THE CORRELATION BETWEEN THE INTEREST AND STUDY HABITS OF

PUPILS IN TERMS OF THEIR ACHIEVEMENT IN MATHEMATICS

A Thesis
Presented to the Faculty of the Graduate School Department
Saint Joseph College
Maasin City,
Maasin, Southern Leyte

In Partial Fulfillment
Of the Requirements for the Course
Master of Arts in Education

RIGINO T. MACUNAY, JR.

2017
 Table of Contents

Chapter I Page

THE PROBLEM AND ITS SCOPE...............................................................1

Introduction......................................................................................................1

Theoretical/ Conceptual Framework................................................................4

Statement of the Problem..................................................................................8

Statement of the Hypothesis.............................................................................9

Significance of the study..................................................................................9

Scope and Limitation of the study..................................................................10

Definition of Terms.........................................................................................10

Chapter II

REVIEW OF RELATED LITERATURE AND STUDY...........................11

Chapter III

RESEARCH METHODOLOGY..................................................................17

Research Design................................................................................................17

Subject of the Study..........................................................................................18

Environment.......................................................................................................18

Research Instrument...........................................................................................18

Procedure............................................................................................................20

Statistical Treatment of Data..............................................................................20

REFERENCES.............................................................................................................22
APPENDICES............................................................................................................24

Appendix A- Letter to the President...............................................................25

Appendix B-Letter for the Respondents..........................................................27

Appendix C-Research Instrument...................................................................29

 Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

Mathematics is the oldest of all sciences that have developed through the ages

having a direct impact on the quality of human life on our planet. It is unanimously

agreed that mathematics is the language of science and technology and also in some other

disciplines like art and culture, holding the key to development and progress of the

country as well as humanity as whole. The mathematics is a backbone of students to

achieve and develop the skill in reasoning and thinking level. In elementary stage the

base on mathematics should be imposed to develop mental observation and creativity or

innovativeness. Due to the lack of proper knowledge on mathematics the student suffer in

all spheres of life. There is a general consensus among educators that mathematics is an

important and useful subject for development in every country. It is the key to

technology. Despite its importance and influence, it is a subject most feared by students

of the primary school.

In the global arena, the Philippines ranked 41st in science and 42nd in math

among 45 countries in the 2003 Trends in International Mathematics and Science Study

(TIMSS), an international assessment of math and science skills among primary and

secondary school students conducted every 4 years.

 The Philippines has not improved its ranking since 1999 and did not

participate in the 2007 and 2011 TIMSS. This stagnation shows that the

Philippine education system is in dire need of improvement

When TIMMS was first conducted in 1995 among 42 countries, the Philippines

placed 30th in mathematics. A report of the Department of Science and Technology (DOST)

said that the 6,601 Filipino students who took the TIMSS IN THE YEAR 1999 ranked 36th in

both science and mathematics tests out of a field of 38 countries. The DOST revealed that

Filipino participants garnered a score of 349 and 350 in science and math respectively,

way below the international average of 489 in both subjects.

"With similar results obtained in TIMMS-R, it is evident that there is no

significant improvement of our students from 1995 to 1999. No immediate conclusions

could be made as to the reasons behind this," DOST said

A Science and Education Institute study on Trends in Mathematics and Science

Study (TIMSS) in 2003 showed that the Philippine 4th grade students placed 23rd out of

25 participating countries.

A United Nations Development Program report says that results of the yearly-

administered National Achievement Test (NAT) are quite dismaying.

In 2006 only 25.3%, or only about one-fourth of schools nationwide, were able to

reach the desired 75% cut-off score in mathematics. In science, it was even more

disappointing at 8.6%. The mean percentage score in math was only 44%.
 Education Assistant Secretary Elena Ruiz said that DepEd is trying to do its part.

“The K to 12 curriculum in mathematics has been designed to address the gaps in

mathematics.”

She added that the declining status of math education is mostly attributed to the

students’ attitudes towards math. “They are scared of mathematics and some teachers

may have contributed to furthering that attitude.”

For her, teachers must be instrumental in making students appreciate

mathematics. To achieve this, DepEd is sponsoring and sending math teachers to schools

like Ateneo and the University of Sto Tomas for further training.

