Philippine Christian University

Philippine Christian University
SENIOR HIGH SCHOOL DEPARTMENT

Dasmariñas Campus
FACTORS THAT INFLUENCE THE MATHEMATICAL ABILITY
OF SELECTED SENIOR HIGH SCHOOL
GRADE 11- STEM STUDENTS OF
PHILIPPINE CHRISTIAN UNIVERSITY – DASMARIÑAS CAMPUS
A.Y 2017-2018
An Undergraduate Thesis Presented to

The Faculty of the Senior High School Department
City of Dasmariñas, Cavite
In Partial Fulfilment
of the Requirements in Research Project
Submitted by:
Dava, Angelo Kenji
Landicho, Jaeszer Miguel
Maniva, Gerald
Venzuela, Reyvin
Bayalan, Christine
Jordan, Alexandra Janelle
Ramos, Roxanne
Submitted to:
Mina, Justine Mar F.
May 2018
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APPROVAL SHEET
This study entitled “Factors that Influence the Mathematical Ability of

Selected Senior High School Grade 11- STEM Students of
Philippine Christian University- Dasmariñas Campus, A.Y 2017-2018”, has been
prepared by researchers of STEM C, in partial fulfilment of the course
requirement in Research Project and will be presented for an Final Oral Defense.
JUSTINE MAR F. MINA
Adviser
Approved by the Committee on Final Oral Defense with a grade of _______
THESIS REVIEW PANEL
JUSTINE MAR F. MINA

Teacher, Research Project
Member
MR. JUSTINE MAR F. MINA

Subject Coordinator, Research Department
Member
Accepted in partial fulfilment of the course requirement in the subject,

Research Project
DR. MARIO S. MECATE

Principal, SHS
Chairman, Thesis Review Panel
ACKNOWLEDGEMENT
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This paper would not be possible if not for the help of people who have
been so patient and supportive to the researchers. Moreover, the proponents of
the research study would like to express their deepest gratitude to the following
people:
To Sir Mario S. Mecate, our principal, for allowing the researchers to

experience this kind of opportunity wherein their skills and ability will be improved
and enhanced.
To Sir Justine Mar Mina, the subject coordinator, for teaching and sharing
to the researchers the basic fundamentals of research writing and giving us new
ideas to improve the study. Thank you for not giving up on us and being there in
our ups and downs. The suggestions, advice and encouragement that you have
given the researchers are highly appreciated.
To Sir Marlon Geneveo, thank you for all the concern and support you
have given us to make this research successful.
To teachers, for the moral support and for giving the researchers
encouragement in doing the research.
To our parents, for their financial support, cooperation and consideration.

Who always have supported and motivated the researchers to strive for their best
and gave never ending support.
Last but not least and most importantly, to God Almighty, for giving us all
wisdom, knowledge and strength throughout the entire research study.
ABSTRACT iii
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The research study entitled, “Factors that Influence the Mathematical
Ability of Selected Senior High School Grade 11- STEM Students of Philippine
Christian University- Dasmariñas Campus, A.Y. 2017-2018”, was conducted to
determine if there is an existing factor that influences the mathematical ability of
students. The entire study focuses on the factors and its influence to the
mathematical ability of selected students.
This research study is a quantitative research, thus, the researchers used

survey questionnaire as the research instrument. The survey questionnaire
consists of 15 research statements with a rating scale of 1-5, 1 which is the
lowest value and 5 which is the highest value. This will be given to 100
respondents respectively. From the survey questionnaire, data and information
will be acquired. These will serve as the basis of the entire study.
The researchers had selected their sampling size using convenience

sampling. The researchers chosen respondents are the most available and
convenient. The statistical techniques used in this study are chi-square,
hypothesis testing and weighted mean to analyze different problems in this study.
Moreover, the researchers will be using graphs and tables to organize and
present data comprehensively.
TABLE OF CONTENTS v
TITLE …………………………………………………………………………. i
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APPROVAL SHEET …………………………………………………………. ii
ACKNOWLEDGEMENT …………………………………………………..... iii
ABSTRACT …..……………………………………………………………….. v
TABLE OF CONTENTS…………………………………………….............. vi
LIST OF TABLES ………………………………………………………….. ix

LIST OF FIGURES ………………………………………………………….. xi
CHAPTERS
I. INTRODUCTION
Background of the Study………………………………………………… 1
Statement of the Purpose……………………………………………….. 3
Significance of the Study………………………………………………… 4
Scope & Limitations of the Study ….…………………………………… 5
II. THEORETICAL FRAMEWORK
Review of Related Literature and Studies……………………………... 6
Synthesis …..…………………………………………………………… 9
Conceptual Paradigm …………………………………………………… 10
Hypothesis………………………………………………………………… 11
Definition of Terms……………………………………………………….. 12
vi
III. RESEARCH METHODOLOGY
Research Design ………………………………………………………… 13

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Research Locale………………………………………………………….. 13
Sample and Sampling Techniques Used………………………………. 14
Instrumentation …………………………………………………………… 14
Data Gathering Procedure……………………………………………….. 15
Statistical Analysis of the Data…………………………………………… 15
IV. RESULTS AND DISCUSSION.................................................................. 17
V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary of the Findings ……………………………………………….... 37
Conclusions….……………………………………………………………... 39
Recommendation…………………………………………………………… 41
BIBLIOGRAPHY…………………………………………………………………… 43
APPENDICES ………….………………………………………………………….. 44
LIST OF TABLES
Table 1 Main Distribution of the Responses of the ………………………. 18

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Survey Questionnaire
Table 2 Statements with Neutral as Weighted Mean …………………….. 20
Table 3 Statements with Agree as Weighted Mean .……………………… 21
Table 4 Statements with Disagree as Weighted Mean…………………… 22
Table 5 Chi-square Values for each scale in Statement 2……………….. 28
Table 6 Tally of Responses of the 100 Selected SHS …………………… 30
STEM 11 Students in Statement 2
Table 7 Chi-square Values for each scale in Statement 10 …………….. 31
Table 9 Chi-square Values for each scale in Statement 14……………… 33
Table 11 Result of Hypothesis Testing………………………………………. 35
LIST OF FIGURES ix
Figure 1 Paradigm: Factors that influence the …………………………….. 10
Mathematical Ability of Students

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Figure 2 Demographic Profile of Male and Female Respondents……….. 23
Figure 3 Demographic Profile of the Age of the Respondents…………… 24
Figure 4 Percentage Distribution for Statement 2………………………….. 25
Figure 5 Percentage Distribution for Statement 10………………………... 26
Figure 6 Percentage Distribution for Statement 14………………………… 27
Figure 7 Tally of Responses of the Selected 100 …………………………. 29
Grade 11 Students in Statement 2
Figure 8 Tally of Responses of the Selected 100 …………………………. 31
Grade 11 Students in Statement10
Figure 9 Tally of Responses of the Selected ………………………………. 33
100 Grade 11 Students in Statement14
CHAPTER 1 xi
INTRODUCTION
A. Background of the Study
Mathematics is one way of learning primarily because it helps oneself to

