Chapter I

INTRODUCTION

Background of the Study

Education is a process of imparting or acquiring knowledge or skills. Man’s life

revolves around this endeavor. From the moment he is born in this world until his death,

man never stops educating himself. Knowledge helps man to survive and succeed.

Education also gives wisdom that shapes the personality and influences the values of a

person.

This lifetime process and endeavor has social and individual functions. A person

could attain changes physically, mentally, emotionally, spiritually, and socially through

learning about himself, the people around him, and the environment he lives in. It is the

education’s function to help each learner become a more effective member of society by

passing along the collective experience of the past and present. Its individual function is

to enable him to lead a more satisfying and productive life by preparing him to handle

new experiences successfully.

These are the functions that schools – like Montessori Learning Center – try to

perform. Formal education, or simply called schooling, is acquired through organized

study or instruction, as in a school. This institution is behind the education of the children

who will, in the future, face the challenges of the times. Involved, primarily are the

parents, school administrators, and the teachers whose educational goals and beliefs will
definitely shape the kind of support, participation, instruction, opportunities, and

privileges the children will receive (Layes, 2001).

Children attend school to achieve something – to learn how to write, read and

count, to enhance their talents, to know other children and make friends, to acquire

knowledge and skills that will help to survive life. Teachers, parents, and the rest of the

school administration keep track of these achievements. They ensure that pupils reach

their maximum potential. And, there are ways to measure these achievements. It is

important that achievements of pupils are monitored so that problems will be detected

and resolved, shortcomings will be provided, and anomalies in the system will be

changed.

It is stated in the Philippine Constitution of 1987, Article XIV, Section 2, (3) that

without limiting the natural right of parents to rear their children, elementary education is

compulsory for all children of school age. In school, their children earn formal education.

Part of the natural development of a person is the changes in his personality or

attitudes. In education, the interaction between a teacher and a learner is crucial.

Experience is considered by others as a great teacher, as an individual can learn lessons

and change their beliefs and opinions through the events happening in his life. This

interaction is critical because it could either make or break a student. Learners are the

center of education, thus, they must be molded to become bright and productive citizens

of society. These learners will soon grow and become future teachers of the next

generation.

2
 The formation or development of positive attitudes is essential to become a

successful student. Learners need to be equipped with a good personality and developed

skills in order for them to achieve their goals as a student.

How good or bad a student performs in school, theoretically, affects his or overall

school performance. The academic performance of a student is affected by several

factors. These factors include the environment, the teachers, the other students, and

maybe the financial aspect as well. It is also believed that the student’s academic

performance is affected by personal factors – their attitudes, behaviors, or how the

students perceive the importance of learning.

In Montessori Learning Center, with campuses in Isulan and Tacurong City in the

province of Sultan Kudarat, mathematics is a subject that is given importance in terms of

improving the pupils’ academic achievements. It is a form of discipline and a collection

of skills that a person must possess. Aside from English communication skills, the

school’s curriculum and educational programs emphasize the integration and extensive

practice of scientific and mathematical disciplines.

According to wikipedia.com, mathematics is the study of quantity, structure,

space, relation, change, and various topics of pattern, form and entity. Mathematicians

seek out patterns and other quantitative aspects of the entities they study, whether these

entities are numbers, spaces, natural sciences, computers, or abstract concepts.

Mathematicians formulate new conjectures and establish truth by rigorous deduction

from appropriately chosen axioms and definitions.

It has been known that most of young learners find mathematics as the most

difficult or the least liked subject in school. Young children are naturally fonder of

3
playing, easily distracted when studying, and can be less attentive in class. This can be a

problem in learning mathematics since it needs great amount of time, concentration and

effort to be able to be proficient in the subject.

Mathematics is indeed a complex subject. It is a branch of science. It is

considered the “mother of knowledge”. It is commonly perceived that math is a hard

subject. Many students do not like this subject because of the complicated analysis,

equations to memorize, and the various processes to consider. However, there are also

students who enjoy learning math as others may readily have the abilities to process

complex lessons.

