THE RELATIONSHIP BETWEEN

THE MATHEMATICAL
PROFICIENCY AND ACADEMIC
PERFORMANCE OF ABM
STUDENTS OF NORTHEASTERN
COLLEGE
 STATEMENT OF THE PROBLEM
This study aims to determine the relationship between the mathematical proficiency
and academic performance of ABM students of Northeastern College.
Specifically, the study will provides an answer to the following questions:
1.What is the socio-demographic profile of the respondents in terms of:
1.1 Age
1.2 Gender
2.What is the level of Mathematical proficiency of ABM students in terms of
2.1 Arithmetic
2.2 Geometry
2.3 Percentage and proportion
3. Is there a significant relationship on the level of mathematical proficiency of
ABM students when analyzed by gender?
4. What is the relationship between mathematical proficiency and academic performance of
ABM students?
 OBJECTIVES OF THE STUDY
This study provides an answer on the relationship of mathematical proficiency and academic
performance of ABM students of Northeastern College.
1. To determine the socio-demographic profile of the respondents in terms of:
1.1 Age
1.2 Gender
2. To determine the level of Mathematical proficiency of ABM students in terms of :
2.1 Arithmetic
2.2 Geometry
2.3 Percentage and proportion
3. To determine if there is a significant relationship on the level of mathematical
proficiency of ABM students when analyzed by gender.
4. To determine the relationship between mathematical proficiency and academic performance of
ABM students.
ASSUMPTION OF THE STUDY
The following null hypotheses were tested at 0.05 level of significance.

1. There is no significant difference on the level mathematical

proficiency of accounting students when analyzed by gender.

2. There is no significant relationship between the mathematical

proficiency and the academic performance of the accounting students
 CHAPTER III
METHODS AND PROCEDURES
Research Design
This study used a correlational: In correlational design you simply
measure variables (without manipulating them) and then analyze the
data to see whether the variables are related. The statistical tools were
used are those that measure the strength and direction of the
relationship (i.e. correlation coefficients). It is much easier to establish a
cause and effect relationship when you manipulate one of the variables
(i.e. independent variable) but there are times when you cannot. If you
use a correlational then you will face the problems described in the
previous lecture for determining the nature of the cause and effect
relationship.
This study provided information about naturally occurring
academic status of ABM students of Northeastern College.
LOCALE OF THE STUDY
The recent study was conducted in Santiago City, specifically at
Northeastern College, Villasis, Santiago City, Isabela. Northeastern
college is a private non-sectarian institution. And was founded in 1941
by educationally-minded citizens, Atty. Francisco E. Pascual and his wife
Dona Emeteria Bautista-Pascual. The institution was the first to offer
secondary education in the province, originally started with the first and
second levels with Dona Emeteria Bautista-Pascual serving as the
classroom teacher and principal as one. Foremost, the institution lives by
its mission as the “Valley’s True Mint of Wisdom.”
Subjects of the Study

The respondents of this study were the ABM students preferably the
Grade 11 and Grade 12 of Northeastern College-Senior High School
Department for the school year 2019-2020.
There were sixty-seven (67) female students and twenty-five (25)
male students. The total number of respondents is ninety-three (92) students.
The researchers distributed the questionnaire to the ABM students who were
currently enrolled for the school year 2019-2020; the sampling method used
was random sampling. These students answered the questionnaire.
 Table 1
Distribution of the Respondents

Total Gender
Grade Level Population Total Percentage
Male Female

Grade 11
and 12 195 25 67 92 47.18%
Research Instrument
This study employed a questionnaire. Questionnaire sharpen the
solving ability of the respondents without relying into calculators. This
would test their thinking skills in solving quickly and carefully every
item in the questionnaire.
The questionnaire had three parts of which it consisted thirty (30)
items. Each part is based on the three independent variables indicators
of the study namely; arithmetic, percentage and proportion, and
geometry. Choices were given in each questions and calculators are not
allowed to use during our survey.
In addition, the researchers considered the general average of the
respondents in 1st Quarter of the 1st semester to determine their
academic performance and to relate it on their mathematical
proficiency.
To determine the level of mathematical proficiency of ABM students, the following rating
scale was used:
Range of Means Description Descriptive Meaning
81-100 Very High This means that the mathematical proficiency
is very good.
61-80 High This means that the mathematical proficiency
is good.
41-60 Average This means that the mathematical proficiency
is average.
21-40 Low This means that the mathematical proficiency
is poor.
0-20 Very Low This means that the mathematical proficiency
is very poor.
Data Gathering Procedure
Construction of the Research Title. The researchers made a crucial
decision on choosing the best research title from the suggestions of every
member, which was closely related to ABM strand. The chosen research title
was consulted to the teacher and approved it.
Construction of the Questionnaire. Upon the approval of the topic and
gathering of related information, the researchers prepared the first draft of the
questionnaire. Items in the questionnaire were referred to their advice for
comments, recommendations and corrections by the research adviser.
Administration of the Questionnaire. With the approval of the adviser
and with all the suggestions incorporated, the questionnaire was maid ready for
administration. The final draft of the questionnaire was reproduced into several
copies for the purpose of distribution to the target respondent.
STATISTICAL TREATMENT OF DATA

The answers to the items of the questionnaires were tallied and recorded the following

were tool used for the treatment of data.

