Factor correlates of mathematics achievement of the Philippine Science High School (PSHS) freshman students

Abstract

Mathematics education is to a nation what protein is to a young organism. As protein is needed for physical growth, mathematics education contributes greatly to nation building. This is because education essentially defines the quality of human capital on which depend the wise use of the natural resources and monetary capital of a nation. If the quality aspects of education is continually ignored, then the important role of education cited above is completely ignored. For students to be computationally fluent to carry out mathematical procedures flexibly, accurately, efficiently and appropriately, an effective mathematics program is a dire need. A program that allow students to learn to reason and communicate mathematically, value mathematics, and become confident in their own mathematical abilities to solve problems helps in the growth of a nation. Aside from developing an effective mathematics program, it is also important to assess an existing mathematics teaching-learning situation by determining the mathematics achievement of the students and investigating factors that are influential to such achievement. Results of such assessment and investigation will give administrators a concrete basis for important decisions in the selection of scholars and in enhancing the existing curriculum. Likewise, based on the gathered information, teachers will be able to better apply approaches, methods, strategies and activities that will bring out the best in every student thereby improving the student's level of mathematics achievement. The generated result may also lead parents to be better involved in the mathematics education of their children thus building a better support system for their children. Lastly, this study is geared to provide the students essential information that will challenge and inspire them to maximize the learning opportunities offered in their respective mathematics classes from the proposed Mathematics Achievement Enhancement Plan (MAEP). Studying the factor correlates of the mathematics achievement of the respondents in this study is but a step towards mathematics achievement and in the years to come, nation building. The study dealt with the assessment of the level of mathematics achievement of the PSHS Freshman Students in Elementary Algebra. Specifically, the study sought to answer the following questions: 1. What is the level of mathematics achievement of the PSHS freshman students in Elementary Algebra? 2. What is the degree of relationship between the level of mathematics achievement of PSHS freshman students and the following factors: a) sex; b) type of elementary school graduated from; c) mathematics 6 achievement; and d) National Competitive Examination (NCE) achievement in mathematics? Hypothesis: There is a significant correlation between the level of mathematics achievement and the following factors: a) sex; b) type of elementary school attended; c) mathematics 6 achievement; and d) National Competitive Examination (NCE) achievement in mathematics. 3. What action plan can be formulated to improve the mathematics achievement of the students? The researcher made use of descriptive-correlational method. Participants in this study were the 80 freshman students of the Philippine Science High School CAR Campus. The level of mathematics achievement in elementary algebra was determined using a teacher made-test guided by a table of specification found in Appendix D. The information about the student's sex, type of elementary school graduated from and mathematics 6 achievement were derived from the students answer sheet during the administration of the teacher-made test. The student's National Competitive Examination (NCE) achievement in mathematics was retrieved from the PSHS-CAR Campus Registrar's office. The weighted mean was used to determine the level of mathematics achievement of the respondents. The Point-Biserial Correlation and the Pearson Product-Moment Correlation were used to determine the degree of relationship between the level of mathematics achievement and the specified variables. Microsoft Excel was utilized in all computations. Findings in the study concerning the PSHS freshman students reveal the following: 1. The PSHS-CAR freshman students manifested a good level of mathematics achievement in Elementary Algebra. 2a Sex had a slightly high correlation with the level of mathematics achievement. 2b The type of elementary school graduated from had a slight correlation with the level of mathematics achievement. 2c Mathematics 6 achievement had a positive slightly high correlation with the level of mathematics achievement. 2d The National Competitive Examination (NCE) achievement in mathematics had a positive moderate correlation with the level of mathematics achievement. From the foregoing findings and results of this study, the following conclusions are drawn: 1. The PSHS-CAR students have an average performance in Elementary Algebra indicating that they have a good grasp and understanding of the essential mathematical concepts of the said subject. 2. The degree of relationships between the level of mathematics achievement and the specified factors is varied. The National Competitive Examination (NCE) achievement in mathematics had a substantial relationship; sex and mathematics 6 achievement presents a small but definite relationship; and the type of elementary school graduated from do not have a significant relationship with the level of mathematics achievement in Elementary Algebra. Based on the findings and conclusions, the researcher posits the following recommendations: 1. To acquire better levels of mathematics achievement in elementary algebra, students should consider all content learning areas equally important by giving each the appropriate time needed. This will likewise help students become more confident, competent, engaged and persistent problem solvers. The result of the teacher-made test may also serve as a credible basis regarding what the teacher should do in terms of methodologies, strategies and emphasis. Teachers may refer to appendix H which contains the level of mathematics achievement along the content areas of Elementary Algebra. This will help them in allocating the necessary time and resources and the degree of emphasis needed for each content area. Emphasizing the vital role of effort and determination hand-in-hand with innate ability in mathematics achievement to the students may also be of greatly help. Also, it is important to conduct faculty enhancement training for mathematics teachers on the necessary strategies and approaches aligned with the K-12 curriculum and teaching context as well as giving due consideration to the type of students they cater to. 2a Teachers and the guidance machinery in the school should encourage more female participation in effective mathematics learning and in mathematics competitions whether within or outside-campus representations. Specifically, it is necessary for mathematics teachers to provide opportunities for male and female students to compete collaborate and learn from one another in Mathematics teaching and learning. In this way, males and females will see each other as equals capable of competing and collaborating in classroom activities. 2b There is a need to review the system used in distributing students to their respective sections. Students who come from either public or private elementary schools should be evenly distributed to the three sections. In this way, they can be given the opportunity to learn together and collaborate with each other thereby making each mathematics class more relevant and meaningful. 2c Aside from looking into their mathematics 6 achievement as basis for early intervention, mathematics teachers should also conduct a diagnostic test as early as the start of each school year. Looking into the students mathematics 6 achievements, validated by the diagnostic of test will help the teacher identify the student's areas o strength and weaknesses. Thus, the teacher can quickly plan courses of action that will help improve future mathematics teaching-learning experiences in the classroom. 2d Having identified National Competitive Examination (NCE) achievement in mathematics as a predictor of mathematics achievement in elementary algebra, the educational leaders should look deeply into the existing system of selecting scholars and thus make amendments/modifications as needed in the selection process. Meanwhile, teachers should go over the student's NCE achievement in mathematics as early as the first week of June in order to identify those students at risk for potential mathematics difficulties. After such move is completed, the teacher then provides the necessary and immediate interventions to students identified as at risk either on a daily or tri-weekly basis. 3. The proposed Mathematics Achievement Enhancement Plan (MAEP) found in Appendix A be considered by the Philippine Science High School (PSHS-CAR) for adoption to help improve the mathematics achievement of the students. 4. Conduct further study to determine the degree of relationship between the level of mathematics achievement and individual factors that can be influential to student achievement such as self-directed learning, self-efficacy and motivation.