The aim of a good math teacher should be that the students will reach their

capacities to the fullest. All aspects of learning should be utilized or explored so the

students can reach their best potentials in critical analyzing, solving, comprehension, and

even physical fortitude. Conquering math is also like overcoming the greatest challenges

of real life. If learners can cope up with the challenges in math, they can most probably

be strong and wise enough to survive life.

From these ideas and concepts, the researcher is motivated to conduct this study

to find out how the pupils, particularly those in the intermediate levels, perceive and deal

with their mathematics lessons. It is the curiosity of the researcher to know how their

attitudes can affect their academic performance.

4
Statement of the Problem

This study generally aims to evaluate the attitudes of Grade V and VI pupils

towards mathematics and their academic performance.

Specifically, this study attempts to answer the following questions:

1. What is the socio-demographic profile of the Grade V and VI pupils in terms of;

1.1 gender;

1.2 tribe;

1.3 parents’ annual income; and

1.4 parents’ educational attainment?

2. What is the extent of the pupils’ attitudes towards mathematics in terms of:

2.1 study habits;

2.2 class participation; and

2.3 interest?

3. What is the level of academic performance of the pupils in mathematics in terms

of their GPA for the school year 2009-2010?

4. Is there significant relationship between attitudes towards mathematics and

academic performance of the pupils?

Significance of the Study

This study will explain the attitudes and habits of the pupils and their effect on

their academic performance. The intermediate level pupils and their parents will have a

5
scientific general view of their attitudes and behaviors, and impression on how to hone

the good traits and eliminate the bad traits. The students will also have a better

understanding of the significance of learning mathematics and, consequently, why and

how studying should be done.

It will be of great help to the pupils as they will reflect on their present situations

and make them aware of the alternative resolutions for the betterment of their personal

and academic life.

The findings of this study will also help the subject teachers to improve their

teaching techniques in a way that proper learning attitudes and behaviors are instilled in

the pupils. This will give insights to school officials for them to design more effective

programs for the improvement of the pupils’ school performance. The results of this

study could serve as guide for school administrators in improving the curriculum and

giving the teachers the right training so pupils could be motivated to learn and aim for

their best.

Scope and Delimitations of the Study

The study will be conducted to assess the pupils’ attitudes towards mathematics

and to find out if these have effects on their academic performance. The attitudes to be

evaluated include their study habits at home and in school, interest in the subject, and

class participation.

This will be limited only to intermediate level pupils – Grade V and VI – in

Montessori Learning Center, Isulan Campus.

6
 The academic performance of the pupils will be determined through the pupils’

grade point average or GPA in their math subject during the first three grading periods of

the school year 2009-2010.

Time and Place of the Study

This research will be conducted in Montessori Learning Center, Isulan Campus,

Sultan Kudarat within the months of January and February 2010.

7
 DEFINITION OF TERMS

This page includes the meaning of the important words that will be used in this

research.

Academic performance refers to the grades of pupils in the first three grading periods

after completing the requirements in the mathematics subjects.

Attitudes are characteristics and behaviors of the pupils towards mathematics in terms of

study habits, class participation, and interest.

Class Participation is the act of getting involved in activities and class discussions,

including the interaction of pupils and teachers.

Interest refers to the pupils’ concern with knowledge and great liking of mathematics.

Parents’ Annual Income pertains to the yearly average earnings of the pupils’ parents or

the financial condition of the family.

Parents’ Educational Attainment is the highest level of education the parents have

reached (e.g. bachelor’s degree, master’s degree, or doctoral degree)

Study Habits refer to the routinary activities, self-motivated techniques, or strategies of

the pupils in studying and learning.

8
 Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and different studies which are helpful

to support the present research.

Importance of Learning Mathematics

According to Fisher (2006), if there is one subject that should be taught on an

individual basis, it is mathematics. But most school children do not receive individualized

instruction. The majority of math classes consist of a teacher-led lesson directed at the

whole class followed by individual practice and sometimes group-activity reinforcement.

