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This document outlines a study aimed at investigating the factors affecting mathematics achievement among Senior High School students at Domingo Yu Chu National High School in the Philippines. It highlights the importance of addressing student-related factors such as motivation and interest, as well as teacher-related factors like teaching strategies and attitudes, to improve mathematics outcomes. The study will also propose an intervention program based on the findings to enhance mathematics education quality in the region.

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0% found this document useful (0 votes)

24 views60 pages

Research

Uploaded by

khaizer020307

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

Republic of the Philippines

Department of Education
MIMAROPA REGION
SCHOOLS DIVISION OF ORIENTAL MINDORO
DOMINGO YU CHU NATIONAL HIGH SCHOOL
MALUANLUAN, POLA, ORIENTAL MINDORO
Chapter I

Introduction

Mathematics is a fundamental component of the education system worldwide, playing a crucial

role in the development of logical reasoning, problem-solving skills, and the ability to analyze and

interpret data. These skills are not only essential for academic success but are also critical for effective

participation in an increasingly complex and technology-driven world. Despite its importance,

mathematics often stands out as a challenging subject for many students, leading to varied levels of

achievement that are influenced by a multitude of factors (Fry, 2020).

Educational systems have placed a significant emphasis on improving mathematics

education. Through International assessments such as the Programme for International Student

Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS) have

consistently shown wide disparities in mathematics achievement across different countries and

regions. For instance, the 2018 PISA results revealed that students from East Asian countries, such as

Singapore and China, consistently outperform their peers from other parts of the world, including those

from the Philippines with a 353 average and is ranked second to the lowest (Organisation for Economic

Co-operation and Development [OECD], 2019). These results highlight the need for a deeper

understanding of the factors that contribute to high mathematics achievement and, conversely, those

that lead to poor performance (Schleicher, 2019). Research has suggested that factors such as

curriculum design, teacher quality, and student motivation play significant roles in these outcomes

(Darling-Hammond et al., 2017).

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challenges. Filipino students have historically underperformed in international mathematics

assessments, a situation that has sparked concern among educators, policymakers, and stakeholders

in the education sector (Department of Education [DepEd], 2019). The implementation of the K to 12

Basic Education Program, mandated by the Enhanced Basic Education Act of 2013 (Republic Act No.

10533), was a significant step towards improving the overall quality of education in the Philippines,

including mathematics education. The Act aimed to enhance the curriculum by making it more

responsive to the needs of the 21st century, with an emphasis on science, technology, engineering,

and mathematics (STEM) education.

Additionally, the adoption of the National Mathematics Framework, as mandated by the

Department of Education Order No. 52, series of 2015, sought to standardize mathematics education

across the country, ensuring that students are provided with the necessary skills and competencies to

meet both national and international benchmarks. The Basic Education Act of 2001 (Republic Act No.

9155), which established the governance structure of basic education in the Philippines, also underpins

these efforts, highlighting the importance of teacher development and the decentralization of

educational management to improve educational outcomes.

Moreover, the Every Child a Reader Program (ECARP), strengthened by DepEd Order No.

45, series of 2016, includes provisions that emphasize the importance of literacy and numeracy,

recognizing that foundational skills in reading and mathematics are critical for students' success in all

areas of learning. However, despite these reforms, significant gaps remain in student achievement,

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(Bernardo & Ismail, 2021).

Various studies have explored the factors that influence mathematics achievement, with

particular attention to student-related factors such as attitude towards mathematics and cognitive

abilities (Perry & Steck, 2019; Di Maggio & Garcia, 2018). Additionally, teacher-related factors such as

instructional quality, teacher qualifications, and professional development have also been identified as

critical determinants of student performance in mathematics (Darling-Hammond et al., 2017; Kraft &

Blazar, 2018). Research has shown that effective teaching practices, continuous professional

development, and the use of evidence-based instructional strategies are vital in enhancing student

learning outcomes in mathematics (Hill, 2019; Kraft, 2020).

The current research aims to fill this gap by investigating the student and teacher factors that

affect mathematics achievement among Senior High School students. Understanding these factors

within the Philippine context is essential, as cultural and educational variables may influence the

effectiveness of teaching strategies and student learning outcomes differently compared to other

regions. For instance, the high student-to-teacher ratios, limited access to instructional materials, and

challenges faced by many Filipino students are likely to impact their mathematics performance

differently than students in more resource-rich environments (Fry, 2020; Martin & Mullis, 2020). By

identifying the key factors that impact mathematics achievement, this study seeks to provide valuable

insights that can inform the development of targeted interventions and policies to enhance

mathematics education in the Philippines.

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Domingo Yu Chu National High School (DYCNHS) has encountered its own set of challenges in this

regard. Recent internal assessments and school performance reports have highlighted a concerning

trend of low mathematics achievement among students. The school's average scores in mathematics

are consistently below the expected standard scores, indicating a pressing need for intervention.

These challenges underscore the need of investigating the specific student and teacher factors that are

affecting mathematics achievement at DYCNHS, to develop targeted strategies that can help reverse

the downward trend and support student success in mathematics.

The primary objective of this study is to analyze the specific student and teacher factors that

contribute to variations in mathematics achievement among Senior High school students. This will

involve examining variables such as student motivation, parental support, teacher instructional

practices, and access to resources. By doing so, the study aims to identify actionable insights that can

help bridge the achievement gap and improve mathematics outcomes.

Furthermore, this research will propose an intervention program based on the findings, aimed

at addressing the identified factors. The proposed intervention will provide a framework for educators

and policymakers to implement evidence-based practices that support mathematics achievement. By

targeting the root causes of low performance in mathematics, this intervention aims to enhance the

overall quality of mathematics education in the Philippines, contributing to the goal of educational

equity and excellence.

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The study is grounded in four key theories namely, Self-Determination Theory, Engagement

Theory, Social Cognitive Theory, and Constructivist Learning Theory. By drawing on these theories,

the study aims to explore how nurturing students' intrinsic motivation, engagement, self-belief, and

active participation can create a supportive learning environment that enhances their math

achievement. The insights gained from this theoretical foundation are essential, as they guide the

development of effective teaching strategies and educational policies that address the unique

challenges students face in mathematics. Although improving student outcomes in math can be

complex, this study emphasizes that with the right approaches, significant positive change is possible.

By applying these theoretical principles, educators and policymakers can craft targeted solutions that

lead to better learning experiences and improved math performance for students.

Self-Determination Theory (SDT) posits that students' motivation to engage in learning, such

as in mathematics, is influenced by their basic psychological needs for autonomy, competence, and

relatedness. It is a comprehensive framework for understanding motivation, with specific emphasis on

three basic psychological needs. When applied to educational contexts, such as mathematics learning,

SDT offers valuable insights but also invites critical examination (Deci & Ryan, 2017).

This theory is crucial for the study as it provides a framework for understanding how student

motivation and interest in mathematics can be nurtured through supportive learning environments. For

instance, when teachers employ teaching strategies that foster autonomy and competence, students

are more likely to develop intrinsic motivation, which is associated with higher academic achievement

(Jang, Kim, & Reeve, 2016). Applying SDT in this study will help identify how specific teaching
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mathematics performance.

The Engagement Theory emphasizes that student engagement is a multi-dimensional

construct comprising behavioral, emotional, and cognitive components. This theory provides a

comprehensive framework for understanding how students interact with learning environments.

However, it also invites critical analysis from various perspectives (Fredricks, Blumenfeld, & Paris,

2016).

This theory is directly relevant to the study as it explains how students' interest in mathematics

is closely tied to their level of engagement in learning activities. When teachers use effective teaching

strategies that engage students on multiple levels, such as through interactive and relevant content,

students are more likely to be interested in mathematics and achieve higher academic outcomes

(Fredricks et al., 2016; Wang & Degol, 2014). The application of the Engagement Theory in this

research will provide insights into how teachers' instructional practices can foster student engagement

and interest, ultimately improving mathematics achievement.