Numerous studies have been carried out which focused on cognitive factors as

predictors of academic success. Recently, there has been a growing interest on the non-

cognitive factors. A number of researchers have examined the role of non-cognitive

variables such as study skills (Fazal, S. et.al, 2012; Awang, G & Sinnadurai, S.K., 2011;

Demir et. al, 2012; Hassanbeigi et.al, 2011), study motivation (Tella, A., 2007; Nonis and

Hudson, 2008), and attitudes (Sarwar et.al, 2010 and Yu, 2011) on academic

achievement. Some argued that these factors have strong relationship with academic

performance of students while others concluded that it was the combination of the

different factors that could explain students’ academic performance.

In a more recent meta-analysis, Crede and Kuncel (2008) found that non-

cognitive factors like study habit, skill and study motivation, among other attitudinal

constructs, accounted for incremental variance in academic performance beyond

standardized tests and previous grades. Moreover, a literature review by Nagaraju (2004)
pointed out that, for good academic success, good study habits and attitudes are

important. Hence, it is imperative and desirable that a probe into the pattern of study

habits and attitudes of students be made.

Many studies have been carried out by researchers like Adeyemo (2005) and

Gbore (2006) on effective study habits. They argue that study habits have strong

relationship with the academic performance of students. A student who cultivates certain

study habit will perform differently from a student who has another set of study habit. It

is believed that student who lacks effective and efficient means of studying would be

building on shaking foundation and consequently have weak foundation. The teachers

teach all the students collectively but all the students do not have the same grades, here

we see underachievers and high achievers in mathematics. With these the teachers get

puzzled with the sight of such situations and then try or push too much (Riaz, Asma, and

Niaz, 2002). There may be a number of reasons like different levels of intelligence, lack

of good infrastructural facilities, and lack of good libraries and so on. But one of the

reasons is that students fail to make good a effort to learn what their teachers taught them

in the school and also do not study at home because they fail to recognise the importance

of study habits to their academic achievement. According to Riaz et al (2002), the study

habits of the students could play pivotal role in the learning process reflected in the

academic achievement of the students in mathematics. Abid (2006) stated that the quality

of a nation depends upon the quality of its citizen while quality of citizen depends on the

quality of its education which in turn depends on the study habits of the students. Quality

of education is reflected through academic achievements which is a function of students’

study habits. The purpose of this study is to find out if there is a relationship between
students’ study habits and their achievement in mathematics and also to find out if

students with good study habits are better than those with poor study habits in

mathematics .

Background of the Study

There is considerable literature relating entrance examinations to college

performance in developed countries like the US and in developing countries. The results

mostly show a positive correlation between entrance exam scores and academic

performance, mainly indicated by grades either in the first year or the whole four year

program, graduation or number of study credits.

Mathematics entrance exam in SJC has been one of the most challenging and

most feared by the freshmen. Most of the test takers did not pass, thus, they are required

to take Math 0 or the Mathematics enhancement before taking the first Math subject in

College. This results to becoming irregular students. Even some engineering students fail

in the Math entrance exam.

With this, the researcher feels the need to determine the factors of their Math

entrance exam performance to have a clearer understanding on how their difficulty in

Math must be addressed.

Theoretical Framework

Piaget's research and theory, is called developmental constructivism (Romberg,

1969), and maintains that children acquire number concepts and operations by

construction from the inside and not by internalization. Piaget (1968) pointed out that
every normal student is capable of good mathematical reasoning if attention (and care) is

directed to activities of his interest, and if by this method the emotional inhibitions that

too often give him a feeling of inferiority in lessons in Mathematics are removed.

On the other hand, the researcher is quite intrigued about two opposing theories-

The Fixed IQ theory and Untapped Potential Theory. Dweck, C. S. (1999) stated that

students believe that their ability is fixed, probably at birth, and there is very little if

anything they can do to improve it is called fixed IQ theorists. They believe ability

comes from talent rather than from the slow development of skil s through learning. “It's

al in the genes”. Either you can do it with little effort, or you wil never be able to do it,

so you might as well give up in the face of difficulty. E.g. “I can't do math”. And

Untapped Potential theorists, students believe that ability and success are due to

learning, and learning requires time and effort. In the case of difficulty one must try

harder, try another approach, or seek help etc.

Burns (1995, p99) 'conceives of learning as a relatively permanent change in

behaviour with behaviour including both observable activity and internal processes such

as thinking, attitudes and emotions.' It is clear that Burns includes motivation in this

definition of learning. Burns considers that learning might not manifest itself in

observable behaviour until some time after the educational program has taken place.