Mean. This was used to determine the level of mathematical proficiency and academic

performance of ABM students.

T- test. This was used to determine the difference of mathematical proficiency of ABM

students when grouped according to gender.

Pearson-r. This was used to determine the significance of the relationship between

mathematical skills and accounting proficiency of accounting students.

 CHAPTER IV
PRESENTATION, ANALYSIS, AND
INTERPRETATION OF DATA
I. Socio-demographic profile of the Respondents

TABLE 2.1
GENDER DISTRIBUTION OF THE RESPONDENTS

GENDER FREQUENCY PERCENTAGE

MALE 25 27.17%

FEMALE 67 72.83%

TOTAL 92 100%
II. Level of Mathematical Proficiency
Table 3
Level of Mathematical Proficiency of ABM Students

Indicators Mean Percentage of Standard Deviation Description

Correct Answer

Arithmetic 61.09 31.43 High

Percentages 77.72 23.07 High

and Proportions

Geometry 69.57 30.31 High

Overall 71.47 21.6 High

 TABLE 2.2
AGE DISTRIBUTION OF THE RESPONDENTS

Age Frequency Percentage

15 3 3.26%

16 29 31.52%

17 40 43.48%

18 20 21.74%

Total 92 100%
III. SIGNIFICANT RELATIONSHIP ON THE LEVEL OF MATHEMATICAL
PROFICIENCY OF ABM STUDENTS WHEN ANALYZED BY GENDER

Table 4
Significant Difference of Mathematical Proficiency according to Gender

Gender Mean SD t-value p-value Decision

α = 0.05

Male 74.6 4.31

Female 70.3 4.35

0.84 0.4 Ho is not

rejected
IV. RELATIONSHIP BETWEEN MATHEMATICAL PROFICIENCY
AND ACADEMIC PERFORMANCE OF ABM STUDENTS
Table 5
Relationship between Mathematical Proficiency and Academic Performance of
ABM Students

Variables Mean SD r-value p-value Decision

α = 0.05
Mathematical
Proficiency 71.48 21.66

Academic
Performance 89.52 3.08

0.32 0.002 Ho is rejected

 CHAPTER V
SUMMARY, CONCLUSIONS, AND
RECOMMENDATIONS
SUMMARY OF FINDINGS
The main purpose of the study was to find out if mathematical
proficiency and academic performance of ABM students of Northeastern
College has a significant relationship. The respondents of the study were
the Grade 11 and 12 students who answered the questionnaire.
The study made use of questionnaire to determine the ABM
students’ level of mathematical proficiency and took their general
average for 1st Quarter that served to determine their academic
performance.
The result of the study indicated the following findings:
The level of mathematical skills of ABM students in terms of arithmetic got a
mean percentage of correct answer of 61.09 with a high descriptive equivalent,
followed by percentages and proportions that has a mean percentage of correct
answer of 77.72 with a high descriptive equivalent and algebra got a mean
percentage of correct answer of 69.57 with a high descriptive equivalent. The
overall mean level of the level of mathematical skills was 69.57, with a high
descriptive equivalent.
The obtained mean of the male students was 74.6 and the female students
obtained 70.3. The computed t-value was 0.84 with the computed p-value of 0.4.
This resulted not to reject the hypothesis. Thus, the level of accounting proficiency
when respondents were grouped according to their gender has no significant
difference.
 Furthermore, the obtained mean of the mathematical skills was 71.48
with an SD value of 22.64; while the academic performance obtained a mean
score of 89.52 with an SD of 3.08. The computed r- value was 0.32. The p- value
was 0.002 at 0.05 level of significance. Hence, the yield results to reject the null
hypothesis. Thus, there is a significant relationship between the mathematical
proficiency and academic performance of ABM students.
Conclusions
Based on the findings of the study, the following
conclusions are drawn:
1. There is a significant relationship between mathematical
proficiency and academic performance of ABM students in
Northeastern College.
2. The level of mathematical proficiency of ABM students
does not have a significant difference when grouped
according to their gender.
Recommendations
Based on the findings and conclusions of the study, the following
recommendations were drawn:
1. There is a significant relationship between mathematical skills and
accounting proficiency. Somehow, it is recommended that the wrong
implication should be eliminated from the minds of students so that
students who aspired to take Accountancy, Business, and Management
(ABM) strand but are afraid because of low mathematics proficiency will be
given a chance to enroll in such course.
2. Since there is a significant relationship between mathematical proficiency
and academic performance, it is recommended that ABM students should
maintain or better improve their mathematical proficiency because it is
useful and important to our lives.