Social Cognitive Theory (Bandura, 2018) focuses on the role of observational learning, self-efficacy,

and social influences on behavior and learning. In the context of mathematics education, this theory is

particularly valuable for understanding how teacher attitudes and behaviors can influence students'

self-efficacy and motivation to succeed in mathematics. Research has shown that teachers who

display positive attitudes and high expectations can significantly boost students' confidence in their

mathematical abilities, leading to better performance (Schunk & DiBenedetto, 2020). By integrating

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their capabilities, which is a critical factor in achieving success in mathematics.

Constructivist Learning Theory asserts that learning is an active, constructive process where

students build new knowledge based on their experiences and prior understanding. It emphasizes that

learning is an active and constructive process where students build new knowledge by integrating their

experiences with prior understanding. This theory has been highly influential in shaping modern

educational practices, but it also warrants critical analysis from several perspectives (Fosnot, 2017).

This theory is relevant to the study as it aligns with the importance of teaching strategies that

allow students to actively engage with mathematical concepts, rather than passively receiving

information. Constructivist approaches, such as problem-based learning and collaborative activities,

have been shown to increase student interest and understanding in mathematics, which can lead to

higher achievement (Richardson, 2017; Davis & Sumara, 2018). In this research, Constructivist

Learning Theory will be used to explore how teachers' instructional practices can create learning

environments that promote active engagement and deeper understanding of mathematics.

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The conceptual framework below was developed to present the variables of this study.

Student factors
a. Motivation
b. Interest

Teacher Factors Mathematics Achievement

a. Teaching Strategies by Student
b. Teacher’s Attitude

Proposed Intervention Program

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The figure above shows the Independent and Dependent Variables of the study. It reveals the

three main variables: the Student factors and Teacher factors as the Independent Variables and the

Mathematics Achievement as the Dependent Variable.

The single-headed arrow shows the relationship between the student factors and the

mathematical achievement, as well as the relationship between mental health and academic

performance. Lastly, the two headed arrows shows the proposed intervention program for this study.

Statement of the Problem

This study aims to determine the extent to which student and teacher factors affect the

mathematics achievement of Senior High School HUMSS students at DYCNHS for the school year

2024-2025.

Specifically, it seeks to answer the following questions:

1. What is the extent of student factors in terms of:

a. motivation; and

b. interest?

2. What is the extent of teacher factors in terms of:

a. teaching strategies; and

b. teacher’s attitude?

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4. Is there a significant relationship between student factors and the mathematics achievements of

students?

5. Is there a significant relationship between teacher factors and the mathematics achievement of

students?

6. Based on the findings, what project can be proposed?

Statement of the Hypothesis

Based on the given situation, the hypothesis being tested is:

1. There is no significant relationship between student factors and the mathematics achievement

of students.

2. There is no significant relationship between teacher factors and the mathematics achievement

of students.

Scope and Limitations

This study focuses on determining relationship between the student and teacher factors affect

and the mathematics achievements of Senior High School students. This study is limited to 160

respondent from Senior High School HUMSS students of Domingo Yu Chu National High [Link]

student and teacher factors affect and the mathematics achievements was limited to the collected date

from the questionnaire

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The researchers believe that the findings would be beneficial to the following:

School Administrators. For School Administrators, the findings will offer data-driven insights

to inform decisions on curriculum design, teacher training, and student support systems. This study

could lead to more targeted programs that address the root causes of low mathematics achievement,

thereby improving overall school performance.

Teachers. For Teachers, the study provides valuable feedback on the impact of teaching

strategies and attitudes on student achievement. By identifying the most effective instructional

practices and attitudes, teachers can adapt their approaches to foster a more positive and productive

learning environment. Professional development programs may be enhanced based on these findings,

ensuring that teachers are better equipped to meet the diverse needs of their students.

Students. For Students, understanding how their own motivation and interest in mathematics

contribute to their academic success can encourage self-awareness and the adoption of strategies that

enhance their learning experiences. This knowledge empowers students to take a more active role in

their education, leading to improved engagement and performance in mathematics.

Parents. For parents, this study will provide insights into how their involvement and attitudes

towards mathematics education can influence their children’s performance. Understanding the impact

of parental support and expectations can encourage parents to engage more actively in their child’s

learning process. This awareness may lead to the development of strategies to create a positive

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importance of mathematics in daily life.

Policymakers. For Policymakers, the study will highlight key areas where educational policies

may need adjustment. The findings could support the development of initiatives aimed at increasing

mathematics proficiency at the national level, contributing to educational reforms that align with

international standards and expectations, such as those outlined by the K to 12 Basic Education

Program.

Future Researcher. For Future Researchers, this study will serve as a valuable resource for

expanding the body of knowledge on the factors affecting mathematics achievement in the Philippines.

It could inspire further research into additional variables influencing academic performance, fostering a

deeper understanding of how to address educational disparities in mathematics.

Definition of Terms

For a better understanding of the study, the following terms have been defined to establish a

common understanding for readers.

Mathematics Achievement. It refers to the level of success or proficiency students achieve in

mathematics, often measured through test scores, grades, or other standardized assessments. In this

study, mathematics achievement will be used to evaluate the impact of various student and teacher

factors on academic outcomes.

Student Motivation. It is the internal drive that encourages students to engage in learning and

persevere through challenges. It is divided into intrinsic motivation, where students engage in tasks out
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guide their efforts. Understanding motivation is key to analyzing its effect on mathematics performance.

Student Interest. It refers to the degree of curiosity or enthusiasm a student has towards

learning a specific subject, in this case, mathematics. High levels of interest can lead to deeper

engagement and better learning outcomes.

Teacher Teaching Strategies. These are the methods or approaches that teachers use to

facilitate student learning. Examples include problem-based learning, direct instruction, and

collaborative activities. This study explores how different strategies used by teachers can impact

student engagement and mathematics achievement.

Teacher Attitudes. It refers to the teachers' beliefs, expectations, and behaviors regarding

teaching and their students. Positive teacher attitudes, such as encouragement and high expectations,

can foster a supportive learning environment, thereby improving student confidence and performance.

Intrinsic Motivation. It is the type of motivation that comes from within the individual, driven by

personal interest or enjoyment in the task itself, rather than external rewards. In this study, it refers to

students' internal drive to succeed in mathematics, independent of external pressures.

Instructional Practices. These are strategies and methods employed by teachers to facilitate

learning. Examples include direct instruction, inquiry-based learning, and collaborative activities. This

term will be key in understanding how different teaching approaches impact students’ understanding of

mathematics concepts.

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undergo to improve their teaching skills. In the study, professional development is explored in relation

to how it affects teacher effectiveness and subsequently, student achievement in mathematics.

Student Engagement. It is a multidimensional concept that includes behavioral, emotional, and

cognitive aspects of how involved and interested students are in their learning. This study will examine

the role of engagement in improving mathematics outcomes.

Self-Efficacy. It refers to an individual's belief in their ability to succeed in specific situations or

accomplish a task. In this study, self-efficacy is discussed in the context of how students’ confidence in

their math skills can influence their performance.

Teacher-Student Interaction. It is the relational dynamics between teachers and students,

which can significantly influence learning outcomes. This study will explore how positive interactions

can boost student motivation and achievement in mathematics.

Constructivist Learning. It is a learning theory that suggests knowledge is constructed

through active engagement and experiences rather than passively received. This approach will be

examined in the study for its effectiveness in mathematics teaching strategies.

Cognitive Abilities. These refer to the mental skills involved in learning, including memory,

problem-solving, and analytical abilities. The study will look into how differences in cognitive abilities

among students impact their achievement in mathematics.

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regarding their teaching and their students. This study will investigate how positive or negative teacher

attitudes influence the learning environment and student success in mathematics.

Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

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achievement, focusing on student motivation, student interest, teaching strategies, and teacher

attitudes.

