Factors Affecting Mathematics Performance of Junior High School Students

Jonathan O Etcuban,Emerson Peteros,Regina Sitoy,Aahron Dinauanao,Antonietta Gamboa,Redjie Arcadio

doi:10.29333/iejme/5938

Abstract

Self-concept in mathematics can be defined as student ratings of their skills, ability, enjoyment, and interest in mathematics is seen as an essential factor in their achievement in math. This study assessed the self-concept and academic performance in Math of the Grade 10 students of a public national high school, Cebu, Philippines. The study employed descriptive correlational research. One hundred eighty-three respondents were asked to answer a survey questionnaire in order to measure their self-concept. Their academic performances were assessed using their grades in Math. The assembled information was dealt with measurably utilizing recurrence, percentage, weighted mean, t-test, and Pearson r. Results revealed that they had a moderate level of self-concept towards learning Mathematics. No gender difference was found on the self-concept of the respondents, but there was a significant relationship between self-concept and the respondents’ academic performance in Mathematics. Hence, a Math performance enhancement plan is highly recommended for adoption and evaluation.

Highlights

In any culture of the different countries around the world, it is a widespread stereotype that Mathematics is linked among adult males, with the perception that “Math is for males,” which resulted to the underrepresentation of women in the field of science, engineering and mathematics (Cvencek et al, 2015)
It opens new opportunities to students who will pursue their Senior High School years. It offers General Academic Strand (GAS), and Technical Vocational & Livelihood (TVL) specially Shielded Metal Arc Welding (SMAW), which prepares the student for professional preparation and employment later in life
The computed r-value of 0.343 between self-concept as dynamic and academic performance implies that there is a weak positive correlation between these variables and a p-value < 0.01. This suggests that there is a significant relationship between the self-concept as dynamic and the academic performance of the respondents in Mathematics. This finding is steady with the discoveries of Dramanu and Balarabe (2013), which revealed that there was a significant relationship between self-concept and the academic performance of the 1470 junior high school students in Ghana

Summary

Introduction

In any culture of the different countries around the world, it is a widespread stereotype that Mathematics is linked among adult males, with the perception that “Math is for males,” which resulted to the underrepresentation of women in the field of science, engineering and mathematics (Cvencek et al, 2015). The perception of the society about gender on the Math skills among boys and girls leads to the difference in the identification of their skills and interests at their very young ages (Cvencek et al, 2011). This could probably mediate their learning in the subject by influencing their interests and perceptions towards their abilities in performing tasks related to the subject (Beilock et al, 2010). Students who have high self-concept on a particular subject likely aims to perform well in whatever

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