Student and Teacher Factors In Mathematics Performance
Introduction
Children nowadays, who are in school or outside the institution/ school
cannot learn and understand everything that surrounds them if they cannot read,
cannot compute or solve situations that involves problem. Therefore,
mathematics as a foundation of knowledge is badly needed. Mathematics as the
science of reasoning and computations. Also, it is the science or study of
numbers, quantities and shapes. (Kitta,2004) stated that mathematics as the
language that helps us to describe ideas and relationships drawn from the
environment. The learning area which is Mathematics enables one to make the
invisible to be visible, by this means solving problems that would be impossible
otherwise.
In the Philippines, mathematics is a general education subject in primary
and higher education where
learners are expected to gain understanding and appreciation of its principles as
an applied-using appropriate
technology in problem-solving, critical thinking, communicating, reasoning,
making connections,
representations, and decisions in real life (K to 12 Basic Education Curriculum).
In the Philippines, mathematics is a general education subject in primary
and higher education where
learners are expected to gain understanding and appreciation of its principles as
an applied-using appropriate
technology in problem-solving, critical thinking, communicating, reasoning,
making connections,
representations, and decisions in real life (K to 12 Basic Education Curriculum).
Based on the K to 12 Basic Education Curriculum, mathematics is a
general education subject in primary and higher education where learners are
expected to gain understanding appreciation as an applied-using appropriate
technology in problem-solving, critical thinking, communicating, reasoning
making connections, representations and real-life decisions. The Filipino learners
excel in knowledge acquisition but fare considerably low in requiring higher order
thinking skills (Dinglasan & Patena, 2013; Ganal & Guiab, 2014).
Students’ performance in mathematics, as indicated by the grades they
achieved, is affected by various
factors. Among the various factors, this study will primarily deal with students’
affective characteristics, which
focus on study habits and study attitudes, which are then further referred to as
study orientations as reiterated
by Biswas (2015).
Biswas (2015) identified students’ performance in mathematics, as
indicated by grades they accomplished, is affected by numerous factors. Among
the many factors, the problem is dealing with students’ affective capability, which
focus on study habits and study attitudes, which are then further stated to as
study directions.
In the educational services are often not tangible and are difficult to
measure because they result in the form of transformation of knowledge, life
skills and behavior modifications of learners (Tsinidou, Gerogiannis, & Fitsilis,
2010). The school personnel, members of the families and communities provide
help and support to students for the quality of their academic performance. This
social assistance has a crucial role for the accomplishment of performance goals
of students at school (Goddard, 2003). Besides the social structure, parents’
involvement in their child’s education increases the rate of academic success of
their child.
The students’ performance in the area of mathematics has been
scrutinized through two-sided surveys in different countries (Robertson, 2000).
Poor school performance not only results in the child having a low self-esteem,
but also causes significant stress to the parents (Karande and Kulkarni, 2005).
Teacher’s quality supported by training and experiences has influencing role in
effective teaching-learning. Teaching experience plays important role in success
of education. Baruah (2010) exposed that mathematics performances of schools
are positively correlated with (a) the academic performance of school indicated
by school leaving pass percentage and also (b) with the performances in
subjects other than mathematics. In contrast, students and teacher ratio seems
not to affect the mathematics performance of the schools under study. The
requirement of urgent attention to improve the performance of secondary school
is indicated considering the societal needs.
This study aimed to attend the needs and problem in the area and form a
basis in creation of an interdisciplinary plan for the enhancement of instruction as
well as the curriculum. This study will also support to determine the strength and
weaknesses of the students in the area of Mathematics. Moreover, this will be
the support of all evidences gathered by this study in order to improve the
performance of the students and enhance the quality of teaching.
References:
Ali, R., Altcher, A. & Khan, A. (2010). Effect of Using Problem Solving Method in
Teaching Mathematics on the Achievement of Mathematics Students: Bannu,
(NWFP): Pakistan.
Biotenbeck, J. C. (2011). Teaching Practices and Student Achievement:
Evidence
from TIMSS. Madrid
Dawson, C. (2002). Practical Research Methods, A user-friendly guide to
mastering research techniques and projects. How To Books Ltd, 3 Newtec Place:
United Kingdom.
Dewey, J. (1929). Experience and Nature. LaSalle Open Court.
Freire, P. (1970). Pedagogy of the Oppressed New York. Herder & Herder.
HakiElimu, (2013). Joint Civil Society Statement on Government’s decision to
nullify 2012 Form IV result: HakiElimu.
Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of Teachers’ Mathematical
Knowledge for Teaching on Student Achievement. American Educational
Research Journal.
Kitta, S. (2004). Enhancing Mathematics Teachers’ Pedagogical Content
Knowledge and Skills in Tanzanina. Print Partners- Ipskamp: Enschede.
ELECTRONIC REFERENCES:
https://www.researchgate.net/publication/340254879_Mathematics_Performance
_of_Students_in_a_Philippine_State_University
https://www.researchgate.net/publication/347948105_'Mathematics_Achievemen
t_in_Crisis'_Modelling_the_Influence_of_Teacher_Knowledge_and_Experience_i
n_Senior_High_Schools_in_Ghana
https://www.researchgate.net/publication/344519046_Pre-
Service_Mathematics_And_Science_Teachers'_Entry_Grades_In_Mathematics_
And_Their_Performance_In_Algebra_II_In_Tamale_College_Of_Education_in_N
orthern_-_Ghana
https://files.eric.ed.gov/fulltext/EJ1267489.pdf