Related Literature

Motivation

Motivation is a cornerstone of student achievement, particularly in complex subjects like

mathematics. Ryan and Deci’s (2000) Self-Determination Theory highlight intrinsic motivation as a

critical driver of academic engagement and success. Students who are intrinsically motivated—

learning for the sake of personal satisfaction and curiosity—often exhibit better problem-solving skills

and perseverance in mathematics. They perform better when given opportunities to feel competent and

autonomous, as these factors foster a sense of ownership over their learning. This is especially

pertinent in the Philippine educational context, where traditional classroom dynamics often emphasize

compliance and rote learning rather than personal initiative, potentially stifling students' intrinsic

motivation.

Extrinsic motivation, while less effective than its intrinsic counterpart, can still play a role in

enhancing students’ performance. Studies like Deci et al. (2001) suggest that rewards or recognition

for completing tasks can boost initial engagement, especially for students struggling to develop an

innate interest in mathematics. However, these strategies must be used judiciously to avoid

dependency on external rewards. For instance, a Filipino student who consistently receives praise for

solving problems may initially become more engaged but may not sustain the same level of interest if

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motivators to maximize their impact on students' academic performance.

Creating an environment that nurtures motivation requires systemic changes in how

mathematics is taught. Providing opportunities for collaborative learning, integrating technology, and

offering real-world applications of mathematical concepts can help students connect with the subject

more meaningfully. In the Philippines, where large class sizes and a lack of resources often hinder

student engagement, innovative teaching methods that center on student motivation can help bridge

gaps in learning. By empowering students to see mathematics as a dynamic and accessible subject,

teachers can foster a classroom culture that values effort and persistence over immediate success.

Interest

Interest is a crucial factor in sustaining students' engagement and long-term success in

mathematics. According to Schiefele et al. (2017), students who cultivate an interest in mathematics

early on are more likely to achieve higher academic outcomes throughout their educational journey.

Interest can be categorized into situational interest, which is triggered by specific experiences or

activities, and individual interest, which develops over time and leads to sustained engagement. For

Filipino students, incorporating interactive and visually appealing tools, such as digital simulations or

gamified learning platforms, can help spark situational interest, laying the foundation for deeper, more

enduring connections with the subject.

Renninger and Hidi (2016) emphasize the importance of designing lessons that stimulate

situational interest while simultaneously fostering individual interest. For example, using real-world

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analyzing patterns—can help students understand the practical relevance of mathematics,

transforming their perception of the subject from abstract to tangible. In the Philippines, where many

students often view mathematics as irrelevant to their daily lives, connecting lessons to culturally and

socially relevant contexts can be a powerful tool for sustaining interest.

Another effective approach to fostering interest is integrating interdisciplinary learning, where

mathematics is taught alongside other subjects. Studies have shown that blending mathematical

concepts with art, science, or economics can ignite curiosity and provide students with a more holistic

understanding of its utility. For example, exploring geometric patterns in traditional Filipino textiles or

analyzing economic trends using statistics can make mathematics more engaging and relatable. By

fostering both situational and individual interest, educators can ensure that students not only excel

academically but also develop a lifelong appreciation for mathematics.

Teaching Strategies

Effective teaching strategies are important in helping students grasp complex mathematical

concepts. Hiebert and Grouws (2017) argue that methods emphasizing conceptual understanding over

rote memorization produce better learning outcomes. Conceptual teaching enables students to connect

new information with prior knowledge, fostering critical thinking and problem-solving skills. For

example, instead of merely teaching students to memorize formulas, educators can encourage them to

explore why those formulas work and how they apply to various scenarios. In the Philippines, where

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enhance student outcomes.

The role of formative assessment as a teaching strategy has also gained prominence in recent

years. Black and Wiliam (2009) highlight the importance of providing continuous feedback to identify

learning gaps and tailor instruction to meet individual needs. Formative assessments, such as quizzes,

peer evaluations, or reflective exercises, allow teachers to adapt their methods in real-time, ensuring

that no student is left behind. This approach is particularly relevant in the Philippines, where diverse

classroom settings often require differentiated teaching to address varying levels of student ability and

understanding.

Technology integration is another strategy that has transformed mathematics education. Digital

tools, such as graphing calculators, virtual manipulatives, and online platforms, offer interactive ways to

teach abstract concepts. Research by Hegedus and Roschelle (2013) shows that such tools can

increase student engagement and comprehension by making lessons more dynamic and participatory.

In resource-constrained settings like those in the Philippines, integrating low-cost or free digital

resources can help bridge educational disparities and provide students with innovative ways to engage

with mathematics.

Teaching Attitude

A teacher’s attitude toward both mathematics and their students plays a critical role in shaping

learning outcomes. According to Pianta et al. (2016), supportive teacher-student interactions

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When teachers demonstrate enthusiasm and confidence in teaching mathematics, their positive

attitude often transfers to students, fostering a classroom environment where learners feel encouraged

to ask questions, take risks, and embrace mistakes. In the Philippines, where mathematics is often

perceived as difficult or intimidating, such an approach can help alleviate students' anxiety and build

their confidence.

Research has also shown that teachers’ expectations can impact student performance. Studies

by Good and Brophy (2008) reveal that when teachers hold high expectations and believe in their

students' ability to succeed, students are more likely to rise to the challenge. Conversely, low

expectations can lead to a self-fulfilling prophecy of poor performance. Filipino teachers, particularly

those in underprivileged communities, must navigate these dynamics carefully, ensuring that their

attitudes inspire rather than limit their students' potential.

Ongoing professional development is essential for promoting positive teaching attitudes.

Timperley et al. (2015) found that teachers who participate in targeted training programs are more

likely to adopt effective instructional strategies and maintain a positive outlook on teaching

mathematics. In the Philippine context, where professional development opportunities are often limited,

investing in teacher training programs can have a profound impact. By equipping educators with both

the skills and the mindset needed to excel in their roles, these programs can ultimately enhance

student engagement and achievement in mathematics.

Related Studies

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Ryan and Deci (2017) conducted an extensive study to explore how intrinsic motivation

influences students' academic performance, particularly in mathematics. Drawing from Self-

Determination Theory, their research highlighted that students who engage in learning out of genuine

interest and personal satisfaction exhibit greater persistence and enhanced problem-solving skills.

They emphasized that intrinsic motivation thrives when students experience autonomy and

competence, as these factors encourage them to take ownership of their learning. For example,

students who feel empowered to make decisions about their learning process are more likely to

challenge themselves and persist through difficulties. This finding is particularly significant in

mathematics education, where the subject's complexity often requires sustained effort and resilience.

In the Philippine context, where traditional classroom environments often prioritize rote learning over

student autonomy, fostering intrinsic motivation could lead to a substantial improvement in student

outcomes.

Legault et al. (2017) examined the effects of intrinsic motivators, such as rewards and

recognition, on student performance in mathematics. Their findings suggested that while external

rewards can initially boost motivation, they often fail to sustain long-term engagement and deep

learning unless paired with intrinsic motivators. For instance, students who only aim for good grades

may struggle to retain concepts and apply them to real-world problems. The study concluded that over-

reliance on extrinsic motivation could hinder students' ability to develop a genuine appreciation for

mathematics. This insight is particularly valuable for educators in the Philippines, where high-stakes

testing often leads to a focus on grades rather than mastery of concepts. Creating a balanced
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environment.

King and Ganotice (2018) explored the influence of cultural values on motivation and academic

achievement in Southeast Asia, with a specific focus on Filipino students. Their research revealed that

students who viewed mathematics as a means to achieve broader societal or familial goals were more

motivated to succeed in the subject. For example, many Filipino students expressed a strong desire to

excel in mathematics to support their families financially or contribute to community development. This

culturally rooted motivation was found to enhance students’ perseverance and engagement,

particularly when they faced challenges in mathematics. The study underscores the importance of

integrating culturally relevant teaching practices that align with students’ values and aspirations,

thereby fostering a deeper sense of purpose and motivation in their academic pursuits.

