The demographic profile, such as age, sex, and grade,

will be determined through frequency and mean. The researcher will utilize frequency, mean,

and multiple linear regression to accomplish the objectives of the study.

Respondents to the study

The respondents of this study were chosen students from Grade 10 at Burgos National

High School. The sample was computed using Multiple Regression Analysis and selected

using a random sampling technique. A total of 54 respondents participated in the study: 20

were from one section, 19 from another section, and 15 were from a third section of Grade 10

students.

Data Gathering Instrument

 A survey questionnaire from the study of Budha, K.B. (2017) entitled Factors

Affecting Mathematical Performance was adopted by the researchers. The first part of the

questionnaire collected the respondents' profiles, which included sex, grade, and age. The

second part collected the factors affecting the mathematical performance of students, which

are students-related factors, including (interest and study habits), school-related factors, and

peer factors. Each indicator was rated using a five-point Likert scale ranging from 5 to 1: 5 =

Always; 4 = Often; 3 = Sometimes; 2 = Rarely; and 1 Never.

The table below shows the range of each categorical response.

Range Categorical Responses

4.20 – 5.00 Always

3.40 – 4.19 Often

2.60 – 3.39 Sometimes

1.80 – 2.59 Rarely

1.00 – 1.79 Never

Data Gathering Procedure

The researcher secured a request letter to conduct the study in the study locale. After

getting the approval, the researchers administered the survey to the respondents during their

free time to avoid interrupting their classes. The researchers made it clear that the data to be

collected would only be used for the study and would be kept with utmost confidentiality.

After this, the researchers collected the respondents’ grades in their major subjects from the

Adviser of Grade 10.

Statistical Tools

The following statistical tools were used to answer the study's problems.
1. Frequency distribution. This was used to describe the profile of the respondents.

2. Weighted Mean. This was used to assess the different factors that affect the

mathematical performance of our respondents and the demographic profile of students

in terms of age, sex, and gender. The predictors that affect students' performance are

student-related factors, school-related factors, and peer factors.

3. Linear Regression. In this study, we used the relationship between a dependent

variable and one or more independent variables. In the context of assessing the effects

of different factors on the mathematical performance of Grade 10 students, linear

regression can be employed to identify and quantify the impact of various factors on

academic performance.