There are classrooms that allow students to work through a text book at their own pace,

using the teacher as a resource when necessary. This works well for students who are

strong conceptual learners and can process information through written instructions. But

a student who learns better through hands-on experiences will flounder through this type

of text-book only learning.

Hansen (2005) specified that learning and understanding mathematics, at every

level, requires student engagement. Mathematics is not a spectator sport. Students must

be engaged in the learning process through practical applications of math. Whether the

manipulatives are purchased in kits or created from available materials, this hands-on

learning approach engages students’ minds as they use manipulatives to create models

and representations to solve math problems. When students are engaged in learning math

that is personal to them, they are engaged in the learning process. Problem solving

9
situations, case studies, and traditional math problems focused on students provide

increased opportunities to internalize and make connections. Students like to participate

and not watch demonstrations of how to solve problems; true understanding comes from

hands-on, minds-on math.

The easier the method one uses to solve a problem, the faster he will solve it and

there is less chance of making a mistake. The more complicated the method used, the

longer it takes to solve it and greater the chance of making a mistake. So, the people who

use better methods are faster at getting the answer and make few mistakes. Those who

use poor methods are slower in getting the answer and make more mistakes. It does not

have much to do with intelligence or having a “mathematical brain.” The methods are

more than techniques for fast calculation. They develop strategies for general problem

solving. If one does not know, or haven’t been taught how to solve a problem, he will

work out his own method. Many students have already learned these methods and

developed reputations for being mathematical prodigies. ([email protected])

One fairly common difficulty experienced by the people with mathematical

problem is the inability to connect easily the abstract or the conceptual aspects of

mathematical with reality. Some have difficulty making meaningful connections within

and across mathematical experiences.

Mathematics is one of the greatest tools to affect amazing scientific and

technological discoveries and innovation in this rapid changing world. Even in today’s

life and culture, students need a mathematics course that not only teaches basic steps but

also introduces logical study of other subjects, solves problems and develops ways of

10
thinking, as well as makes life an interesting way by developing one’s problem solving

skills and creative thinking.

Solving word problems is a major component of mathematics curriculum and

(NTCM, 2000) a basic life skill that students need in order to solve the real-world

problems that they will encounter in their everyday life (Bottge & Hasselbring, 1993).

Solving word problems demonstrates the utility of mathematics to students by presenting

them with everyday situations requiring probability, statistics, algebra and geometry for

solutions. It allows the student to see that there can be more than one “right” way to solve

a problem and that the information they gain from an incorrect solution can provide

valuable clues for eventually finding a correct solution (NTCM, 2000).

According to Anderson (1985), as quoted by Gamarcha (2000), problem solving

plays an important role in the study of mathematics. One goal of problem solving is to

find the solution for a given problem. Other goals to generate new problem, generate

alternative solutions, interpret a result, or generalize. The primary goal for students is to

become mathematics problem solvers, because the success of mathematics solvers

involves more time in analyzing a problem, discussing and investigating.

Attitudes and Behaviors

In the Ten Commandments for Effective Study Skills formulated by Ludewig

(1992, as paraphrased by Thien), it described that successful students exhibit a

combination of successful attitudes and behaviors as well as intellectual capacity. 

Successful students are responsible and active.  Successful students get involved in their

11
studies, accept responsibility for their own education, and know their personal behavior

affect their feelings and emotions which in turn can affect learning.. Successful students

have legitimate goals and are motivated by what they represent in terms of career

aspirations and life's desires. Successful students ask questions to provide the quickest

route between ignorance and knowledge. Successful students ask questions to provide the

quickest route between ignorance and knowledge. They take notes that are

understandable and organized, and review them often. If there is one thing that study

skills specialists agree on, it is that to be a successful student, cramming for exams is not

good. They are good time managers.  Good students do not procrastinate.    They have

learned that time control is life control and have consciously chosen to be in control of

their life.

NTCM (2004) promotes the idea that all students must have access to

mathematics so that they can learn important concepts and procedures. An ability to think

mathematically and solve problems creatively and resourcefully is crucial for a student’s

eventual success in the world of work. To understand mathematics and use it to solve

novel problems requires that the student combines factual knowledge, procedural facility,

and conceptual understanding.