Interest and Mathematical Achievement

Renninger and Hidi (2016) conducted a comprehensive study on the role of interest in student

engagement and achievement, particularly in mathematics. Their research demonstrated that students

who developed a strong and sustained interest in the subject were more likely to approach challenging

problems with determination and curiosity. They emphasized the distinction between situational

interest—sparked by engaging and novel classroom experiences—and individual interest, which is

more enduring and rooted in personal relevance. For example, incorporating interactive activities and

real-world applications into lessons can initially spark interest, while connecting mathematical concepts

to students' goals and passions can sustain it over time. In the Philippines, where students often

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designing lessons that make the subject both engaging and meaningful.

Schiefele et al. (2017) conducted a longitudinal study investigating how early interest in

mathematics impacts long-term academic success. Their findings revealed that students who showed

an initial interest in mathematics during their formative years were more likely to maintain high levels of

achievement throughout their academic careers. This is particularly important because early

disengagement in mathematics can lead to a cumulative disadvantage in higher education and career

opportunities. The study emphasized the need for early interventions to spark interest in mathematics,

such as gamified learning experiences or relatable examples. For Filipino educators, these insights

underline the importance of creating enjoyable and relevant learning experiences during elementary

and secondary education to ensure sustained success in mathematics.

Bong and Skaalvik (2017) explored how culturally and contextually relevant teaching practices

impact students’ interest in mathematics in Asian contexts, including the Philippines. Their research

revealed that students who saw mathematics as connected to their daily lives or future aspirations

were more likely to engage with the subject and perform better academically. For example, Filipino

students who understood how mathematical skills could be applied in agriculture, business, or

technology showed greater interest and persistence in their studies. The researchers emphasized the

importance of contextualizing lessons to align with students' cultural and practical realities, making

mathematics more relatable and less abstract. This approach could help address the widespread

perception of mathematics as a difficult and irrelevant subject among Filipino learners.

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Hiebert and Grouws (2017) examined the effectiveness of various teaching strategies in

enhancing students’ conceptual understanding of mathematics. Their study emphasized that

instructional approaches focusing on conceptual learning, rather than rote memorization, significantly

improved students’ ability to apply mathematical knowledge in new contexts. For example, teaching

methods that encourage students to explore underlying principles and connections between concepts

were shown to foster deeper comprehension and long-term retention. In the Philippine context, where

procedural learning often dominates classroom instruction, shifting to conceptual teaching methods

could help students better understand and solve complex mathematical problems, thereby improving

overall achievement.

Timperley et al. (2015) conducted a study on the impact of professional development programs

on mathematics teachers and their students. The research revealed that teachers who received

training in differentiated instruction, formative assessments, and collaborative teaching strategies were

more effective in addressing diverse student needs. This adaptability allowed teachers to provide

tailored support to struggling learners while challenging high-achieving students. As a result,

classrooms became more inclusive and productive, leading to significant improvements in student

performance. In the Philippines, where classrooms often feature diverse learning abilities, investing in

teacher professional development is critical for creating equitable and effective mathematics

instruction.

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mathematics classrooms. Their research showed that group activities, peer teaching, and cooperative

problem-solving not only improved students' academic performance but also enhanced their

communication and teamwork skills. For instance, students who worked together to solve complex

mathematical problems were more likely to understand the material deeply and retain it longer. This

approach is particularly relevant in Filipino classrooms, where resource constraints and large class

sizes can make individualized instruction challenging. Implementing collaborative learning strategies

could help maximize available resources and foster a more engaging learning environment.

Teaching Attitude and Mathematical Achievement

Pianta et al. (2016) explored the impact of teacher attitudes on student performance in

mathematics. Their research demonstrated that students who perceived their teachers as supportive

and encouraging were more likely to excel academically. Positive teacher-student relationships were

found to foster a classroom environment where students felt safe to take risks and make mistakes,

which are essential for mastering complex subjects like mathematics. For example, students who felt

valued and understood by their teachers were more likely to ask questions and actively participate in

discussions. In the Philippines, where teacher-student dynamics play a crucial role in shaping learning

experiences, fostering supportive attitudes among educators could lead to significant improvements in

student outcomes.

Good and Brophy (2008) investigated how teachers’ expectations influence students’ academic

performance in mathematics. Their study revealed that high expectations, combined with constructive

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low expectations for certain students often unintentionally reinforced poor performance by offering less

challenging tasks or limited encouragement. The research underscores the need for Filipino teachers

to maintain high yet realistic expectations for all students, ensuring equitable access to opportunities

for growth and success in mathematics.

Dweck (2016) examined the role of teacher attitudes in promoting a growth mindset among

students. Her research revealed that educators who emphasized effort, improvement, and resilience

helped students develop a positive approach to challenges in mathematics. For example, teachers who

framed mistakes as learning opportunities encouraged students to persevere through difficult

problems, resulting in higher levels of engagement and achievement. This is particularly relevant in the

Philippines, where cultural norms sometimes discourage risk-taking and experimentation in academic

settings. By adopting growth mindset principles, teachers can help students view their mathematical

abilities as dynamic and improvable, fostering both motivation and achievement in the subject.

CHAPTER III

RESEARCH METHODOLOGY
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methodology, design, data gathering methods, and analysis procedures. By discussing the research

methodology, we hope to demonstrate the study's credibility and rigor, guaranteeing that the results

are accurate and legitimate.

Research Design

The research design for this study will be descriptive-correlational. Analyzing and characterizing

traits, behaviors, or phenomena of a particular subject or community is the goal of descriptive research.

In this instance, the study's main goal is to comprehend how both educators and learners

characteristics influence mathematical achievement. This approach will offer a thorough and clear

explanation of the relationship between motivation, interest, teaching techniques, and teacher attitudes

and academic achievement in mathematics by collecting and evaluating data on these topics

(Creswell, 2017).

The correlational method will enable us to investigate connections between the previously

identified instructor and student characteristics. Fraenkel, Wallen, and Hyun (2019) describe

correlational research as a non-experimental research method that is used to evaluate the link

between two or more variables without changing them. Finding out whether and how teacher-related

variables, such as teaching methods and attitudes, and student motivation connect to students'

mathematical performance is the aim of this study. As stated by Gravetter and Forzano (2018), this

design is perfect for spotting patterns and connections in real-world environments like lectures.

Respondents
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collect these data from a total of 271 Grade 11 senior high school students enrolled in the 2024-2025

academic year. The respondents will come from Domingo Yu Chu National High School's senior high

school sections, which are Euclid (STEM), Ayala (ABM), Lincoln (HUMSS 1), Da Vinci (HUMSS 2), and

Dickinson (HUMSS 3). Raosoft was used to choose study participants by stratified random selection

with a 5% margin of error and 95% confidence level.

Table A

Distribution of Respondents
Name of Section Population Sample

Euclid 50 30

Ayala 44 26

Lincoln 38 22

Da Vinci 37 22

Dickinson 38 22

Winstock 24 14

Ampere 40 24

Total 271 160

Data Gathering Instruments

This study will utilize a self-made questionnaire, designed to measure both student and teacher

factors affecting mathematics achievement. The instrument is composed of two main parts. The first

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with questions formulated to capture students' levels of engagement, enthusiasm, and self-driven

efforts toward the subject. This section comprises eight parametric items carefully constructed based

on literature and previous studies regarding student motivation and interest.

The second part of the instrument centers on teacher factors, particularly teaching strategies and

teaching attitude. This section consists of eight items that assess the instructional methods employed

by teachers, their attitudes towards teaching mathematics, and the ways they support and engage

students.

Validity and Reliability of Instrument

To ensure the instrument's content validity, the questionnaire will be reviewed and validated by

research experts at Domingo Yu Chu National High School. Their feedback is instrumental in refining

the items to align closely with the study’s objectives. After validation, the questionnaire will be pilot-

tested to confirm its reliability using Cronbach's Alpha analysis, to verify that the questions effectively

capture the intended variables with consistent results.