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boost logical and analytical skills. But not all students uphold to this principle.
Every individual needs to be well-equipped with higher order mathematical ability
(Saritas and Akdemir, 2008). There is a need for everyone to possess a high
level of understanding in dealing with numbers, especially the students for they
are the ones who are engaged in acquiring facts, principles and knowledge.
Thus, uplifting the students’ mathematical ability is much easier and indeed
possible. Likewise, every individual has different level of competency and ability
in mathematics as this was supported by Gardiner (2008) in his statement saying
that everyone has some mathematical ability, but there are certain individuals
who can do beyond the expectation. With that aspect, the researchers see that
angle, there might be certain reasons behind the variations of students’
mathematical abilities. Researchers have agreed that they will try to focus on
determining such factors that greatly influence the mathematical ability of the
students.
Moreover, the concept of mathematical abilities is not something that is

frequently discussed (Borovik, 2008). As with that matter, the researchers come
to a point of discussing this topic by means of constructing some questions that
will serve as their guide in conducting the research study. Some of the questions
are: “What are the Factors that influence the Mathematical Ability of a student?”;
“Why is there a need to identify such factors that influence the mathematical
ability of a student?”. These are some questions that concern the researchers
and they will be in their utmost determination to seek or provide an answer for
the benefit of their research study and either generates new knowledge to 1
different clusters of people.
Subsequently, with those problems, parallel purposes have been

structuring this paper. One major purpose of this research is to (1) Determine the
Factors that Influence the Students’ Mathematical Ability, since the result of this
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study will help to raise awareness with the things that mainly affect a student’s
mathematical ability. (2) Identify the underlying reasons for the necessity of
identifying the factors that influence the mathematical ability of a student, for it
will greatly help the students and the teachers in terms of teaching—learning
process. Furthermore, this study will use survey questionnaires as the research
instrument along with adherence to statistical treatment and acquisition of
comprehensive and relevant literatures in various means to ensure that this study
is worth conducting. But though, this research will be treated objectively and
fairly, there will be some aspects that might not be tackled unintentionally by the
researchers since the variables can change along the research process and
there will be some problems that cannot be determined prior to the analysis of
data so presumably, these areas can be part of the future researchers’ niche.
B. Statement of the Purpose 2
The researchers of this research study entitled “Factors that Influence the
Mathematical Ability of Selected Senior High School Grade 11- STEM Students
of Philippine Christian University- Dasmariñas Campus, aims to answer these
following questions along the research period, A.Y 2017-2018.
1. What are the factors that influence the student’s Mathematical Ability?
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2. Why is there a need to identify such factors that influence the
Mathematical Ability of a student?
3. How do these factors influence the student’s mathematical ability?
4. What are the certain effects of having poor Mathematical Ability to

students?
5. What are the possible ways, techniques, or methods to improve the

Mathematical Ability of a certain individual?
As signposts of this study, researchers have posed the primary goal

wherein factors that influence the student’s Mathematical Ability are to be
determine and identify. This will guide them in pursuing appropriate solutions for
the problems that had been stated prior to the research process.
C. Significance of the study

3
This study is completed and conducted to directly or indirectly generate
benefits to the following groups:
 SHS- STEM Students- They are the primary beneficiaries of this

study because they are the ones who are commonly facing
mathematical problems and this can also raise awareness about
certain factors that could greatly influence their mathematical
ability. Thus, enhancing students’ mathematical competency is
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possible.
 Math Teachers- Through this research, teachers could think of

more constructive methods, approaches and strategies to be able
to help their students in improving their mathematical
comprehension level and as well as their abilities.
 Philippine Christian University- Dasmariñas Campus- Since this

research study will be conducted here, it will greatly benefit the
academic institution, the school’s mission and vision of the school
will be achieved in terms of the means of instruction for teachers’
competence and students’ academic proficiency.
 Future Researchers- There will be areas that the current

researchers will not solve, so the future researchers of this topic will
be guided to explore more from this, since it is a fresh topic.
D. Scopes and Limitations

4
The research entitled, “Factors that Influence the Mathematical Ability of
Selected Senior High School Grade 11- STEM Students of Philippine Christian
University- Dasmariñas Campus, A.Y 2017-2018”, will be conducted to determine
the factors that influence the mathematical ability of a student. Moreover, this
research study will be conducted at Philippine Christian University- Cavite
Campus. One hundred (100) selected students coming from the senior high
school specifically in the STEM Strand will be the respondents for this research
process. This study will run on academic year 2017-2018. The areas that will be
covered all throughout the study revolve only in this aspect.
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However, there are some areas that are not ought to be included in this
study. Academic ability on some learning areas such as English, Science and
Technology are not part of this research. This study is not a qualitative research
so there a strong basis on the numerical data as well as statistical tools used.
Any other aspects which are not related to the niche will be disregarded to focus
on the rationale, context and the significance which are appropriate in the study.
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CHAPTER 2
THEORETICAL FRAMEWORK
A. Review of Related Literature and Studies

Mathematics is one of the crucial subjects to be learned and even to be
taught. It is known for its "complexity" that makes the students feel anxious
towards this subject.
Intrapersonal Factors
I. Math Anxiety and Student's Attitude
According to Richardson and Woolfolk (1980), one factor affecting

mathematical ability of a student is his/her anxiety in numbers. He believed that
fear arises when student encounters mathematical problems.
Aside from the fear and anxiety in numbers and mathematical problems,
one of the probable factors that might influences the student's mathematical
ability is his/her attitude towards the subject itself, as this was supported by
Schereiber (2000) in his study stating that student's performance on mathematics
depends on the his/her attitude as an individual. It was shown in his study that
the Mathematic Achievement of the students in Asia performs better. Likewise,
Connell (2000) believes that the level of mastery in this subject is being affected
by the psychological view of an individual. As he stated in his article saying that
one of the things that affects the mathematical ability of a student is the students'
attitude towards mathematics, itself. He believes that the act of entertaining such
negative thoughts in solving a certain math problem will just make the subject to
appear more complex and harder to the extent that the student will not be able to
make it.
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II. Student's Level of Interest and Emotions
According to Education Matters (2008), students’ response in

Mathematics refers to their Interest and motivation to learn mathematics, their
confidence in their ability to persevere and succeed mathematics and their
emotional feelings concerning the subject. Students’ commitment in Mathematics
plays a key role within the acquisition of mathematical skills and knowledge.
Knowing that, confidence towards Problem Solving is believed to play a
significant role in mathematics accomplishment and may be one among the
factors that influence students in Mathematical Improvement.
With that, it is proven that the level of interest and the emotional feelings
perceived by the students also affect their mathematical understanding and even
performance. Indeed, the higher the interest and confidence possessed by a
student, he/she has the ability to learn and perform mathematics very well.
Commitment is also a big deal in mathematics. Knowing the complexity of this
subjects which apparently requires such commitment, perseverance and focus to
fully comprehend the lessons and principle
Interpersonal Factors
I. Academic Factors
Apparently, there are numerous academic factors that merely influence the
student's mathematical ability for Mathematics is mainly and widely used and
taught in academic institutions. Moreover, there are also theories saying that
mathematical ability of an individual is also molded and shaped through other
people. Teachers play an essential part in building foundations in students'
characters and academic competencies. According to (Ball, 1993; Grossman, et
al., Roseberg et. al., 1992); based on Saritas one factor influencing the student's
mathematical achievement is the teacher's competency. As being stated, a
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teacher must possess deep understanding with the subject he/she teaching.
They are expected to have a wide knowledge to help in improving and uplifting
the student's math achievement. In addition, it is a must for them to possess
analytical and critical thinking skills to fully help the students in enhancing their
skills related to this subject.
Akey’s (2006) study showed that several aspects of school context (e.g.,
teacher support, student-to-student interaction, and the academic and behavior
expectations of the teacher) were considerably associated to student attitudes
and behaviors. Akey determined that the class environment teachers who
supports their students will improves and promote students' management and
confidence in their ability to succeed. The way students perceive teacher
characteristics
It is not just enough that the educators have the knowledge, skills and
understanding to guarantee that their students will acquire something from them,
having competency is also a must. This idea was also supported by Nordin
(1992) in his study which stated, one factor that merely affects the mathematical
ability of the students are the teaching styles that are being used by the teachers,
themselves. He said that if the educator lacks interest with the subject, there is a
high possibility that the teacher will not be efficient and effective in teaching that
can cause the students to not fully understand the lesson and eventually the
entire subject.
The behaviours, styles and techniques implemented and utilized by the