This study was also based on Martin Ford’s Motivational Systems Theory (MST).

This framework focuses on the individual as the unit of analysis, but embeds the

individual in the biological, social, and environmental contexts that are crucial to

development. Ford proposed a simple mathematical formula that attempts to represent all

these factors in one model. The formula for effective person-in-context functioning is:
Achievement = (Motivation x Skill) x Responsive Environment

The formula proposes that actual “achievement and competence are the results of

a motivated, skillful, and biologically capable person interacting with a responsive

environment” (Ford, 1992).

Similar formula was used by Pinder (1984) and others (cited in Nonis & Hudson,

2006) to demonstrate performance as a multiplicative function of both ability and

motivation.

Performance = Ability x Motivation

The above formula indicates that a student with very high ability but low motivation is

unlikely to perform well, whereas a student with low ability but high motivation is likely

to perform well. That is, the variability in motivation across students may dampen

associations between ability and performance. In the same vein, one can argue that it is

simply the study habits and attitudes that ultimately bring about the desired performance

and not students’ inner desires or motivations. Therefore, similar to how motivation

interacts with ability to influence academic performance, one can infer that study habits

and attitudes interact with ability to influence student performance in Mathematics.

Mathematics Performance = Ability x (Study Habits and Attitudes)

Conceptual Framework

The major concept of this study is focused on the correlation between pupil

related factors such as interest and study habits in terms of the Math achievement among

the Grade 4-6 pupils at Inopacan Central School this School Year 2016-2017.

Figure 1; shows the relationship of input variables which contain the extent of the

pupil-related factors. While in the process contains the survey, data gathering, data

analysis, and data interpretation. And output variables contain the nalysis of pupil-
PUPIL-RELATED
a
FAC TO RS  Mathematics
related ctor.
 Interest inpinuptust Achievement

fa INPUT PROCE UTPUT

 Study Habits
SS O

PUPIL-RELATED
FACTORS  Survey
 Interest  Data Gathering
 Study Habits  DataouAnalysis
tp
 DatautrInterpretation
MATHEMATICS
ACHIEVEMENT
An Analysis
of
Correlation between Correlation
Mathematics between
interest and MathematicPserformancsetudy habit and
as affected Mathematics
Achievement pupils’ study
by
habits and Achievement
interest
FIGURE 1. A conceptual paradigm showing the relationship of pupils’ mathematics

achievement in pupil-related factors and the factors that affect interest and study habits.

7
Statement of the Problem

This study aims to determine the correlation between pupil-related factors such as

the interest and study habits in terms of the achievement in of grade 4 to 6 pupils of

Inopacan Central School this school year 2017-2018.

Specifically, it sought to answer the following questions:

1. What is the extent of the pupil-related factors in terms of:

1.1 Interest

1.2 Study Habits

2. What is the level of pupils’ achievement in Mathematics?

3. Is there a significant correlation between interest and pupils’ Mathematics

achievement?

4. Is there a significant correlation between study habits and pupils’ Mathematics

achievement?

5. What are the factors that affect pupils’ interest and study habits?

Hypothesis

The following are the null hypotheses of this study:

There is no significant relationship between pupils’ Mathematics achievement and

interest.

There is no significant relationship between pupils’ Mathematics achievement and

study habits.
Significance of the Study

The result of the study is deemed significant to the following stakeholders with

the following reasons:

The result of this study could serve as a baseline data of school administrators to

improve programs for school advancement. School administrators, like subject area

coordinators, may also be guided in the formulation of future modification of educational

policies, curriculum and strategies toward a more effective delivery of learning

This is also helpful to the curriculum planner in appraising the existing

programs in terms of the student’s needs and abilities and make changes as required.

Outcomes of this study may form the basis for future intervention programs which aim at

improving students’ study habits and attitudes that wil eventual y improve their

performance outcomes in Math, which is an indicator of quality education.

This is very beneficial to the teachers since it serves as an eye opener to create

and innovate instructional materials, to use varied and appropriate teaching strategies and

to possess good personality traits.

This study will help the students be aware of how their interest and study habits

affect performance in Math. Furthermore, it helps them develop their interest towards

Mathematics, appreciate its importance in their daily lives and eventually possess good

study habit.

