Abstract
The descriptive correlational method of research aimed to analyze the mathematical performance of high school freshmen in relation to their admission test results. Specifically, it sought to answer the following questions: 1.) What is the profile of the respondents in the terms of age, gender, and types of elementary school graduated? 2.) What is the mathematical performance of the respondents? 3.) Is there a significant relationship between the mathematical performance and the profile of the respondents in terms of age, gender, and types of elementary school graduated? 4.) What are the admission test results of the respondents? 5.) Is there a significant relationship between the admission test results of the respondents and their profile in terms of age, gender, and types of elementary school graduated? 6.) Is there a significant relationship between the mathematical performance of the respondents to their admission test results? 7.) Is there a significant difference in the mathematical performance between ASC and VAC respondents? 8.) Is there a significant difference in the admission test results between ASC and VAC respondents? Findings revealed that the mean age of the respondents was 12.96 (ASC) and 12.80 (VAC). There were more female than the male students in the VAC, while of the same number among the ASC. More public elementary graduates were found in the VAC while lesser in the ASC program. Talking about the mathematical performance, the ASC obtained 29.42 (Good); the VAC was 25.15 (Good). The admission mean scores of both programs were 38.04 and 32.13 described as both Satisfactory. The relationship of the mathematical performance and the admission test results to the age, gender, and types of elementary school of the ASC and VAC respondents were not significant. Relationship between the mathematical performance and the admission test results was significant. Difference in mathematical performance and admission test results between ASC and VAC respondents was significant. In reference to the foregoing summary of findings and conclusions, the following recommendations are hereby provided: Different approaches such as cooperative learning, making topics practical and workable, and student’s perceptions towards Mathematics should be taken into considerations in teaching Math to ASC and VAC students to enhance their mathematical abilities and become very satisfactory in Mathematics. Elementary teacher should provide deeper concepts to prepare grade six students for the different school admission test. A similar study should be conducted that will trail the Mathematics learning process of the students from first year to fourth year high school. Further study should be conducted to include factors, which were not considered in this study.
Highlights
IntroductionMathematics is a series of challenges and hurdles, which many students face with passion and determination
Mathematics is a series of challenges and hurdles, which many students face with passion and determination.It is a daily experience of continued failure and irrelevance for others
The results showed that, in general, mathematical skills are related to sex, with females scoring consistently higher; to types of high school graduated from, with those educated from private high school scoring slightly higher than those from public schools; to attitude towards Math, with scores significantly getting better with more positive attitude towards the subject; and to grades in both College Algebra and Trigonometry with those getting higher grades scoring better in the test
Summary
Mathematics is a series of challenges and hurdles, which many students face with passion and determination. It is a daily experience of continued failure and irrelevance for others. As the community goes beyond on its rapid changes, basic mathematical knowledge is one of the keys, which will give students the flexibility they need in order to adapt this changing society. It has been a belief that Mathematics is a difficult subject. While it is true that mathematical concepts and principles are not learned, much difficulty is expected in a learner who considers Mathematics a burden to his studies and feels a dislike for it. The teachers’ primary concern in teaching Mathematics is to develop the learner’s appreciation of the subject
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