educators may tend to improve or worsen the students' perspective on this
learning area which can create a massive impact towards students' mathematical
ability.
II. Student's Surroundings 8

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Maat and Zakaria (2010) and Vaughan (2002) known a major relationship
between learning surroundings towards mathematics. Students with the next
level perception of the educational surroundings and an additional positive
perception of their academics have more positive attitudes towards Mathematics.
If a student fits in a healthy and positive educational environment, wherein,
his/her needs such as emotional support from his/her teachers and classmates
are being provided then he/she may acquire mathematics better.
B. Synthesis
Based on the reviewed related literature and studies, there are certainly
two types of factors which greatly influence and affect the mathematical ability of
students. The first one are the intrapersonal factors which are consist of personal
aspects such as: Math Anxiety and Student's Level of Interest and Emotions and
the second one are the interpersonal factors which are triggered and influenced
by the Academic Factors and Students' Environment.
Motivational Theory
According to Abraham Maslow’s Motivational Theory, individuals’ most

basic need must be address first before they become motivated to achieve
higher level needs. This theory will be observed to find out if this could
possibly affect the entire research process.
C. Conceptual Paradigm 9
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Paradigm: Factors that influence the Mathematical Ability of Students
INPUT PROCESS OUTPUT
 Intrapersonal INSTRUMENT  Math Camp

Factors
 Survey
Questionnaire  Math related
 Interpersonal
Factors Seminars
STATISTICAL
TREATMENT
 Students’
Mathematical  Weighted Mean
Condition  Chi Square
 Hypothesis
Testing
Fig 1 this figure shows the concepts and theories that are manifested in the
research process
This research will adhere on the concepts about the factors that influence
the mathematical ability of students. It shows that there are three (3) primary
factors that influence and affect the student's mathematical ability: intrapersonal
factors, interpersonal factors and students’ mathematical condition. The research
instrument that will be used is survey questionnaire given that the research study
is a quantitative research. The statistical techniques used in this study are chi-
square, hypothesis testing and weighted mean to analyze different problems in
this study. Moreover, the expected output in the entire study is to held and 10
organize math camps and seminars.

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D. Hypotheses of the Study
The researchers of this study present these assumptions that had been
created from the scheme of the research questions and by parts of the Chapter
4, it will be tested using statistical tools but will not be proved since hypotheses
are just expected answers produced by the researchers’ curious and exploratory
mind.
1. There are no significant factors that can influence the mathematical ability
of a student;
2. The teaching style presented by the teachers will not significantly affect
the students’ mathematical ability.
E. Definition of Terms
11
These following terms have been chosen by the Researchers themselves
and define them accordingly to the context of the research since these words
have a big role in stating the research purpose, problems and even typologies,
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1. Factors- this word means to influence or to contribute a particular
result. Also, it will serve as an independent variable that will affect the dependent
variable in the study.
2. Mathematical Ability- is the ability, whether learnt or perceived as

natural capability to process numerical data and conclude a mathematical
calculation based on that data. This will be the dependent variable in the study.
3. PCU- Dasmarinas Campus- an academic institution that follows

the three core values, faith, character and service will be the locale of this
research study, in which here, all the research process will take place.
4. Selected SHS- STEM Students- the Senior High School Students

that belong to the Science, Technology, Engineering and Mathematics strand of
PCU-Cavite Campus will be the respondent for the research study. They are the
one that will help the researchers to acquire primary and quantitative data.
CHAPTER 3 12
METHODOLOGY
A. Research Design
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Since this study revolves around numerical data, thus, this study is a
quantitative research. They will acquire statistical data and findings with the use
of analytical tools. Moreover, though quantitative, it is also descriptive-causal.
Since, the main problem of their investigation is at the present time, it is
considered descriptive. It is also causal because their study dwells on finding the
relationship between the factors and its effects to the mathematical ability of the
students.
B. Research Locale
The research study entitled, “Factors that Influence the Mathematical

Ability of Selected Senior High School Grade 11- STEM Students of Philippine
Christian University- Dasmariñas Campus” will be conducted within the
Academic Year 2017-2018. In order to acquire valid and accurate data, the
researchers provide a specified duration for the essential parts of the research
problem. Moreover, this researcher will serve as the core output of the
researchers in their Practical Research courses.
The researchers conducted the study in Philippine Christian University

wherein the 100 respondent’s responses were gathered. The researchers
decided to conduct the study in this academy as it is reliable and easier to gather
data.
The official number of respondents of this study will be 100. The 100
respondents are the selected grade 11 students from Science, Technology,
Engineering, and Mathematics (STEM) Senior High School from Philippine
Christian University- Dasmariñas Campus. The researchers will choose these 13
respondents considering that they are the most reliable and suitable person that
can give precise responses to the research problem that the researchers have.
C. Sample and Sampling Techniques Used

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The researchers had selected their sampling size using convenience
sampling. Since the research will take place inside the same educational
institution wherein the respondents who are STEM students dwells in. Such
respondents are selected SHS-STEM students of Philippine Christian University-
Dasmariñas Campus. The researchers chosen respondents are the most
available and convenient.
D. Instrumentation
The researchers will prepare a survey questionnaire form for their 100
respondents who are selected STEM students in Philippine Christian University.
The researchers agree on an idea of having a questionnaire as the instrument in
the study. Moreover, the said questionnaire has a two-page document that deal
with the consent form, demographic information of the responders, and rating
scale (with the intervals of 1 (which is the lowest value) to 5 (which is the highest
value)). The other instrument that they will use is the rating scale that has a rate
(15) research statements based on the respondent’s justifications. The said scale
will signify the quantity of agreement of respondents on the given statement
aligned with the research problem of the study. The following statements are
related to our research study.
14
E. Data Gathering
To achieve more reliable and objective results, the researchers have

chosen Senior High School Grade 11- STEM students of Philippine Christian
University- Dasmariñas Campus as the research respondents. The gathering of
data will begin in January 2018 to February 2018, respectively. With this strategy,
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the gathered data will be relevant to the research design used. Moreover, other
than the information obtained from the selected respondents, researchers also
gathered information published materials such as books and journals, and even
with the use of online sources for them to acquire substantial theories that can
strengthen their assumption and establish their research methods.
F. Statistical Techniques
The statistical techniques that will be used are chi-square, hypothesis