Amada (1999) noted the common negative classroom behaviors displayed by

students. Among these are grandstanding, sleeping in class, prolonged chattering,

excessive tardiness, inattentiveness, eating or drinking or chewing gum, carrying cell

phones, passing notes, verbal or physical threats to students or faculty, and cutting

classes. Some of these behaviors, like sleeping in class and eating, may not seem

disruptive to the class or to the other students, but these are disruptive to the student

12
himself committing the misbehavior. These negative acts are also not ideal to what

learning should be and are considered signs of disrespect to the teachers.

Incorporating emerging technologies into mathematics instruction can help such

students to learn mathematics their way. For example, mathematical concepts, such as

those in calculus, can be visualized dynamically and animatedly using hand-held video

iPods, versus illustrated by static graphics in a textbook. Augmented with audio through

iPods’ notes function, it can guide student inquiry. Using its captions/subtitles function,

hearing-impaired students can also access those.

It not only keeps students interest, but also helps students grasp mathematics

concepts and problem solving processes. Students can be taught to show their

mathematical thinking and explain the meaning behind their solutions. From their own

discovery, students increase their understanding of mathematics (www.allacademic.com).

Negative emotion and conflict are relatively common in college classrooms.

Burroughs (1990) estimated that approximately 20 percent of students display active

resistance to learning. Overt student behaviors are a common source of classroom

conflict and include actions that many faculty members find immature or irritating, such

as students talking during lectures, eating and drinking noisily, or arguing with the

instructor. Covert student behaviors also precipitate conflict, but these actions appear

more passive or inattentive, such as students sleeping during class, missing classes, acting

bored or apathetic, and leaving class early (Appleby, 1990; Kearney and Plax, 1992).

Furthermore, disruptive behavior and conflict can spread and ultimately include

numerous students. Such classrooms are characterized by a pervasive sense of negativity

among students, overt hostility or disrespect expressed by many people in the course,

13
class-wide resistance to completing assignments or participating in discussion, and the

expression of contempt between students (Boice, 1996).

Academic Performance

People who excel in mathematics use better strategies than the rest of us; they do

not necessarily have better brains. Simple strategies can be taught that can have people

multiplying large numbers in their head, doing mental long division, even squaring and

finding square roots of the numbers off the top of their head. And here is a secret. People

equate intelligence with mathematical ability. In other words, if one is able to do

lightning calculations in his head, people will think he is intelligent in other areas as well

(Ngitngit, 2009).

Mathematics is something that is not absolute and universal, not static but

dynamic. It is for this reason that mathematics is given an important place and imperative

stress in the curriculum. This calls for an active and serious involvement of all

educational leaders, teachers and students. Mathematics is a modern setting that

anticipates the needs and interest of both teachers and students. It is an important subject

in the school curriculum; hence, it should not be taken for granted.

As a result of the changing curriculum, which follows the principles and

standards for school mathematics developed by the National Council of Teachers of

Mathematics (NTCM), mathematics teachers have had to replace the traditional didactic

skills-based models of instruction with constructivist inquiry-based learning, emphasizing

problem solving, conceptual understanding, and mathematics communication (NTCM,

14
2000). Students are now expected to investigate and develop multiple problem-solving

solutions, strategies for real-world problems, explain their mathematical reasoning to

others, as well as listen to and understand their peers’ explanations, and develop a deep

understanding of mathematical concepts and skills through interactions with other

students and their teachers (Bryant, et.al., 2006).

Students must understand arithmetic properties which are essential to algebraic

reasoning (Bryant, 2007). Students who have experienced difficulty with remembering

and retrieving arithmetic combinations seem to display an inability to grasp the more

complex algebraic concepts that they encounter in higher mathematics including word

problems (Geary, 2004; Jordan, et.al., 2003).

Intelligence quotient or IQ has been defined as the general capacity of a person to

learn. This definition is associated with formal learning, that is, learning that takes place

within a school curriculum. Because of this, reliability and validity testing of IQ tests

have been generally done within the school context. Intelligence, according to Ginsburg

(1997), is not the only factor influencing academic achievement.