The result of this study can serve as basis of future researcher for further study

on teaching learning activities and student mathematical performance.

Scope and Limitation

The study is all about the correlation between pupil-related factors such as their

interest and study habits in terms of their Mathematics achievement. This study is limited

only to Grade 4 to 6 pupils of Inopacan Central School during the second quarter of

school year 2017-2018 as well the Mathematics teachers handling Grades 4 to 6 of the

same school. All information and conclusions drawn from this study were obtained only

to this particular group of pupils and Math teachers.

Focus of this study is on the correlation of interest and study habits in terms of

their Mathematics achievement; and the factors that affect interest and study habits. This

study does not include the teacher-related factors that may affect the pupil’s performance.

The main source of data is on the checklist style questionnaire and interview. It

provides more information as the main instrument that determines how the respondents

are able to relate in this study.

Definition of Terms

For better clarification and understanding of the terms related to this study, the

following terms are defined conceptually and operationally.

Mathematics Achievement. This refers to the degree or capacity of students’

knowledge in Mathematics as reflected in their Math grades for the second quarter.

Interest. This refers to something that arouses attention.

Study Habit. This refers to usual form or action of a person in studying.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Aristotle once said, “Quality is not an act, it is a habit” while Marston believed

that excel ence is not a skil , it’s an attitude.

These philosophies are no different in classrooms than it is anywhere else in

society. McCleod (1992) said that attitude toward mathematics is related to mathematics

success in the classroom. Conversely, student’s achievement can influence a student’s

attitude as well. Thus, it is important for teachers to improve student work to make a

positive change in their attitude toward mathematics (Ma & Xu, 2004). Hannula stated

that attitudes can change in a short period of time, and sometimes dramatically (2002).

Many students, especially those that are younger and less established students, their

attitude toward a particular subject is proportional to their recent success in the class. A

good day Mathematics: Attitude and Performance can sway the attitude to the positive

side and conversely a bad day can swing the attitude toward the negative side. Although,

in Hannula’s research, he found that once established, an attitude is fairly stable and only

minor changes occur based on successes and failures (2002). This is where teachers can

have a great impact on the shaping of this attitude: “Teachers can reinforce the idea that

mathematics is an interesting subject, used in other disciplines, and is an admission ticket

for col eges and careers.” (Anderson, 2007 p. 12).

Reynolds and Walberg (1992) looked at middle school students and how

achievement and attitude are related and also what determines the student’s attitude.
 These researchers looked at the relationship as a sequence of effects. These

effects begin with home environment, then student aptitude, and finally psychological

and instructional environments. These environments include things such as peers, the

classroom they were in, and how the material in covered in the classroom. Putting home

environment first is founded on “consistent evidence that home environment influences

the process of schooling wel before the middle school years” Reynolds and Walberg

(1992). In their study, they found that home environment plays a “pervasive role” in the

learning for middle schoolers (Reynolds & Walberg, 1992). When it comes to

mathematics attitude, they concluded that motivation is a bigger factor than the home

environment. When they looked at instructional environment, the biggest factor affecting

the students’ attitude toward mathematics was the teacher’s clarity of presenting the

material. The students will have better attitude if they look at view the classroom and

subject in a positive way

Tata (2013) made his study in Nigeria and came out with findings that, students’

negative attitude toward mathematics, fear of mathematics, ineffective teaching method

and inadequate teaching materials were some of the causes of poor performance in

Mathematics. Developing positive attitude, motivation and proper guidance toward this

subject and provision of relevant teaching materials could make students perform better

in Mathematics.

In a study conducted by Quek (2006) it was found out that interest has a positive

influence on student’s achievement in Mathematics. This can be seen from the dedication

and efforts of students in learning Mathematics. Teaching style used in the process of

teaching and learning has a significant impact on students' interest and understanding of a
subject. Furthermore, when the student’s perception of their teacher is low, student’s

attitude towards Mathematics tends to be negative as stated by Etuk, N.,et.al (2013).

Zachariah Kariuki Mbugua, et.al (2012)’s study on “Factors Contributing To

Students’ Poor Performance in Mathematics” found out that the cause of most failures in

Mathematics might not be due to insufficient or inadequate instruction but by active

resistance by the learners. This argument suggests that favorable attitudes and good study

habit towards Mathematics should be developed for achievement in the subject to

improve.