testing, tables and graphs, and weighted mean to analyze different problems in
this study.
 Chi-square
The researchers used chi-square to determine if there is a strong

association among research statements and existing factor that influence the
mathematical ability. It is used to identify the number of students regarding their
responses whether they are strongly agree, agree, neutral, disagree, and
strongly disagree.
FORMULA
( O−E )2
x 2=
E
 Hypothesis Testing 15
Hypothesis testing will determine what is statement supported by the

sample data. Hypothesis testing will support the result in chi-square.
FORMULA
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X −μ
z=
σ
√n
 Weighted Mean
The weighted mean is used to know whether the statement false under
the five categories: strongly agree, agree, neutral, disagree, and strongly
disagree.
FORMULA
fx
x́=∑
n
CHAPTER 4
16
RESULTS AND DISCUSSIONS
Mathematics is one avenue of learning because it helps oneself to boost

logical and analytical skills. But not all students uphold to this principle. There
might be certain reasons behind the variations of students' mathematical abilities
Dasmariñas Campus
and this concept is not something that is frequently discussed. As with that
matter, the researchers come to a point of addressing the problem in this
research study. This research study is entitled, “Factors that Influence the
Mathematical Ability of Selected Senior High School Grade 11- STEM Students
of Philippine Christian University- Dasmariñas Campus, A.Y. 2017-2018." In this
chapter, further discussion about the analysis and findings of the research study
will be made.
The researchers have conducted a quantitative-descriptive research. The

researchers used survey questionnaires which contain 15 statements to fully
acquire more information in order to determine the existence of factors that could
greatly affects the mathematical ability of students. They have used convenient
sampling procedure to 100 selected SHS STEM 11 students who served as their
respondents. Every given statement has standard guidelines according to the
research problem of the study and it should be appropriately answered by the
respondents in each level of agreement. Moreover, this study will bear additional
information regarding the factors that could influence the student's mathematical
ability.
Furthermore, these responses are supported by factual articles that the

researchers have gathered throughout the whole study. Based on the reviewed
related literature and studies, the factors that could possibly influence the
mathematical ability of the students exist. In fact, the researchers have classified
such factors into two divisions namely: the intrapersonal factors which are more 17
personal, the second one is the interpersonal factors which are triggered and
influenced by the students' environment such as: academic factors which are
influenced by the educator’s teaching techniques and grades accumulated in
Math. Family background, students' personal experiences, peer pressure,
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student's interest, student's time management, students’ gender and age are
some of the factors that the researcher have gathered through this study.
Survey Questionnaire and Weighted Mean

Main Distribution of the Responses of the Survey Questionnaire
RESULTS OF THE FINDINGS
TOTAL
MEAN
WEIGHTED
5 4 3 2 1
RESEARCH STATEMENTS SA A N D S
D
1. I am anxious whenever I 13 15 20 34 18 100 N

see numbers or object
related to Mathematics.
2. I find Math difficult. 7 29 26 25 13 100 N
3. I easily understand the 21 34 33 11 1 100 A
lesson in Mathematics.
4. I get high scores in 29 41 24 5 1 100 A
exams when I have
prepared or studied the
lesson in advance
5. I get low scores in exams 19 35 26 15 5 100 N
when I did not prepare
nor study the lesson in
advance.
6. I study Math books 4 10 28 31 27 100 D
during spare time.
7. I skip my Math class as 3 3 9 12 73 100 D

a way escape quizzes 18
and other subject
requirements.
8. I have lack of confidence 12 21 23 23 21 100 N
in solving Math
equations in front of my
classmates.
9. Someone told me that I 5 13 17 27 38 100 D
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am not good in
Mathematics that is why I
feel like I am not good at
it.
10. My teacher in Math 62 25 9 3 1 100 A
discusses every lesson
very well.
11. My teacher in Math 6 8 16 21 49 100 D
exhibits unpleasant or
terrible attitude to his/her
students.
12. My family find 8 28 39 18 7 100 N
Mathematics interesting.
I am also interested with
it.
13. Both of my parents or 10 37 32 11 10 100 N
one of my parents excels
in Math that is why I
persevere to excel in this
subject.
14. My colleagues find Math 4 16 31 28 21 100 N
a terrifying subject that is
why I also find it horrible
one.
15. We have numerous 15 30 23 18 14 100 N
Math-related books or
references at home that I
can use to study Math
and develop my
Mathematical ability.
Table 1shows the collected data from the survey questionnaires that were
distributed to a total number of 100 selected Grade 11-STEM students
19
The table above presents the corresponding responses of the 100 0
selected Grade 11- STEM students and the calculated weighted mean. Each
respondent were given a survey questionnaire consisting of 15 questions. The
total responses coming from the 100 respondents are 1,500.
Weighted Mean
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Statements with Neutral as Weighted Mean
STATEMENTS WEIGHTED MEAN
1. I am anxious whenever I see 2.71 ≈ 3 NEUTRAL

numbers or object related to
Mathematics.
2. I find Math difficult. 2.92 ≈ 3 NEUTRAL
5. I get low scores in exams when I
did not prepare nor study the 3.48 ≈3 NEUTRAL
lesson in advance.
8. I have lack of confidence in
solving Math equations in front 3.26 ≈ 3 NEUTRAL
of my classmates.
12. My family find Mathematics 3.12 ≈ 3 NEUTRAL
interesting. I am also interested
with it.
13. Both of my parents or one of my
parents excels in Math that is 3.26 ≈ 3 NEUTRAL
why I persevere to excel in this
subject.
14. My colleagues find Math a
terrifying subject that is why I 2.54 ≈ 3 NEUTRAL
also find it horrible one.
15. We have numerous Math-related
books or references at home 3.14 ≈ 3 NEUTRAL
that I can use to study Math and
develop my Mathematical ability.
Table 2 shows the preceding statements that result in Neutral
The obtained weighted mean from statements 1,2,5,8,12,13,14 and 15 is

3 which falls under the category Neutral. Based from the results, the researchers 20
have found out that all of these preceding statements were related to the
personal views of the respondents towards the subject Mathematics.
Furthermore, students’ attitude towards Math, study habits, self-esteem, and
peer influence affects their performances, attitude, confidence, and people
surrounding them. The respondents seems to be undecided or do not have their
own stable decisions as the results were neutral. For the reason that there are in
the stage of decision making and they are hesitant.
33

Dasmariñas Campus
Statements with Agree as Weighted Mean
3. I easily understand the lesson in 3.63 ≈ 4 AGREE

