Comparison of At-risk Students’ Mathematical Commognition in Geometry based on their Personal Attributes

Abstract

Students’ academic performance in Mathematics has a significant impact on their success on large scale standardized assessments as well as their eventual job choices. This study determined the level of at-risk students’ mathematical commognition in high school geometry and makes comparisons when grouped according to their family environment, language proficiency, learning style, and attitude towards learning mathematics. This study employed a mixed method research design and was conducted for select Grade 10 at-risk students of Cagayan de Oro City National Junior High School. The data gathered on students’ level of commognition was analyzed using frequency, percentage, mean and standard deviation. Correlation analysis was used to establish the association between students’ mathematical commognition and the perceived variables. The comparison of students’ level of mathematical commognition was analyzed using non-parametric tests such as Kruskall-Wallis and Mann Whitney U tests. Results reveal no significant difference of at-risk students’ level of mathematical commognition based on their personal attributes. Hence, it is recommended that further explorations of other factors that might affect students’ level of mathematical commognition. Students only have a basic level of mathematical commognition and therefore another study can be pursued on employing effective teaching methods on improving students’ mathematical commognition not only in Geometry but also in other mathematics courses across all levels.