The instructional components in relation to academic performance of elementary pupils in mathematics in the division of caloocan city
Type
Thesis
Authors
Category
Pages
123
Abstract
The primary objective of this study was to determine how
instructional components affect the academic performance in Mathematics
Specifically, this study sought answer to the following questions:
1. What is the profile of intermediate pupils and Mathematics
teachers in Pobcaran District, Division of Caloocan?
2. What is the academic performance of intermediate pupils in
Mathematics during school year 2012-2013?
3. What are the perceptions of teachers and pupils on the instructional components that affect the academic performance of pupils in Mathematics in terms of:
3.1. Teacher's competence,
3.2. Teacher's methods/strategies,
3.3. School curriculum,
3.4. Classroom environment,
3.5. School facilities, equipment and materials?
4. Is there a significant difference between the perceptions of teachers and pupils on the instructional components that affect
the academic performance of pupils in Mathematics?
5. How do the assessment of the pupil respondents on the instructional components relate to their academic performance of the pupils in Mathematics?
5.1. Teacher's competence,
5.2. Teacher's methods/strategies,
5.3. School curriculum,
5.4. Classroom environment, and
5.5. School facilities, equipment and materials?
6. What are the problems encountered by the teachers in teaching Mathematics and the pupils in learning Mathematics?
7. What are the possible solutions to minimize the problems?
The researcher utilized the descriptive method of research as the main thrust of this study is to assess the instructional components that affect the performance of intermediate pupils in Mathematics in Pobcaran District for the school year 2012-2013. The main data gathering instrument was a self-made survey questionnaire with inputs from books and other pertinent sources to assess the extent of the variables affected pupils' performance in Mathematics.
There were two groups of respondents for this study, which include the intermediate pupil respondents from public elementary schools in Pobcaran District consisting of 164 pupils from Section-1 and the Mathematics teacher respondents totaling 34 carrying regular loads.
The following statistical tools and techniques were utilized in this study: frequency and percentage, ranking, chi-square test, weighted mean, and t-test for independent samples.
To answer objectively the statement of the problems the following
hypotheses were formulated:
1. There is no significant difference on the perception of teachers and pupils on the instructional components that affect the academic performance in Mathematics.
2. Instructional components such as teacher competence, methods and strategies, school curriculum, school environment, facilities, materials and equipment have no significant effect on the academic performance of pupils in Mathematics.
instructional components affect the academic performance in Mathematics
Specifically, this study sought answer to the following questions:
1. What is the profile of intermediate pupils and Mathematics
teachers in Pobcaran District, Division of Caloocan?
2. What is the academic performance of intermediate pupils in
Mathematics during school year 2012-2013?
3. What are the perceptions of teachers and pupils on the instructional components that affect the academic performance of pupils in Mathematics in terms of:
3.1. Teacher's competence,
3.2. Teacher's methods/strategies,
3.3. School curriculum,
3.4. Classroom environment,
3.5. School facilities, equipment and materials?
4. Is there a significant difference between the perceptions of teachers and pupils on the instructional components that affect
the academic performance of pupils in Mathematics?
5. How do the assessment of the pupil respondents on the instructional components relate to their academic performance of the pupils in Mathematics?
5.1. Teacher's competence,
5.2. Teacher's methods/strategies,
5.3. School curriculum,
5.4. Classroom environment, and
5.5. School facilities, equipment and materials?
6. What are the problems encountered by the teachers in teaching Mathematics and the pupils in learning Mathematics?
7. What are the possible solutions to minimize the problems?
The researcher utilized the descriptive method of research as the main thrust of this study is to assess the instructional components that affect the performance of intermediate pupils in Mathematics in Pobcaran District for the school year 2012-2013. The main data gathering instrument was a self-made survey questionnaire with inputs from books and other pertinent sources to assess the extent of the variables affected pupils' performance in Mathematics.
There were two groups of respondents for this study, which include the intermediate pupil respondents from public elementary schools in Pobcaran District consisting of 164 pupils from Section-1 and the Mathematics teacher respondents totaling 34 carrying regular loads.
The following statistical tools and techniques were utilized in this study: frequency and percentage, ranking, chi-square test, weighted mean, and t-test for independent samples.
To answer objectively the statement of the problems the following
hypotheses were formulated:
1. There is no significant difference on the perception of teachers and pupils on the instructional components that affect the academic performance in Mathematics.
2. Instructional components such as teacher competence, methods and strategies, school curriculum, school environment, facilities, materials and equipment have no significant effect on the academic performance of pupils in Mathematics.
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