Crow and Crow (2007)’s Educational Psychology states that study requires a

purpose and what one learns as a result of study depends largely upon the degree to

which one succeeds in achieving that aim or purpose (p.261).

Sawar et al. (2009) in their analysis on “Study Orientation of High and Low

Academic Achievers at Secondary School Level on Pakistan” revealed that the high

achievers had better study orientation, study habit than the low achievers.

Many studies have been carried out by researchers like Adeyemo (2005) and

Gbore (2006) on effective study habits. They argue that study habits have strong

relationship with the academic performance of students. A student who cultivates certain

study habit will perform differently from a student who has another set of study habit. It

is believed that student who lacks effective and efficient means of studying would be

building on shaking foundation and consequently have weak foundation. The teachers

teach all the students collectively but all the students do not have the same grades, here

we see underachievers and high achievers in mathematics.With these the teachers get
puzzled with the sight of such situations and then try or push too much (Riaz, Asma, and

Niaz, 2002).

The students' performance in certain subjects depends on their attitude towards

the subject. Positive attitude towards the subjects will encourage a person to learn the

subject much better. According to Zulcarnain,et.al (2000), students' attitudes need to be

fostered throughout the process of teaching and learning in order to have a good

achievement. The ability of students to use the knowledge is a measure of the

effectiveness of teaching and learning processes. A positive attitude can motivate

students critical thinking, being active in the classroom, working together in groups,

improve interaction and communication skills. In a study conducted by Quek (2006) it

was found out that interest has a positive influence on student achievement in

Mathematics. This can be seen from the dedication and efforts of students in learning

Mathematics.

Cabahug and Ladot (2005), stated that poor attitude towards mathematics is often

being said as one of the contributing factors to lower participation and less success in the

courses. They added that the attitude towards Mathematics affects performance as

performance in turn affects attitudes.

According to Crow and Crow, (2007), the chief purposes of study are: to acquire

knowledge and habits which will be useful in meeting new situations, interpreting ideas,

making judgments creating new ideas and to perfect skills. Therefore, successful

achievement in any form of academic activity is based upon study, interpretation and

application. Everyone has different study habits. All often, students perform poorly in

school simply because they lack good study habits. In many cases, students do not know
where to begin. Those students in high school who succeed especially well usually study

alone and follow a study technique that has been worked out by them and that

incorporates desirable procedures.

Study habits vary from student to student. Some habits are considered to be more

desirable than others from the point of view of academic achievement. Crow and Crow

(2007)’s Educational Psychology states that study requires a purpose and what one learns

as a result of study depends largely upon the degree to which one succeeds in achieving

that aim or purpose (p.261).

Crede and Kuncel (2008) concluded to establish effective study, students require

study skills, motivation, study habits, and study attitude. According to Ch (2006), a

central feature of effective study habits is that good habits can influence performance of

students to do better in academic tasks. Study habits may determine efficient or

inefficient methods (p. 37). Several studies reported positive and significant relationship

between study habits and academic success (National Assessment of Educational

Progress (Ch, 2006, p. 38).

Sawar et al. (2009) in their analysis on “Study Orientation of High and Low

Academic Achievers at Secondary School Level on Pakistan” revealed that the high

Frank Pogue(2000) did a research project to determine whystudents fail. What he

founds to be true in that study habits survey was that more than 30 years ago still rings

true today--students fail because they do not know how to study .The best advice he can

give is to develop sound study skills.

 He said that a student should make sure that he/she has a good study environment,

a good desk, a sturdy chair, good light, comfortable room temperature and a quiet

atmosphere. That means he/she should eliminate all external and internal distractions.

Second, get a good overview of the assignment before starting the work. Know what

skills, facts and ideas that are expected to master and the ground that are expected to

cover. Start with most difficult subject first, while the mind is freshest and most

receptive.

In a study entitled “Relationship of Study Habits with Mathematics Achievement”

conducted by Onoshakpokaiye E, it revealed that study habits influence students’

achievement in mathematics. It also revealed that good study habits leads to better

achievement in mathematics. It was also observed that students with good study habit

have better achievement compare to those with poor study habit. From the findings it was

discovered that lack of good study habits, results to poor achievement in mathematics.