Table B

Reliability Analysis for the Self-made Questionnaire

Factors Cronbach's Alpha Description

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Student Interest

Teaching Strategies

Teacher’s Attitude

In this study, a 4-point scale will be used as the standard scalar quantity to measure the

responses of the respondents to the variables. The scale ranges from Very High Extent (4) to Very Low

Extent (1).

Table C
Extent of Student Motivation
Value Verbal Interpretation
4 Verbal High Extent
3 High Extent
2 Low Extent
1 Very Low Extent

Table D
Extent of Student Interest
Value Verbal Interpretation

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Table E
Extent of Teaching Strategies
Value Verbal Interpretation
4 Verbal High Extent
3 High Extent
2 Low Extent
1 Very Low Extent

Table F
Extent of Teacher’s Attitude
Value Verbal Interpretation
4 Verbal High Extent
3 High Extent
2 Low Extent
1 Very Low Extent

Table G

Classroom assessment for K to 12

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Data Gathering Procedures

The researcher will begin by requesting experts to validate the self-made questionnaires focused

on student and teacher factors affecting mathematics achievement. After the validation and reliability

testing of the questionnaires, the researcher will submit a formal letter of request to the Principal's

Office of Domingo Yu Chu National High School, seeking permission to conduct the study.

Once the request is approved, the researcher will proceed with a pilot test to further ensure the

reliability of the instrument. After completing the pilot test, the validated questionnaire will then be

administered to the intended respondents. The raw data collected from the questionnaires will be

processed using Microsoft Excel, where they will be grouped and organized for appropriate statistical

treatment. All responses will be kept confidential and will be used solely for the purposes of this study.

Statistical Data Analysis

For analyzing the data, both descriptive and inferential statistics will be employed. The median

will be used to determine the extent of student motivation, interest, teaching strategies, and teaching

attitude. To identify the strength and direction of relationships between these variables and

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potential impact of student and teacher factors on academic performance in mathematics.

Through this approach, the study aims to provide knowledge into how student and teacher

factors contribute to mathematics achievement, allowing for a more targeted analysis of areas needing

intervention.

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CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of the organized data collected
from the groups of respondents. Each group of data was analyzed and interpreted based on
the problems raised in the study with corresponding tables to give further clarity on the results
of the study.

1. Extent of the student factors in terms of:

a. student motivation
Table 1.a shows the mean perception of the respondents on the extent of student
factors in terms of motivation.
Table 1.a
Perception of the Respondents on the Extent of Motivation
Indicators Median Description
1. I set specific goals to improve my performance in mathematics. 3 High Extent
2. I feel confident in my ability to succeed in mathematics tasks. 3 High Extent
3. I am willing to spend extra time studying mathematics to achieve 3 High Extent
better results.

4. I actively seek help from teachers or peers when I encounter 3 High Extent
difficulties in mathematics.

5. I feel motivated to learn mathematics because it is essential for my 3 High Extent

future career.
6. I challenge myself to solve difficult math problems even when they
seem hard.
3 High Extent

7. I am motivated to perform better because of recognition for my

mathematics achievement.
3 High Extent

8. I stay focused on math lessons even when they are challenging. 3 High Extent
Motivation 3 High Extent

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learning mathematics is at a high extent (Mdn = 3) across all indicators. This suggests that

students exhibit a strong commitment to improving their mathematical performance,

demonstrating confidence, perseverance, and a willingness to seek support when needed.

Motivation, as a critical psychological factor, drives students to engage meaningfully in

academic activities, particularly in challenging subjects like mathematics. When students are

highly motivated, they are more likely to exert effort, persist through difficulties, and actively

seek opportunities to improve their understanding. The data suggests that motivation serves

as a foundation for sustained academic engagement, which is essential in subjects like

mathematics, where continuous practice and problem-solving are integral to success.

One key finding is that students set specific goals to enhance their mathematical

performance (Mdn = 3) at a high extent, highlighting their proactive approach toward academic

success. This aligns with Ryan and Deci’s (2017) Self-Determination Theory, which

emphasizes that students who set academic goals and feel autonomous in their learning tend

to be more intrinsically motivated. The act of goal-setting gives students a clear direction,

helping them stay focused on their long-term academic aspirations. By establishing concrete,

measurable goals, students are able to track their progress and make adjustments to their

learning strategies as needed. This sense of ownership and control over their learning

enhances both their motivation and self-regulation. According to Ryan and Deci (2017), when

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leading to deeper engagement in subjects like mathematics. In addition, goal-setting fosters a

sense of purpose, encouraging students to push beyond their comfort zones and tackle more

complex mathematical problems.

Additionally, the results reveal that students feel confident in their ability to succeed in

mathematics tasks at a High Extent (Mdn = 3), suggesting a positive self-perception regarding

their mathematical abilities. Confidence plays a critical role in academic success, as students

who believe in their capabilities are more likely to persevere through challenges and take on

difficult tasks with a positive mindset. This finding supports Dweck’s (2016) Growth Mindset

Theory, which asserts that students who believe intelligence and skills can be developed

through effort are more likely to persevere in difficult subjects like mathematics. Dweck’s

research highlights that confidence, reinforced through a growth mindset, enhances resilience

and motivation, leading to higher academic performance. When students have confidence in

their abilities, they are more inclined to engage in trial-and-error learning, view mistakes as

opportunities for growth, and maintain persistence even in the face of setbacks. This is

especially important in mathematics, where concepts often build upon one another, and early

difficulties can impact later learning if not addressed. By promoting confidence through

positive reinforcement and the promotion of a growth mindset, educators can help students

navigate the inherent challenges of mathematics with greater ease.

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problems even when they seem hard (Mdn = 3). Dweck (2016), explains that students who

embrace challenges and view mistakes as learning opportunities are more likely to develop

persistence and deeper problem-solving skills. Encouraging students to adopt a growth

mindset can significantly impact their motivation, resilience, and overall achievement in

mathematics. When students are willing to tackle difficult problems, they build their cognitive

endurance and develop a deeper understanding of mathematical concepts. Moreover,

challenging oneself is a key component of personal growth, as it pushes students beyond their

current abilities and fosters intellectual development. Educators can further support this by

creating a classroom environment that encourages risk-taking and celebrates effort, helping

students feel more comfortable with the process of trial and error.

Furthermore, the study found that students are motivated to perform better when

recognized for their mathematics achievements at a high extent (Mdn = 3). This suggests that

external recognition, such as praise, awards, or teacher feedback, serves as an important

reinforcement for student motivation. Schiefele et al. (2017) emphasize that students who

receive positive reinforcement for their academic efforts develop sustained motivation and a

stronger connection to their subject. Recognition serves as both an external motivator and a

validation of students' hard work, encouraging them to continue striving for success.

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Table 1.b shows the mean perception of the respondents on the extent of student
factors in terms of student interest.
Table 1.b
Perception of the Respondents on the Extent of Interest
Indicators Median Description
1. I enjoy learning new concepts in mathematics. 3 High Extent
2. I find solving mathematics problems exciting and
engaging.
3 High Extent

3. I look forward to attending mathematics classes. 3 High Extent

4. I use mathematics in real-life situations because

3 High Extent
I find it interesting.

5. I explore additional math resources (e,g., books,

3 High Extent
videos, apps) out of curiosity.

6. I participate in mathematics-related activities,

such as contests or clubs, because they interest me.
3 High Extent

7. I find mathematical concepts relevant and

applicable to my daily life.
3 High Extent

8. I enjoy discussing mathematical ideas with my

peers and teachers.
3 High Extent

Interest 3 High Extent

The results in Table 1.b indicate that the overall extent of students’ interest in

mathematics is at a high extent (Mdn = 3) across all indicators. This suggests that students

generally find mathematics enjoyable, engaging, and relevant to their daily lives. Interest is a

crucial factor in learning, as it influences students’ willingness to participate in class, explore

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that interest is not a fixed trait but develops over time through repeated exposure to engaging

and meaningful learning experiences. When students are provided with opportunities to

explore mathematical concepts in ways that resonate withtheir curiosity, their interest

deepens, leading to increased motivation and academic success.