Mathematics.
4. I get high scores in exams when
I have prepared or studied the 3.92 ≈ 4 AGREE
lesson in advance.
10. My teacher in Math discusses 4.44 ≈ 4 AGREE
every lesson very well.
Table 3 shows the preceding statements that result in Agree
On the other hand, the acquired weighted mean in statements 3, 4, and 10

is 4 which fall under the category Agree. Based from the results, the researchers
have found out that all of these preceding statements were related to each other
in terms of their understanding regarding the Math subject. When the students
understand the lesson well, they will more likely get high scores. Moreover, when
lesson has been taught by the teacher properly, the students will comprehend
the lesson better. Likewise, the factors that can be seen in these preceding
statements that influence mathematical ability of students are grades
accumulated in Math, and teachers’ teaching strategies.
21
Statements with Disagree as Weighted Mean
6. I study Math books during spare 2.33 ≈ 2DISAGREE

time.
7. I skip my Math class as a way 1.51 ≈ 2DISAGREE
escape quizzes and other
subject requirements.
9. Someone told me that I am not
good in Mathematics that is why 2.20 ≈2DISAGREE
I feel like I am not good at it.
11. My teacher in Math exhibits 2.01 ≈ 2 DISAGREE
unpleasant ore terrible attitude
to his/her students.
Dasmariñas Campus
Table 4 shows the preceding statements that result in Disagree
The obtained weighted mean from statements 6, 7, 9 and 11 is 2 which fall

under the category Disagree. Based from the results, the researchers have found
out that all of these preceding statements were related to the time usage of
students and influence of others to them regarding the subject Mathematics.
From this point, the researchers can infer that students are not spending much
time studying their math lessons but they do not refuse to skip their math
classes. Aside from that, students may not have been receiving negative remains
from other people specifically their Math teachers.
Tables & Graphs

Demographic Profile of Male and Female Respondents 22
Dasmariñas Campus
Female Male
39%
61%
Figure 2 shows the Percentage of Female and Male Respondents
The ratio of female to male is being illustrated in this figure, wherein out of
100 respondents, there were 61 males and 39 females. Based from the
researchers’ observation, male students were more likely to be indecisive and
hesitant than female students. Since most of the respondents were male, the
majority of responses resulted in Neutral.
Demographic Profile of the Age of the Respondents

23
21
Dasmariñas Campus
15 16 17 18
5% 2%
42%
51%
Figure 3 shows the Percentage of the Respondents Age
This figure shows that there were 2 students who are in the age of 15, 42
students who are in the age of 16, 51 students who are in the age of 17, and 5
students who are in the age of 18. Most of the respondents are at the age of 16
to 18 wherein they are in stage of having difficulties in decision-making. This
resulted in having more Neutral responses.
Percentage Distribution for Statement 2

24
Dasmariñas Campus
STATEMENT 2
13% 7%
29%
25%
26%
Strongly Agree Agree Neutral

Disagree Strongly Disagree
Figure 4 shows the Percentage Distribution of Selected STEM Grade 11

students that find math difficult
Statement 2: I find math difficult.
The table and graph above illustrate that out of 100 students, 7 students
strongly agree that they find math difficult (7% of the respondents), 29 students
agree that they find math difficult (29% of the respondents), 26 students are
undecided (26% of the respondents), 25 students disagree that they find math
difficult (25% of the respondents), and 13 students strongly disagree that they
find math difficult (13% of the respondents). Given the percentage of the
respondents’ responses, majority agreed that Math is a difficult subject. This
corresponds on two existing factor that underlie in intrapersonal factor which are
the attitude and perspective of students towards Math.

25
Dasmariñas Campus
STATEMENT 10
Strongly
Disagree
Disagree
Neutral 3%1%
9%
Agree
25%
Strongly Agree
62%

students about the teachers approach to the students
Statement 10: My teacher in math discusses every lesson very well.
strongly agree that their teacher discusses their lessons very well (55% of the
respondents), 22 students agree that their teacher discusses their lessons very
well (22% of the respondents), 8 students are undecided (8% of the
respondents), 3 students disagree that their teacher discusses their lessons very
well (3% of the respondents), and 12 students strongly disagree that their
teacher discusses their lessons very well (12% of the respondents). Based from
the gathered data, most of the students strongly agreed that every lesson that
the teacher discusses were taught comprehensively. One factor that arises which
can influence the mathematical ability of students is educators’ teaching
26
strategies.
Dasmariñas Campus

Students that was influenced by their colleagues who find math a terrifying
subject
Statement 14: My colleagues find Math a terrifying subject that is why I

also find it horrible one.
strongly agree that they are influenced by their colleagues in finding math a
terrifying subject (4% of the respondents), 16 students agree that they are
influenced by their colleagues in finding math a terrifying subject (16% of the
respondents), 31 students are neutral that they are influenced by their colleagues
in finding math a terrifying subject (31% of the respondents), 28 students
disagree that they are influenced by their colleagues in finding math a terrifying 27
subject (28% of the respondents), and 21 students strongly disagree that they
are influenced by their colleagues in finding math a terrifying subject (21% of the
Dasmariñas Campus
respondents). Majority students’ responses fall under neutral wherein the
students are having difficulty to decide whether their colleagues influence their
perspective towards Math. One factor that can be seen in this statement is peer
influence. Their personal views were affected by the people around them.
Chi-Square
Statement 2.I find Math difficult.
5 4 3 2 1 Total
Strongly Agree Neutral Disagree Strongly
Agree Disagree
Female 3 14 13 6 3 39
Male 4 15 13 19 10 61
Total 7 29 26 25 13 100
Table 5 shows the tally of responses of the selected 100 Grade 11 students in
Statement 2
28
Tally of responses of the Selected 100 Grade 11 Students in Statement 2
Dasmariñas Campus
20
18
16
14
12
10
8
6
4
2
0
Strongly Agree Agree Neutral Disagree Strongly Disagree
Female Column1
Figure 7shows the tally of responses of the selected 100 Grade 11 students in
Statement 2
The figure above shows the responses coming from male and female
respondents. Majority of male students disagreed that they found Math difficult
for the reason that male students are more prone to like mathematical problems
more than girls. Also, based on the studies that are conducted, boys are more
critical thinker than girls. On the other hand, most of the female students agreed
that Math is a difficult because they have different perspective in the math
subject.
Tally of responses of the Selected 100 Grade 11 Students in Statement 2

29
Strongly Agree
Dasmariñas Campus
O E (O-E) (O-E)2 (O-E)2/ E
F 3 2.73 0.27 0.07 0.03
M 4 4.27 -0.27 0.07 0.02
Agree
O E (O-E) (O-E)2 (O-E)2/ E
F 14 11.31 2.69 7.24 0.64
M 15 17.69 -2.69 7.24 0.41
Neutral
O E (O-E) (O-E)2 (O-E)2/ E
F 13 10.14 2.86 8.18 0.81
M 13 15.86 -2.86 8.18 0.52
Disagree
O E (O-E) (O-E)2 (O-E)2/ E
F 6 9.75 -3.75 14.06 1.44
M 19 15.25 3.75 14.06 0.92
Strongly Disagree
O E (O-E) (O-E)2 (O-E)2/ E
F 3 5.07 -2.07 4.28 0.84
M 10 7.93 2.07 4.28 0.54
Table 6 shows the values of chi-square for each scale
∑x2 =6.17
df =4=9.488
6.17 < 9.488, Reject the alternative hypothesis, accept the null hypothesis
Using the 0.05 level of significance of 9.488, the result ended up in

rejecting the alternative hypothesis thus accepting the null hypothesis. This
occurs because the summation of chi-square value in statement 2 which is 6.17
is lower than the value of the given table which is 9.488. Given that there is no
significant difference between the responses of male and female respondents,
there is a strong association with the statement that students disagreed that they
find math a difficult subject. Apparently, STEM students should be familiar and
30
good in mathematics.
Statement 10.My teacher in Math discusses every lesson very well.