Many students are unsuccessful in their examinations not because they are short

of knowledge or ability, but because they do not have adequate study habits and study

skills (Menzal, 1982). Good students are not born but are made by regular and deliberate

practice of fine study habits for which there is no alternative. Thus in order to improve

student’s academic achievement in different aspects of education it is essential to

improve their good study habits. According to (Kizlik 2001) development of good study

habits in children depends upon the collective efforts of parents and teachers. Study

habits are the pattern of behavior adopted by students in the pursuit of their studies which

serves as the vehicle of learning. It is the measure to which the students engages

themselves in regular act of studying that are characterized by appropriate study routines
occurring in an environment that is conducive to study. Good study habits are associated

with an encouraging attitude towards learning in general.

A substantial amount of research has examined the role of students’ study habits

and their attitudes to study on academic performance. The study of Osa-Edoh and Alutu

(2012) which examined the usefulness of imbibing in the students study habit, as a means

of enhancing their academic performance, revealed a high correlation between study

habits and students academic performance. This suggests that it is only when students

imbibe or cultivate proper study habits that their academic performance can be improved

upon
 Chapter 3

RESEARCH METHODOLOGY

This chapter presents the research design, research procedure, the subject of the

study, determination of sample, research instrument and statistical treatment of data.

Research Design

This study determined the factors that affect interest and study habit as well as the

correlation between pupils’ interest and study habits in terms of their Mathematics

achievement.

This study will be done using the Quantitative – qualitative method. This was

done by using a questionnaire where students used a Likert Scale to gather the data for

the quantitative aspect of the study. The information will be put into Microsoft Excel to

be analyzed for a correlation between the variables in the study. There also have a space

for the subject to give open ended responses. The researcher attempted to record and

teachers’, reactions on the factors affecting attitude and interest of pupils towards

Mathematics.

In general, a correlational study which is a quantitative method of research in

which 2 or more quantitative variables from the same group of participants that are

determined if there is a relationship (or covariation) between the 2 variables (Waters, J.

,revised 2017).

As mentioned, the extent of pupils’ interest and study habits, and factors affecting

interest and study habit were generated using questionnaire-checklist.

Subject of the Study

The respondents in this study were the grade 4 to 6 pupils who are currently

enrolled in Inopacan Central School for the second quarter of school year 2017-2018.

They were identified using the Sloven’s formula: n (sample size)=N (population) x e²

(margin of error 0.05 squared). The proportional stratified random sampling as a

sampling technique was utilized since the population has class stratifications.

Environment

The study was conducted at the Inopacan Central School, Inopacan District,

Inopacan, Leyte located at Rosales Street, Maasin City, Southern, Leyte.

Figure 1. The Map of Saint Joseph College

Research Instrument

The main tool used in this study was a questionnaire – checklist which is adopted

from Balbosa (2010). Set of questionnaire-checklist was prepared for the pupil

respondents. The questionnaire – checklist consisted of the students’ level of interest in

Mathematics, their study habits. The researcher made use of interview as a tool for

determining the factors that affect pupils’ interest and study habits.

Part 1 on the questionnaire – checklist obtained the students’ level of interest in

Mathematics presented five(5) statements and the students’ study habits presented ten(10)

situations. These were given one set of five checkboxes each. The five checkboxes were

ranked as:

5 – Always

4 – Often

3 – Sometimes

2 – Rarely

1 – Never

The questionnaire – checklist was presented to the adviser for comments,

corrections, and suggestions on the content.

The Students’ Interest and Study Habit Assessment Scale (SISHAS) which was a

structured Likert Scale type questionnaire comprising of 9 items closed ended questions
was used for students’ self-rating exercise, in order to describe their study habit and

interest in mathematics.

Research Procedure

The researchers brainstormed and submitted a list of possible research title. The

proposed title by the researchers was checked, revised and rechecked by the researchers’

adviser to maintain conformity on the subject of research. The questionnaire-checklist

that aims to draw out proper responses on the objectives of this study was prepared.

Permit to conduct research and study was secured in a form of letter requesting

permission to the principal of Inopacan Central School.

The sample was computed by using Sloven’s formula and proportional stratified

sampling was utilized. Then, the samples for each strata were identified using random

sampling. After the names of samples were identified, the researchers gathered all the

identified respondents and conducted a meeting to explain the purpose the study and how

to answer the questionnaire. The researchers were scheduled on a specific date for the

answering of the questionnaire. The respondents were free to decline if they were not

interested to answer. During the survey, the researcher asked assistance from the advisers

of the respective grade level for better facilitation of the data gathering.

