Mathematics performance: Discriminators of high performing schools and low performing schools

Abstract

The study aimed to identify the profile of public high schools in a division of the Northern Philippines that discriminated schools with consistent high Mathematics performance from schools with consistent low Mathematics performance based on the results of the National Achievement Test for three consecutive years. Ten high schools each from high Mathematics performance and low Mathematics performance groups were the study area. The study was conducted in two phases. In phase 1, the researcher personally administered three sets of validated questionnaires to the 10 principals, 24 Mathematics teachers, and 500 students from the schools with consistent high mathematics performance, and 10 principals, 41 Mathematics teachers, and 589 students from the schools with consistent low Mathematics performance. The data gathered were tabulated, treated, and analyzed using the pairwise correlation analysis before the discriminant analysis of the SPSS. The analysis identified 18 out of 49 variables that could discriminate between the two groups of schools. Principals played big roles to attain, maintain, or improve the schools’ high Mathematics performance. Teachers’ number of training, attainment of Master's degrees, average class size, and the provisions for Mathematics textbooks, Activity Sheets, and a functional library were the other factors that could be associated with high Mathematics performance.