One of the key findings is that students enjoy learning new concepts in mathematics

(Mdn = 3), suggesting that they find satisfaction in expanding their mathematical knowledge.

Enjoyment in learning plays a critical role in fostering long-term engagement, as students who

experience positive emotions while studying mathematics are more likely to invest effort in

understanding new topics. Schiefele et al. (2017) argue that students with high interest in a

subject demonstrate greater cognitive engagement, leading to improved comprehension and

retention of information. The ability to experience enjoyment in mathematics is often linked to

effective instructional strategies, as well as a supportive learning environment where students

feel encouraged to explore concepts at their own pace.

Additionally, students reported that they find solving mathematics problems exciting

and engagingat a High Extent (Mdn = 3). This suggests that many students perceive problem-

solving not just as an academic requirement but as an intellectually stimulating activity.

According to Renninger and Hidi (2016), students who develop interest in a subject engage

more deeply in problem-solving and demonstrate greater persistence when faced with
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enhances students’ critical thinking skills, allowing them to approach complex equations and

abstract concepts with confidence. Furthermore, Schiefele et al. (2017) highlight that students

who enjoy problem-solving are more likely to explore multiple solution strategies, which fosters

adaptability and creativity in mathematics.

Another significant finding is that students use mathematics in real-life situations

because they find it interesting at a High Extent (Mdn = 3). This suggests that students

recognize the relevance of mathematical concepts beyond the classroom and actively apply

their knowledge in everyday scenarios. According to Schiefele et al. (2017), when students

perceive a subject as useful and applicable to real-world situations, they are more likely to

engage with the material on a deeper level. The ability to connect mathematics to practical

experiences, such as managing finances, measuring objects, or analyzing data, enhances

students’ appreciation for the subject and strengthens their intrinsic motivation to learn.

In addition to classroom learning, students reported that they explore additional math

resources (e.g., books, videos, apps) out of curiosity at a High Extent (Mdn = 3). This finding

highlights the role of self-directed learning in fostering mathematical interest. Renninger and

Hidi (2016) state that when students take initiative in expanding their knowledge beyond

formal instruction, they are more likely to develop long-term interest in the subject. Engaging

with supplemental materials, such as online tutorials, problem-solving challenges, and

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their intellectual curiosity. Moreover, students who actively seek additional resources tend to

develop greater independence in learning, which contributes to their overall academic growth.

Furthermore, students reported that they participate in mathematics-related activities,

such as contests or clubs, because they interest them at a High Extent (Mdn = 3). This

suggests that students are drawn to extracurricular opportunities that allow them to apply their

mathematical skills in new and exciting ways. According to Schiefele et al. (2017),

participation in academic clubs and competitions enhances students’ intrinsic motivation by

providing them with opportunities to collaborate with peers, engage in problem-solving, and

experience a sense of accomplishment. Mathematics contests and enrichment programs also

expose students to advanced topics that may not be covered in the standard curriculum,

further stimulating their interest and encouraging them to pursue higher levels of mathematical

achievement.

2. Extent of the teacher factors in terms of:

a. teaching strategies

Table 2.a shows the mean perception of the respondents on the extent of teacher

factors in terms of teaching strategies.

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Maluanluan, Pola, Oriental Mindoro
(043) 738 2914 301627@[Link] [Link]
Republic of the Philippines
Department of Education
MIMAROPA REGION
SCHOOLS DIVISION OF ORIENTAL MINDORO
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MALUANLUAN, POLA, ORIENTAL MINDORO
Table 2.a
Perception of the Respondents on the Extent of Strategies
Indicators Median Description
1. The teacher uses real-life examples to explain
3 High Extent
mathematical concepts effectively.
2. The teacher encourages active participation and
3 High Extent
discussion during lessons.
3. The teacher provides clear and understandable
3 High Extent
explanations of complex mathematical topics.
4. The teacher incorporates a variety of teaching
methods (e.g., lectures, group work, hands-on 3 High Extent
activities) to facilitate learning.
5. The teacher provides timely feedback on
3 High Extent
assignments, quizzes, and exams.
6. The teacher uses technology (e.g., calculators,
software, multimedia) to enhance the understanding of 3 High Extent
mathematical concepts.
7. The teacher addresses the diverse learning needs
of students by using differentiated instructional 3 High Extent
strategies
8. The teacher motivates students to think critically
3 High Extent
and solve problems independently.
Strategies 3 High Extent

The results in Table 1.d indicate that the overall extent of teaching strategies used in

General Mathematics instruction is at a high extent (Mdn = 3) across all indicators. This

suggests that students perceive their teachers as employing diverse instructional methods that
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strategies play a critical role in students’ ability to grasp complex mathematical concepts and

develop higher-order thinking skills. Hiebert and Grouws (2017) highlight that teaching

strategies that prioritize conceptual understanding rather than rote memorization result in

higher student achievement and retention. When teachers use well-structured instructional

approaches, students are more likely to develop a deep and meaningful understanding of

mathematics, which enhances their ability to apply concepts in different contexts.

One of the key findings is that students perceive their teachers as using real-life

examples to explain mathematical concepts effectively at a High Extent (Mdn = 3).

Contextualizing mathematical lessons by relating them to real-world applications makes the

subject more relevant and engaging for students. Anthony and Walshaw (2016) emphasize

that mathematics instruction should be designed to connect theoretical concepts with practical

applications, as this approach enhances comprehension and problem-solving skills. When

students see how mathematical principles are used in finance, engineering, medicine, and

other fields, they are more likely to appreciate the subject and stay motivated to learn. Real-

world applications not only increase interest but also help students recognize the long-term

value of mathematical proficiency.

Additionally, students indicated that their teachers encourage active participation and

discussion during lessons at a High Extent (Mdn = 3). This finding aligns with Timperley et al.
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deepening conceptual understanding. Encouraging active participation allows students to

articulate their thought processes, refine their reasoning, and gain insights from their peers.

Class discussions provide opportunities for collaborative learning, where students can

challenge ideas, ask questions, and clarify misunderstandings in a supportive environment.

Moreover, Hiebert and Grouws (2017) found that students who engage in mathematical

discourse demonstrate stronger problem-solving abilities and higher achievement levels. By

promoting classroom culture that values discussion, teachers help students develop

communication and critical thinking skills that are essential for academic and professional

success.

Another significant finding is that students believe their teachers incorporate a variety of

teaching methods, such as lectures, group work, and hands-on activities, to facilitate learning

at a High Extent (Mdn = 3). This aligns with Hiebert and Grouws (2017), who emphasize that

diverse instructional approaches cater to different learning styles and enhance student

engagement. Some students learn best through direct instruction, while others benefit more

from collaborative group activities or hands-on problem-solving exercises. A flexible and

varied approach to teaching ensures that all students, regardless of their preferred learning

style, receive the support they need to succeed in mathematics. Additionally, Timperley et al.

(2015) highlight that differentiated instruction where teachers adapt their strategies to meet the

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in their abilities.

Furthermore, students indicated that their teachers use technology, such as calculators,

software, and multimedia, to enhance their understanding of mathematical concepts at a High

Extent (Mdn = 3). The integration of technology in mathematics education has been shown to

improve engagement and conceptual understanding. Timperley et al. (2015) found that

technology-enhanced instruction provides interactive and visual representations of

mathematical concepts, making abstract ideas more accessible to students. When used

effectively, digital tools such as graphing calculators, online simulations, and educational apps

allow students to explore mathematical relationships dynamically. Additionally, Hiebert and

Grouws (2017) argue that technology should be integrated meaningfully into instruction,

complementing traditional teaching methods rather than replacing them.