Data gathered from answered questionnaires were checked, classified, tabulated

and analyzed according to the research design described in this chapter using Microsoft

Excel and prepared for final presentation to the panel of Saint Joseph College.

Statistical Treatment of Data

Analysis Statistical Tools

1. The extent of student-related factors 1.2 Study habits

in terms of:

1.1 Interest 2. The level of students’ mathematics

 performance. Weighted Mean

3. Significant relationship between

students’ mathematics performance

and interest.

4. Significant relationship between

students’ mathematics performance Mean, median, mode, skewness and

and study habit. kurtosis.

Pearson R, Spearman Rho, Regression

Tools Following tools were used to collect the data

for the study-
i. A standardized inventory to measure the
pupil’s attitude towards mathematics. Pearson R, Spearman Rho, Regression
ii. A questionnaire constructed by the investigator
to asses the pupil’s study habit.

To asses the Achievement in Mathematics, the

marks attained by the pupil on mathematics in
annual examination from IX standard was collected.
Data collection The investigator collected data by
visiting the schools. Three tools were used for
analysis of data.
V. Data
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25
APPENDIX A: LETTER OF PERMISSION

May 24, 2017

Most. Rev. Precioso Cantillas

SJC President

We, the students of Graduate Department in your institution will conduct a study
entitled: “Factors affecting Mathematics Entrance Exam Performance of Freshmen at
Saint Joseph College School Year 2016-2017” in partial fulfilment of the requirements in
Research. .
In this connection, we would like to ask permission from your good office to
conduct a survey in the different departments of SJC to the randomly selected freshmen
on.
We are hoping for your kind consideration. Thank you and Godbless.

Respectfully yours,

RIGINO T. MACUNAY, JR.

Group Leader

Noted By:

ALMIRA LEONOR MIRAS

Teacher

26
27
 SAINT JOSEPH COLLEGE

May 25, 2017

Dear respondent:

Good day.

Our group is conducting a survey in line with our research study entitled
“Factors affecting Mathematics Entrance Exam Performance of Freshmen at Saint Joseph
College School Year 2016-2017.”
This study aims to determine if there is a significant relationship between
Mathematics entrance exam performance and student-related factors as well as teacher
related factors.
We would like to ask your cooperation by answering the questionnaire honestly
and completely. Any information you will provide shall highly appreciated and we assure
that all information will be treated with utmost confidentiality.

Thank you.

RESEARCHERS:
RIGINO T. MACUNAY, JR.

Noted by:

MA. DULCE GONZALES

Thesis Adviser

Approved:

BEVERLY FERNANDEZ

SJC COLLEGE DEAN

Conforme:
29
 QUESTIONNAIRE

Questionnaire On Factors Affecting Mathematics Entrance Exam

Performance of Freshmen at Saint Joseph College

NAME:
(optional)

I. Student-related Factors
Direction: Please check (√) and rate yourself honestly based on what
you actually do given the statements using the following scales:

5 – always (at all times) (kanunay)

4 – often (Most of the time) (kasagaran)
3 – sometimes (occasionally) (usahay)
2 – rarely (seldom) (katagsa)
1 – never (not at all times) (dili)
A. Interest 5 4 3 2 1
1. I make myself prepared for the math subject
2. I listen attentively to the lecture of my math teacher.
3. I actively participate in the discussion, answering
exercises and/or clarifying things I did not understand.
4. I want to get good grades on tests, quizzes, assignments
and projects.
5. I get frustrated when the discussion is interrupted or the
teacher is absent.

B. Study Habits
1. I never miss a single homework everyday.
2. I exert more effort when I do difficult assignments.
3. I study math lessons during vacant time.
4. I study the lessons I missed if I was absent from the class
5. I study and prepared for quizzes and tests.
6. I study harder to improve my performance when I get low
grades.
7. I spend less time with my friends during school days to
concentrate more on my studies.
8. I consider studying and doing assignments my priorities
than playing computer games or watching television.
9. I study Mathematics with a high level of concentration.
10. I have a specific place of study at home which I keep
clean and orderly.

30
http://www.iiste.org/Journals/index.php/JEP/article/viewFile/17464/18026