Dasmariñas Campus
5 4 3 2 1 Total
Agree Disagree
Female 22 14 2 0 1 39
Male 40 11 7 3 0 61
Total 62 25 9 3 1 100
Table 7shows the tally of responses of the selected 100 Grade 11 students in
Statement 10
40
35
30
25
20
15
10
0
Female Column1
Figure 8 shows the tally of responses of the selected 100 Grade 11 students in
Statement 10
The figure above shows the responses coming from male and female. The
researchers have concluded that males are more appreciative rather than female
students. Males are highly appreciative for the effort that the teacher gave. It
shows that teachers discuss the lesson very well and they are doing their job
31
excellently.
Strongly Agree
O E (O-E) (O-E)2 (O-E)2/ E
F 22 24.18 -2.18 4.75 0.20
Dasmariñas Campus
M 40 37.82 2.18 4.75 0.13
Agree
O E (O-E) (O-E)2 (O-E)2/ E
F 14 9.75 4.25 18.06 1.85
M 11 15.25 -4.25 18.06 1.18
Neutral
O E (O-E) (O-E)2 (O-E)2/ E
F 2 3.51 -1.51 2.28 0.65
M 7 5.49 1.51 2.28 0.42
Disagree
O E (O-E) (O-E)2 (O-E)2/ E
F 0 1.17 -1.17 1.37 1.17
M 3 1.83 1.17 1.37 0.75
Strongly Disagree
O E (O-E) (O-E)2 (O-E)2/ E
F 1 0.39 0.61 0.37 0.95
M 0 0.61 -0.61 0.37 0.61
Table 8 shows the values of Chi square for each scale
∑x2 =7.91
df =4=9.488
7.91<9.488, Reject the alternative hypothesis, accept null hypothesis

is lower than the value of the given table which is 9.488. Given that there is no
32
there is a strong association with the statement that students agreed that their
teacher in Math discusses every lesson very well. It can therefore be said that
teaching strategies are a major factor in influencing the mathematical abilities of
students.
Dasmariñas Campus
Question
14 5 4 3 2 1 Total
Agree Disagree
Female 0 7 13 9 10 39
Male 4 9 18 19 11 61
Total 4 16 31 28 21 100
Statement 14.My colleagues find Math a terrifying subject that is why I also find
it horrible one.
Table 9 shows the tally of responses of the selected 100 Grade 11 students in
Statement 14
20
18
16
14
12
10
8
6
4
2
0
Female Column1
Figure 10 shows the tally of responses of the selected 100 Grade 11 33

students in Statement 14
Based on the figure above, the majority of respondents have disagreed to

the existence of the statement pertaining to negative peer pressure. It can be
said that the respondents that chose “Neutral” maybe aware of negative peer
pressure but do not experience it personally. Meanwhile, female respondents are
Dasmariñas Campus
in neutral in this said statement on the probability of the same case of being
aware but with no personal experience.
Strongly Agree
O E (O-E) (O-E)2 (O-E)2/ E
F 0 1.56 -1.56 2.43 1.56
M 4 2.44 1.56 2.43 1.00
Agree
O E (O-E) (O-E)2 (O-E)2/ E
F 7 6.24 0.76 0.58 0.18
M 9 9.76 -0.76 0.58 0.06
Neutral
O E (O-E) (O-E)2 (O-E)2/ E
F 13 12.09 0.91 0.83 0.07
M 18 18.91 -0.91 0.83 0.04
Disagree
O E (O-E) (O-E)2 (O-E)2/ E
F 9 10.92 -1.92 3.69 0.34
M 19 17.08 1.92 3.69 0.22
Strongly Disagree
O E (O-E) (O-E)2 (O-E)2/ E
F 10 8.19 1.81 3.28 0.40
M 11 12.81 -1.81 3.28 0.26
Table 4.10 shows the values of Chi square for each scale
∑x2 =4.13
34
df =4=9.488
4.13<9.488, Reject the alternative hypothesis, accept null hypothesis

is lower than the value of the given table which 9.488. Given that there is no
Dasmariñas Campus
there is a strong association with the statement that students disagreed that
respondents will be influence just because their colleagues are experiencing the
situation.
Hypothesis Testing & Frequency Distribution Table (FDT)
Result of Hypothesis Testing
f CM fM (x-x) (x-x)2 f(x-x)2

5 1 5 5 2 4 4
4 11 4 44 1 1 11
3 75 3 225 0 0 0
2 13 2 26 -1 1 13
1 0 1 0 -2 4 0
TOTAL n=100 ∑fm= ∑(x-x)2=10 ∑f(x-x)2=28

300
Table 4.11 shows the Frequency Distribution Table of Hypothesis Testing
H0= There is no significant factor that can influence the mathematical

ability of a student.
Standard Deviation and Variance

35
2 x−μ
∑ f ( x−x )
S2 = z= σ
( ∑ f ) −1 √n
28
S2 == 0.28 (Variance) x=mean z-value= 0.9999
100−1
µ=population mean critical value=0.5
√S2 = √0.28 σ =standard deviation To solve for the P value:
S = 0.53 (Standard Deviation)

n=total frequency (Critical value)-(z-value)
Dasmariñas Campus
3−1
∑ fm
Mean (x) = z= 0.53 0.5 – 0.9999 =
x=3 n
√ 100
-0.4999
2
= 0.53 -0.4999< 0.05
10
2
= Ho is rejected
0.05
z= 40
The acquired p value which is -0.4999 is less than the level of significance
which is 0.05. Therefore, the researchers have decided to reject the null
hypothesis and accept the alternative hypothesis stating that there are significant
factors that influence the mathematical ability of SHS STEM students. Also, the
researchers infer that there are factors which may have an impact to the
mathematical ability of students. Therefore, the existence of such factors which
may influence the mathematical ability of students are validated and verified.
The factors that the researchers came up are divided into two divisions:
interpersonal factors, intrapersonal factors, and other factors such as age and
gender. These factors have a big role toward the mathematical ability of students
which is the main focus of the study.
CHAPTER 5 36
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
A. Summary of the Findings
Researchers had tried to find out if there are existing factors that influence
a students’ Mathematical ability. Moreover, they want to know how these factors
Dasmariñas Campus
influence the mathematical ability of students. The researchers have discovered
that there are many factors that can influence students’ mathematical ability that
can be classified in three: interpersonal factors, intrapersonal factors and
academic factors. Academic factors include teachers’ teaching strategy and
grades accumulated in Math. On the other hand, interpersonal factors include
peer influence, peer pressure, support system of parents and the people around
them. Intrapersonal factors include study habits of the students, attitude and
anxiety towards the subject Math. Other factors also include students’ gender
and age.
The purpose of this study is to determine the factors influencing students’

mathematical ability and identify the underlying reasons for the necessity of
identifying the factors that influence the mathematical ability of a student. Another
purpose of this study is to ascertain how such factors influence the student’s
Mathematical Ability. The researchers want to enumerate the certain effects of
having poor Mathematical Ability to the lives of the students. Also, the
researchers want to find the reasons why many students have this kind of mind
set when it comes to math.
Furthermore, this research study is expected to generate benefits to SHS