Intelligence tests may either be verbal or non-verbal. They may be administered

to individuals or to a group depending on the type of test. IQ tests are speed tests. They

are administered under time pressure. It is assumed that the more intelligent individual

gives more correct responses in an IQ test than the less intelligent one. The value of IQ

testing in teaching and learning lies in its power to predict academic performance. There

have been rapid increases in the number of students to be educated, in the knowledge to

be assimilated in student and urban unrest, and in the financial problems of public and

private education (Turner, 1998).

15
 A learner with high IQ who gets low grades is underachieving. A high IQ is not

an insurance for high grades, however, for IQ is just one of the determinants of grades

(Lupdag, 1984).

Academic performance refers to the grade point average. Academic performance

is good if the grades are high, whereas academic performance is poor if they are low

(www.educ/index.com).

Franciliso (1997), as cited by Galoy (2006), also stated in his study that the math

ability and academic performance of the students go hand in hand. It further implied that

the students who have higher mathematical abilities tend to have higher academic

performance in mathematics. Conversely, the lower the mathematical ability, the lower is

their academic performance.

According to Adkins (1974), as cited by Baldeo (2005), the term “academic

performance” refers to the method of expressing a student’s standing. Usually, this is a

grade for a course, an average group of courses in a subject area, or an average is then

taken as the measure of an academic performance. Another measure of performance

sometimes used instead of grades is the standardized achievement test.

Nathins (1995), as cited by Abogadil (2002), said that Filipinos have shown that

good grades in school are influenced solely by the child’s intelligence. Academic

performance improves when a child sees himself as responsible for his own success and

failure rather than attributing those outcome to mere background and other outside forces.

16
Learner’s Characteristics and Other Factors

Sanhi (2000) wrote that, generally, at the start of a very young age, children learn

to develop and use their mental, moral and physical powers, which they acquire through

various types of education. Education is commonly referred to as the process of learning

and obtaining knowledge at school, in a form of formal education. However, the process

of education does not only start when a child first attends school. Education begins at

home. One does not only acquire knowledge from a teacher; one can learn and receive

knowledge from a parent, family member and even an acquaintance.

An alarming observation of Filipino students reveals that they excel in knowledge

acquisition but fare considerably low in lessons requiring higher order thinking skills.

This sorry state is evident in the performance of students in national and international

surveys on mathematics and science competencies (Leongson and Limjap, 2003).

A school with a friendly environment where teachers, administrators and students

are approachable is more likely to enhance academic performance among its students.

The nursery school child who does not perceive his teachers or classmates as friendly

may find going to school traumatic. The same is truer in all year levels.

Because cultures vary in the kinds and frequencies of discourse children

encounter, teachers should not assume that children have within their language repertoire

the narrative genres necessary for academic success. Unfortunately, school literacy

activities sometimes threaten those things most valued by minority peoples and which

bind the cultural group together (Corson, 1992, as cited by Chisholm, 2005).

17
 Providing education to a multicultural group of students, such as the students in

the locality who belong to different tribes or come from different community

backgrounds, furnishes (a) the opportunities for reflection on how culture and gender

shape our behavior, beliefs, expectations, values, identity, and personal biases. Cultural

self-understanding evolves in an introductory multicultural education course through

repeated intercultural experiences, reflection on personal feelings and expectations,

exploration of one's own values and beliefs, and exposure to a variety of ideas, beliefs,

and cultural perspectives. And, (b) an exploration of issues related to gender, age,

ethnicity, family, language, and exceptionality within the multicultural school setting is

provided. An overview of the cultural underpinnings in people's attitudes towards

females, males, ethnic groups, language differences, and exceptionality develops greater

sensitivity and understanding of cross-cultural behaviors and attitudes. It encourages

future teachers to examine their own feelings, attitudes, and beliefs about these important

issues (Chisholm, 2006).