Results show that their teachers motivate them to think critically and solve problems

independently at a High Extent (Mdn = 3). This is a crucial skill in mathematics, as problem-

solving requires logical reasoning, creativity, and persistence. Dweck (2016) emphasizes that

fostering a growth mindset in students, encouraging them to view challenges as opportunities

to learn, significantly impacts their ability to approach problems with confidence. When

teachers promote independent problem-solving, they help students develop resilience and

self-efficacy in mathematics. Additionally, Hiebert and Grouws (2017) argue that effective
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develop multiple solution strategies, and reflect on their reasoning.

b. Teacher’s attitude

Table 2.b shows the mean perception of the respondents on the extent of teacher

factors in terms of teacher’s attitude.

Table 2.b
Perception of the Respondents on the Extent of Teacher’s Attitude
Indicators Median Description
1. My teacher shows enthusiasm and energy when
3 High Extent
teaching General Mathematics.

2. My teacher encourages students to ask

questions and participate actively in class 3 High Extent
discussions.

3. My teacher demonstrates positive attitude

3 High Extent
towards the subject, making learning enjoyable.

4. My teacher provides clear and engaging

3 High Extent
explanations of mathematical concepts..

5. My teacher is patient and approachable when

3 High Extent
students seek help or clarification.

6. My teacher motivates students appreciate the

importance of mathematics in real life.
3 High Extent

7. My teacher uses various teaching strategies

cater different learning needs.
3 High Extent

8. My teacher creates a supportive and inclusive

classroom environment.
3 High Extent

Attitude 3 High Extent

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The results in Table 1.c indicate that the overall extent of teachers’ attitude toward

teaching General Mathematics is at a high extent (Mdn = 3) across all indicators. This

suggests that students perceive their teachers as enthusiastic, supportive, and committed to

creating a positive learning environment. A teacher’s attitude plays a crucial role in shaping

students’ motivation, engagement, and overall academic success. Good and Brophy (2008)

emphasize that teachers who display enthusiasm and a positive disposition towards teaching

are more likely to inspire students and cultivate an environment conducive to learning. When

teachers approach mathematics with energy and passion, they can effectively reduce

students’ anxiety toward the subject, making lessons more enjoyable and engaging.

One of the key findings is that students reported that their teachers show enthusiasm

and energy when teaching General Mathematics at a High Extent (Mdn = 3). Teacher

enthusiasm is a significant predictor of student engagement, as it directly influences students’

perceptions of the subject. According to Good and Brophy (2008), enthusiastic teachers are

more likely to create dynamic and engaging lessons, which in turn enhances students’

motivation to learn. When students see their teachers demonstrating excitement about

mathematics, they are more likely to develop a positive attitude toward the subject. A lively

and engaging teaching approach fosters curiosity and encourages students to participate

actively in discussions and problem-solving activities.

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and participate actively in class discussions (Mdn = 3), High Extent. This finding aligns with

Pianta et al. (2016), who emphasized that teacher-student interactions play a crucial role in

academic development. Classrooms that promote student participation create an atmosphere

where students feel comfortable expressing their thoughts, seeking clarification, and engaging

in discussions without fear of judgment. A classroom environment that fosters open

communication not only enhances comprehension but also builds students’ confidence in

tackling mathematical challenges. Moreover, Good and Brophy (2008) argue that teachers

who encourage classroom discussions help students develop higher-order thinking skills,

allowing them to articulate their reasoning and refine their problem-solving abilities.

The results also suggest that students perceive their teachers as demonstrating a

positive attitude toward the subject, making learning enjoyable (Mdn = 3), High Extent. Pianta

et al. (2016) found that teachers’ attitudes and behaviors significantly impact students’

emotional and cognitive engagement in learning. Teachers who show enthusiasm and an

appreciation for mathematics help students see the subject in a more favorable light. When

teachers express confidence in the subject matter and convey enthusiasm, students are more

likely to develop an interest in mathematics and engage more deeply in lessons. Positive

teacher attitudes contribute to reducing math anxiety and fostering a more supportive and

motivating learning environment.

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engaging explanations of mathematical concepts (Mdn = 3), High Extent. Effective teaching

requires not only a deep understanding of mathematical concepts but also the ability to

convey them in ways that are accessible and engaging for students. Timperley et al. (2015)

highlight that high-quality teaching is characterized by clarity, coherence, and responsiveness

to students' learning needs. Teachers who can break down complex concepts into

manageable components help students build a strong foundation in mathematics. Additionally,

engaging explanations that incorporate real-life applications and problem-solving examples

can make mathematical concepts more relevant and relatable, further enhancing student

interest and comprehension.

Furthermore, students reported that their teachers are patient and approachable when

students seek help or clarification (Mdn = 3), High Extent. This suggests that teachers

demonstrate a willingness to support students in overcoming their learning difficulties. Pianta

et al. (2016) emphasize that supportive teacher-student relationships contribute to a positive

classroom climate, which in turn enhances students’ motivation and academic performance.

When students feel comfortable seeking help, they are more likely to persist in problem-

solving and develop a deeper understanding of mathematical concepts. Additionally, Good

and Brophy (2008) argue that patience and approachability are essential qualities of effective

teachers, as they encourage students to take risks in learning without the fear of criticism.

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classroom environment (Mdn = 3, High Extent). A positive classroom climate is important for

promoting student engagement, motivation, and academic success. Pianta et al. (2016) found

that students perform better when they feel emotionally and socially supported in their learning

environments. Teachers who prioritize inclusivity by acknowledging diverse perspectives,

encouraging collaboration, and addressing individual student needs contribute to a more

positive learning experience. An inclusive classroom allows students to feel valued, respected,

and empowered to participate actively in their education.

3. Level of performance in Mathematics of Grade 11 students

Table 2
Frequency and Percentage Distribution of the Level of Performance in
Mathematics of the Respondents
Numerical Rating Frequency Percentage Description
90 – 100 43 26.88% Outstanding
85 – 89 58 36.25% Very Satisfactory
80 – 84 59 36.88% Satisfactory
75 – 79 0 0% Fairly Satisfactory
Did Not Meet
74 – below 0 0%
Expectations
Total 160 100%
Mean: 87.31 Satisfactory

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performance in Mathematics. The results indicate that the majority of students performed at a

satisfactory to outstanding level, with a mean score of 87.31, which falls within the Satisfactory

range. This suggests that students, on average, have a good grasp of the subject but still have

room for improvement in achieving higher mastery.

A significant portion of the respondents, 59 students (36.88%), obtained a Satisfactory

rating (80–84), making it the most common performance level. This indicates that while these

students demonstrate competency in mathematical concepts, they may still struggle with more

complex applications and problem-solving techniques. Additionally, 58 students (36.25%)

achieved a Very Satisfactory rating (85–89), reflecting a strong understanding of the subject

matter with relatively high proficiency in mathematical reasoning and computation.

Furthermore, 43 students (26.88%) attained an Outstanding rating (90–100),

showcasing a high level of mastery in Mathematics. These students likely excel in

mathematical problem-solving, data interpretation, and application of mathematical theories in

real-world scenarios. Their performance suggests that they have developed critical thinking

skills that enable them to approach mathematical challenges with confidence and accuracy.

Notably, no students (0%) scored within the Fairly Satisfactory (75–79) or Did Not Meet

Expectations (74 and below) categories. This means that all respondents met at least the

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overall competency in the subject. The absence of students in the lower achievement brackets

may suggest that the instructional approaches used in teaching Mathematics were effective in

ensuring foundational understanding among all learners.

4. Significant relationship between the instructional factors and the level of performance in

Mathematics of Grade 11 students

Table 4 shows the relationship between the Student and Teacher factors and the level of

Mathematics performance of the respondents.