STEM Students, Math teachers, and Future Researchers. The researchers made
an effort and did their best to obtain information regarding the research study.
They conducted this study at Philippine Christian University- Cavite Campus
within the academic year 2017-2018. 37
As the research continuous, the scholars notice believes that the level of
mastery in this subject is being affected by the psychological view of an
individual. One of the things that affect the mathematical ability of a student is the
students' attitude towards mathematics, itself. The act of entertaining such
negative thoughts in solving a certain math problem will just make the subject to
Dasmariñas Campus
appear more complex and harder to the extent that the student will not be able to
make it (Connell, 2000).
The instrument used by the researchers is survey questionnaire consisting

of 15 questions. It was distributed to a total of 100 respondents and their answers
were considered as the basis of our research study. Utilizing a few statistical
process and hypothesis testing, they have -0.50 as the p –value and is less than
the level of significance which is 0.05, hence; the null hypothesis is rejected, thus
accepting the alternative hypothesis which stating a significant factor. As well as,
the weighted means are only ranging from the value of 1.51 to 4.44 which states
a moderately level of agreement. The obtained value in chi – square states the
goodness of the gathered data.
B. Conclusions 38
Based on the result and findings of the study, the researchers conclude
the following: The researchers have found out that there are several factors that
can influence the mathematical ability of students. These factors were classified
into two divisions namely: intrapersonal factors and interpersonal factors. Thus, it
us a must for us to identify the factors to determine how such factors influence
the mathematical ability of students. Different factors affect the mathematical
ability in different ways. For an instance, the teachers’ teaching strategies. In
Dasmariñas Campus
some cases when the teacher discusses the lessons very well, there is a high
possibility that the students will comprehend and understand the lessons easily.
And now that we already know how and what such factors influence the students’
mathematical ability, we can now formulate methods, techniques on how to
improve the math ability of student. One way is to enhance and improve the
study habits of students wherein they should give time to study their math
lessons in advance. Moreover, in terms of the effects of having poor
mathematical ability, an individual may possess or have poor academic
performance, poor logical thinking skills and low intelligence quotient level.
Based on the result of the observation, the null hypothesis had been rejected
thus accepting the alternative hypothesis. Furthermore, there are factors that
appeared in the study that are supported by the results attained in the statistical
treatments chi-square, weighted mean and hypothesis testing.
 The Chi-Square value obtained from statement 2 is 6.17, in statement 10

is 7.91 and in statement 14 is 4.16 this values are lower than the value of
the given table which is 9.488. Given that there is no significant difference
between the responses of male and female respondents, the result ended
up in rejecting the alternative hypothesis thus accepting the null
hypothesis.
39
 The Weighted mean value obtained from the weighted mean from
statements 1,2,5,8,12,13,14 and 15 is 3 which falls under the category
Neutral. Based from the results, the researchers have found out that all of
these preceding statements were related to the personal views of the
respondents towards the subject Mathematics. Furthermore, students’
attitude towards Math, study habits, self-esteem, and peer influence
affects their performances, attitude, confidence, and people surrounding
them. The respondents seems to be undecided or do not have their own
Dasmariñas Campus
stable decisions as the results were neutral. On the other hand, the
acquired weighted mean in statements 3, 4, and 10 is 4 which fall under
the category Agree. Based from the results, the researchers have found
out that all of these preceding statements were related to each other in
terms of their understanding regarding the Math subject. The obtained
weighted mean from statements 6, 7, 9 and 11 is 2 which fall under the
category Disagree. Based from the results, the researchers have found
out that all of these preceding statements were related to the time usage
of students and influence of others to them regarding the subject
Mathematics.
 The acquired p value in hypothesis testing which is -0.4999 is less than
the level of significance which is 0.05. This shows that the researchers
need to reject the null hypothesis and accept the alternative hypothesis
stating that there are significant factors that influence the mathematical
ability of SHS STEM students.
C. Recommendations
40
Upon the results of the study which aims to identify the possible factors
and its respective influence to the Mathematical Ability of students, it is now
recommended to the following:
1. Students- This will enable the students to gain ideas as they are studying
the subject Mathematics. It is very important for them to learn the possible ways
to strengthen their mathematical ability as learners. This study could be a great
help for them as they are dealing and coping with the challenges academically.
2. Teachers- As they have the power to teach and influence different people
within the society, it is highly recommended for them to know the benefits of
Dasmariñas Campus
using effective and at the same approachable teaching styles. Also, this study
would serve as a reference in which they could use as a helpful guide in doing
their lesson plans, activities, and most especially, how they will interact with
different types of students.
3. Community- It is recommended for the community to acquire and

consider this study to be used by the majority within a specific community. Aside
from providing them benefits of gaining new knowledge, it would also help them
to lose such negative ideas regarding the subject Mathematics and this may add
some contributions for the betterment of the quality of education and life.
4. Future Researchers- The future researchers would have an external link

and direct references as they conduct their future studies which are related to the
topic. This study that the current researchers had started must be continued for
further development of this research topic.
5. Other Factors that Influence the Mathematical Ability – with this

matter, new researchers can explore deeper about the factors found in the study.
It is recommended for them to have a further research with these three
41
classifications of factors: academic factors, interpersonal factors and
intrapersonal factors.
6. Academic Factors– this type of factor is consist of teacher's teaching

strategy and grades accumulated in Mathematics. It is recommended to the
teachers and educators to establish a good and effective teaching technique.
7. Interpersonal Factors– this is made up of peer influence, peer pressure,

support system of parents and the people around them. It is recommended to
deepen the study about the student's relationship to its environment.
8. Intrapersonal Factors- the study habits and the mindset of the students
towards the subject matters. It is more on personal thinking and decision by the
Dasmariñas Campus
student. There must be a study establish regarding that tackles the psychological
behavior by the students.
BIBLIOGRAPHY
42
1. Richardson, F. C. & Woolfolk, R. L. (1972). Mathematics Anxiety. Retrieved
from file:///C:/Users/Administrator/Downloads/103-1-103-1-10-20160308.pdf.
Accessed last October 2017.
2. Schereiber, B.J. (2000). Advanced mathematics achievement: A
hierarchical linear model. Retrieved from: www.iea.n. Accessed last
October 2017.
3. Connell (2000). Factors that Influence Students in Mathematical
Achievement. Retrieved from https://www.researchgate.net/. Accessed last
October 2017.
4. Education Matters (2008). Factors that Influence Students in Mathematical
Achievement. Confidence towards problems solving and mathematics
Dasmariñas Campus
achievement. Retrieved from https://www.researchgate.net/. Accessed last
October 2017.
5. Akey, T. M. (2006). School Context, Student Attitudes and Behavior, and
Academic Achievement. Retrieved from
https://files.eric.ed.gov/fulltext/ED489760.pdf. Accessed last October 2017.
6. Borovik A. & Gardiner T. (2008). Mathematical Abilities and Mathematical
Skills. Retrieved from https://www.researchgate.net . Accessed last
September 2017.
7. Maat S. & Zakaria E. (2010). Attitudes towards Mathematics: Effects of
Individual, Motivational, and Social Support Factors. Mathematics Learning
Environments and Attitudes. Retrieved from
https://www.hindawi.com/journals/cdr/2012/876028/. Accessed last October
2017.
43
Dasmariñas Campus
APPENDICES
VALIDATION LETTER 44
26 January 2018
Subject Coordinator
Research Department
Sir:
Greetings!
We, researchers from STEM C- Capernaum, are presently working on our thesis
entitled, “Factors that Influence the Mathematical Ability of Selected Senior
High School Grade 11-STEM Students of Philippine Christian University-
Dasmariñas Campus A.Y. 2017-2018”, in partial fulfilment of the course
requirements in Research Project.
In connection with this, we would like to ask for your confirmation to validate our
research instrument for our research study to ensure this will be reliable enough
to be distributed to the respondents. Moreover, we would like to inform you that
Dasmariñas Campus
we are open for suggestions that will for the betterment of our research study.
Hoping for your support in this research endeavour. Thank you for your kind
consideration.
Respectfully yours,
MANIVA, GERALD DAVA, ANGELO KENJI

