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ABSTRACT
The study aimed to identify the factors that affect the achievements of students in Mathematics and to determine the relationship between the students' achievements and individual, instructional, classroom management and evaluation factors. The 239 Bachelor of Elementary Education (BEEd) students were the subjects of the study. The descriptive-correlational design was used. Data were subjected to statistical analyses using t-test, Pearson r and multiple regression. Findings reveal that 1) achievements of students in Math Courses (Fundamental Mathematics and Contemporary Mathematics) is poor; 2)students perform low in both subjects; 3) mathematics achievements are highly correlated to individual and instructional factors and moderately correlated to classroom management and evaluation factors; 4) individual factor and instructional factor greatly affect achievements in fundamental math; 6) instructional factor is the number one predictor of achievement in contemporary math; 7) instructional factor is the factor that affects most the achievements of students in Mathematics.
Keywords: Mathematics achievement, instruction, classroom management, evaluation, teaching effectiveness
INTRODUCTION:
Mathematics is considered the mother of all learning in both arts and sciences. It is essential in almost every field: measurement in fashion, angles in sports, technology and economics. This perspective on Mathematics has gained more attention with the rapid advances of information and communication. Mathematics is not just computation but a tool for understanding structures, relationships and patterns to produce solutions for complex real life problems. Mathematics is a necessity for people of all ages to be successful in life.
Despite the usefulness of mathematics in daily life, there are factors that adversely affect the students' ability to understand and apply mathematics concepts.
Leongson (2003) reveals that Pilipino students excel in knowledge acquisition but fare considerably low in lessons requiring higher order thinking skills. This disappointing condition is evident in the performance of students in national and international surveys on mathematics and science competencies. Performance of pre-service teachers and mathematics teachers in the Professional Board Examination reveals the same picture of poor competencies (Philippine Daily Inquirer, 1986; Ibe,1995). The Third International Mathematical Science Study (TIMMS,2000) examined patterns of students achievement in mathematics and found out that the school effectiveness and teachers competency impact learning and promote higher level of achievements (http://www.research.acer.edu.au.cgi.viewcontent.cgi). The quality of instruction and effective instructional design are necessary to alleviate problems...