Table 4

Correlation Results between Student Factors and Teacher Factors

of the Respondents

Instructional Performance in Statistics and Probability

Factors R P-value VI

Student Motivation 0.068 0.387 NS

Student Interest 0.162 0.040 S

Teaching Strategies 0.198 0.012 S

Teacher’s Attitude 0.064 0.420 NS

Legend: S=Significant; NS= Not Significant

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the respondents' performance. The data examine the relationships between student

motivation, student interest, teachers’ attitudes, and teaching strategies with students’

academic performance. The results reveal that two factors, student interest, and teaching

strategies, show a significant relationship with student performance, while student motivation

and teacher’s attitudes shows a not significant relationship.

The correlation coefficient for student motivation (R = 0.068, P = 0.387) indicates a not

significant relationship with student performance. This suggests that it may not be the

strongest predictor of achievement. Dweck (2016) emphasized that motivation alone is not

enough to guarantee high academic performance, students must also develop effective

learning strategies, problem-solving skills, and self-discipline. Motivated students are generally

more likely to engage in learning activities, complete assignments, and seek help when

needed, but their success ultimately depends on how effectively they apply their motivation to

academic tasks.

Student interest, on the other hand, shows a significant relationship with performance

(R = 0.162, P = 0.040), indicating that students who find mathematics engaging tend to

perform better. Interest in mathematics promotes curiosity, active participation, and deeper

cognitive engagement, making students more inclined to explore concepts thoroughly and

apply them in real-world problem-solving scenarios. This finding aligns with Schiefele et al.
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in mathematics are more likely to persist through challenging tasks, seek additional learning

resources, and ultimately achieve higher academic success. When students find joy in

learning mathematics, they are more likely to invest time and effort into mastering the subject.

The correlation for teaching strategies and student performance (R = 0.198, P = 0.012),

indicating a moderate and significant relationship. This finding underscores the importance of

effective teaching methods in enhancing student learning in mathematics. Hiebert and Grouws

(2017) and Anthony and Walshaw (2016) emphasized that instructional strategies that

prioritize conceptual understanding, problem-solving, and student-centered learning contribute

significantly to improved mathematics performance. The data suggest that teachers who

employ diverse teaching methods, integrate technology, and connect mathematical concepts

to real-world applications positively influence student achievement. The correlation also aligns

with Timperley et al. (2015), who found that differentiated instruction, timely feedback, and

adaptive teaching techniques enhance student comprehension, engagement, and overall

academic success

The correlation coefficient for teachers’ attitudes (R = 0.064, P = 0.420) suggests a not

significant relationship between teachers' attitudes and student performance. While a positive

teacher attitude may contribute to a supportive learning environment, it may not be the sole

determining factor in student achievement. Pianta et al. (2016) and Good and Brophy (2008)
1

DOMINGO YU CHU NATIONAL HIGH SCHOOL

and confidence, but instructional effectiveness and teaching strategies have a more direct

impact on academic outcomes. This suggests that while students benefit from teachers who

demonstrate positivity and encouragement, structured instruction, clear explanations, and

interactive learning experiences play a more critical role in their success.

5. Proposed project

PROJECT INFORMATION

Project Title: Project MATH-INTERACT (Maximizing Active Thinking and Hands-on

Interactions for engaging mathematics learning)

Project Time-frame: Second Semester

PROJECT SUMMARY

Project MATH-INTERACT is a student-led initiative that aims to enhance student interest

and learning outcomes in Mathematics through interactive and collaborative activities. The

project will involve peer-assisted learning sessions, problem-solving challenges, and real-

world applications of mathematical concepts to make learning more engaging.

Since interest was found to have a significant impact on mathematics achievement, this

project will focus on increasing student engagement through gamified learning, digital

DOMINGO YU CHU NATIONAL HIGH SCHOOL

curiosity and make math more relatable to real-life situations.

This project will be implemented in Domingo Yu Chu National High School, with student

volunteers facilitating learning activities. The proponents will prepare study guides, practice

problems, and interactive learning materials to be used during sessions. Pre- and post-

assessments will be conducted to measure improvements in student interest and

mathematics performance.

PROJECT BACKGROUND

Findings from the study revealed that student interest is significantly related to

mathematics achievement, while motivation and teacher’s attitude are not. However,

teaching strategies also play an essential role in student performance.

Research suggests that students are more engaged when they actively participate in their

learning process. Collaborative learning, hands-on activities, and real-world problem-

solving encourage deeper understanding and sustain interest in Mathematics.

Thus, Project MATH-INTERACT is proposed to boost student engagement, foster

collaboration, and make learning more interactive and enjoyable through student-led

activities.

DOMINGO YU CHU NATIONAL HIGH SCHOOL

This project aims to increase student interest and achievement in Mathematics by making

learning interactive and engaging. Specifically, it aims to:

Enhance student interest through engaging and interactive learning activities.

Promote peer collaboration by implementing group-based problem-solving sessions.

Encourage hands-on learning through real-world applications of mathematical concepts.

Provide interactive learning materials such as games, puzzles, and digital resources.

Assess the effectiveness of student-led learning strategies on mathematics achievement.

EXPECTED OUTPUTS/OUTCOMES

After the implementation, it is expected that:

Student interest in Mathematics will increase, leading to better engagement.

Collaborative and interactive activities will improve learning retention and performance.

Students will develop critical thinking and problem-solving skills through real-world

applications.

Peer-assisted learning will create a supportive and engaging learning environment.

The project will serve as a sustainable model for student-led learning strategies.
1

DOMINGO YU CHU NATIONAL HIGH SCHOOL

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the study's summary of findings, conclusions, and

recommendations based on the gathered results.

Summary of Findings

In light of the discussion in the preceding pages, a summary of findings is presented

below:

1. The extent of student factors in terms of motivation and interest is at a high extent.

2, The extent of teacher factors in terms of teaching strategies and teacher’s attitude is at a

high extent.

3. The level of mathematics achievement of students is at a satisfactory level.

4. There is no significant relationship between student motivation and mathematics

achievement, but student interest has a significant relationship with mathematics

achievement.

5. There is no significant relationship between teacher’s attitude and mathematics

achievement, but teaching strategies have a significant relationship with mathematics

achievement.

DOMINGO YU CHU NATIONAL HIGH SCHOOL

effective teaching strategies through peer collaboration and interactive activities is proposed.

Conclusions

In view of the foregoing findings, the following conclusions were drawn.

1. Student interest plays a significant role in mathematics achievement, while motivation

does not have a direct impact.

2. Teaching strategies contribute to student performance, but the teacher’s attitude does not

significantly affect mathematics achievement.

3. Students generally have a satisfactory level of mathematics achievement, but there is

room for improvement through engaging and interactive learning approaches.

4. Since student interest positively influences mathematics performance, it is essential to

implement activities that will sustain and enhance students’ curiosity and engagement in

learning.

5. Since teaching strategies significantly affect student performance, teachers should

continue applying innovative and effective instructional methods to support student

learning.

DOMINGO YU CHU NATIONAL HIGH SCHOOL

through peer collaboration and interactive learning activities is recommended to support

student learning and achievement in Mathematics.

Recommendations

After thorough analysis of the results of the study and the conclusions made, the

following are the recommendations formulated by the researchers:· Students should take part

in group learning activities to keep their interest in math and improve their understanding.

1. Teachers should use different teaching methods like real-life examples, hands-on activities,

and technology to make lessons more engaging.

2. Schools should support programs that make math more interesting, such as peer tutoring,

math clubs, and friendly competitions.

3. Project ENGAGE should be implemented to help students develop greater interest and

confidence in Mathematics through peer-led study groups. This initiative will provide students

with a fun, engaging, and supportive learning environment, improving their performance in

mathematics.

4. Future researchers should study other factors that affect student motivation and how they

relate to math performance.

DOMINGO YU CHU NATIONAL HIGH SCHOOL

Maluanluan, Pola, Oriental Mindoro
(043) 738 2914 301627@[Link] [Link]

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