LANDICHO, JAESZER MIGUEL
RESEARCHER RESEARCHER
RESEARCHER
JORDAN, ALEXANDRA
VENZUELA, REYVIN BAYALAN, CHRISTINE
JANELLE
RAMOS, ROXANNE
RESEARCHER
RESEARCHER
RESEARCHER
RESEARCHER
Approved by:

Subject Coordinator
Research Department CONSENT FORM
26 January 2018 45
Dear Respondents,
Christian Greetings!
We, researchers from Grade 12 STEM C- Capernaum, are currently conducting

our research study entitled, “Factors that Influence the Mathematical Ability
of Selected Senior High School Grade 11- STEM Students of Philippine
Christian University- Dasmariñas Campus, A.Y. 2017-2018.”
In line with this, we are humbly asking for your time and effort to participate by
filling out this questionnaire with full honesty. We are expecting your unbiased
responses as this will greatly affect the result and development of the said study.
Moreover, we assure you your anonymity and confidentiality regarding this
Dasmariñas Campus
matter. Any suggestion and recommendation that could help in the development
of our study are highly accepted and will be very much appreciated.
Thank you for your time and effort. May God’s favor be upon us all!
-Researchers
SURVEY QUESTIONNAIRE 46
Name (Optional): ______________________ Section:
_______________
Age: ________ Gender: ( ) Male ( ) Female
Direction: Given below are some situational statements that you may
experience as related to our research study. Put a check mark (/) on the box of
your chosen answer. Please answer as honest as you can.
Legends: 5 – Strongly Agree
4 – Agree
3 – Neutral
2 – Disagree
1 – Strongly Disagree
5 4 3 2 1
STATEMENTS SA A N D SD
1. I am anxious whenever I see numbers
Dasmariñas Campus
or object related to Mathematics.
2. I find Math difficult.
3. I easily understand the lesson in
Mathematics.
4. I get high scores in exams when I have
prepared or studied the lesson in
advance
5. I get low scores in exams when I did
not prepare nor study the lesson in
advance.
6. I study Math books during spare time.
7. I skip my Math class as a way escape
quizzes and other subject
requirements.
8. I have lack of confidence in solving
Math equations in front of my
classmates.
5 4 3 2 1
SA A N D SD 47
9. Someone told me that I am not good in
Mathematics that is why I feel like I am
not good at it.
10. My teacher in Math discusses every
lesson very well.
11. My teacher in Math exhibits unpleasant
or terrible attitude to his/her students.
12. My family find Mathematics interesting.
I am also interested with it.
13. Both of my parents or one of my
parents excels in Math that is why I
persevere to excel I this subject.
14. My colleagues find Math a terrifying
subject that is why I also find it horrible
one.
15. We have numerous Math-related books
or references at home that I can use to
study Math and develop my
Mathematical ability.
Recommendations:
Dasmariñas Campus
________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________
CURRICULUM VITAE 48
Profile
Name: Bayalan, Christine Joy R.
Age: 18 years old
Address: 1050 Springville Biga I Silang, Cavite
Date of Birth: March 24, 2000
Contact no. : 09195007333
Email address: [email protected]
Profile
Name: Dava, Angelo Kenji
Age: 18 years old
Address: Salitran 2, Sunny Crest Village,
Dasmariñas City, Cavite
Date of Birth: September 23, 1999
Dasmariñas Campus
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SENIOR HIGH SCHOOL DEPARTMENT

An Undergraduate Thesis Presented to

This study entitled “Factors that Influence the Mathematical Ability of

JUSTINE MAR F. MINA

Approved by the Committee on Final Oral Defense with a grade of _______

THESIS REVIEW PANEL

JUSTINE MAR F. MINA

MR. JUSTINE MAR F. MINA

Accepted in partial fulfilment of the course requirement in the subject,

DR. MARIO S. MECATE

To Sir Mario S. Mecate, our principal, for allowing the researchers to

To our parents, for their financial support, cooperation and consideration.

This research study is a quantitative research, thus, the researchers used

The researchers had selected their sampling size using convenience

ACKNOWLEDGEMENT …………………………………………………..... iii

LIST OF TABLES ………………………………………………………….. ix

Background of the Study………………………………………………… 1

Statement of the Purpose……………………………………………….. 3

Significance of the Study………………………………………………… 4

Scope & Limitations of the Study ….…………………………………… 5

II. THEORETICAL FRAMEWORK

Review of Related Literature and Studies……………………………... 6

Conceptual Paradigm …………………………………………………… 10

Research Design ………………………………………………………… 13

Sample and Sampling Techniques Used………………………………. 14

Data Gathering Procedure……………………………………………….. 15

Statistical Analysis of the Data…………………………………………… 15

IV. RESULTS AND DISCUSSION.................................................................. 17

V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of the Findings ……………………………………………….... 37

Table 1 Main Distribution of the Responses of the ………………………. 18

Table 2 Statements with Neutral as Weighted Mean …………………….. 20

Table 3 Statements with Agree as Weighted Mean .……………………… 21

Table 4 Statements with Disagree as Weighted Mean…………………… 22

Table 5 Chi-square Values for each scale in Statement 2……………….. 28

Table 6 Tally of Responses of the 100 Selected SHS …………………… 30

STEM 11 Students in Statement 2

Table 7 Chi-square Values for each scale in Statement 10 …………….. 31

Table 8 Tally of Responses of the 100 Selected SHS …………………… 32

STEM 11 Students in Statement 10

Table 9 Chi-square Values for each scale in Statement 14……………… 33

Table 10 Tally of Responses of the 100 Selected SHS …………………… 34

STEM 11 Students in Statement 14

Table 11 Result of Hypothesis Testing………………………………………. 35

Figure 1 Paradigm: Factors that influence the …………………………….. 10

Mathematical Ability of Students

Figure 3 Demographic Profile of the Age of the Respondents…………… 24

Figure 4 Percentage Distribution for Statement 2………………………….. 25

Figure 5 Percentage Distribution for Statement 10………………………... 26

Figure 6 Percentage Distribution for Statement 14………………………… 27

Figure 7 Tally of Responses of the Selected 100 …………………………. 29

Grade 11 Students in Statement 2

Figure 8 Tally of Responses of the Selected 100 …………………………. 31

Grade 11 Students in Statement10

Figure 9 Tally of Responses of the Selected ………………………………. 33

100 Grade 11 Students in Statement14

A. Background of the Study

Mathematics is one way of learning primarily because it helps oneself to