18
 CONCEPTUAL FRAMEWORK OF THE STUDY

Independent Variable Dependent Variable

PUPILS’ ATTITUDES ACADEMIC

TOWARDS PERFORMANCE IN
MATHEMATICS: MATHEMATICS

(Study Habits, Class (grade point average)

Participation, Interest)

Intervening Variable

PUPILS’ SOCIO-DEMOGRAPHIC
PROFILE

(Gender, Tribe, Parents’ Annual

Income, Parents’ Educational
Attainment)

The key element here is how the pupils perceive mathematics and how this

perception affects their performance in learning it.

This research is geared towards finding out the relationship between the attitudes

of pupils and their academic performance in mathematics. It can be easily assumed that

pupils whose favorite subject is mathematics.

Considering the various researches relating learners’ personalities or

characteristics to their learning outcomes, it suggests that there are many factors affecting

pupils’ performance. It may be personal factor but these personal factors may also be

19
dictated by external factors. These innate characteristics of pupils are considered the

independent variable.

Academic performance is the independent variable. Monitoring the grades and

progress of the pupils is a way to detect weaknesses and further proof or basis to how the

education system will address these weaknesses and setbacks.

The socio-demographic profile of the pupils is the intervening variable. These are

the outside or moderating factors that may contribute to the development of the pupils in

learning mathematics.

20
 RESEARCH HYPOTHESIS

The following statement of null hypothesis is formulated to answer the research

problem:

Ho: There is no significant relationship between the attitudes of the pupils and

their academic performance in mathematics.

21
 Chapter III
METHODOLOGY

This chapter discusses the research design, sources of data, data gathering

instrument, statistical tools, and other processes and procedures in order to attain the

objectives of the study.

Research Design

The descriptive research design will be used in this study to sufficiently describe

the attitudes and academic performance of the Grade V and VI pupils in Montessori

Learning Center.

The descriptive survey method will be appropriate since data will be gathered

through a survey questionnaire to evaluate the attitudes of the pupils towards

mathematics and assess their academic performance.

The research will be discussed under the following subheadings: (1) independent

variable, which includes the attitudes of the intermediate elementary pupils, and (2)

dependent variable, which includes their academic performance.

22
Respondents of the Study

Data will be gathered from the sources which will be the mathematics teachers of

the Grade V and VI classes and the parents of the children. The respondents of this study

will include all pupils in the Grade V and VI levels. The pupils should be officially

enrolled in Montessori Learning Center, Isulan, Sultan Kudarat for the School Year 2009-

2010. The number of pupils to be surveyed will be determined through purposive

sampling.

Data Gathering Procedure

Permission from the principal of Montessori Learning Center – Isulan Campus to

do a survey among the teachers and pupils will be first obtained before proceeding to the

actual conduct of the study. Permission will also be asked from the School Registrar or

math teachers to obtain records of the exact number of the pupils in intermediate level

and of their grades for the computation of their academic performance.

The mathematics teachers will be surveyed about the pupils’ attitudes towards the

subject. A survey questionnaire will be formulated, approved by the research adviser,

revised and then administered to the teachers. Respondents will be given enough time to

answer the questionnaire.

The records of the pupils’ GPA will include their grades in mathematics for the

first three grading periods of this school year.

23
 To start with the calculation and analysis, questionnaires will be retrieved and

other data will be gathered and responses will be tallied, recorded, and computed.

Data Gathering Instrument

Aside from the record of academic grades of the respondents to be obtained from

the Registrar, the survey questionnaire will be the main instrument of this research. The

questionnaire will be an itemized list of statements regarding the study habits, class

participation and interest in math of the pupils. The statements will be clearly positive in

form and straightforward in meaning.

For the validation of the survey questionnaire, the contents will be examined and

approved by the thesis adviser and panelists. Their suggestions and recommendations will

be considered and necessary revisions will be applied.

To evaluate the academic performance of the students in mathematics, the rating

scale below will be used:

Scale Descriptive Rating

95 – above Excellent

90 – 94 Very Good

85 – 89 Good

80 – 84 Fair

75 – 79 Poor

74 – below Very Poor

24
 The profile of the pupils will be acquired through interview. The first part of the

survey questionnaire will be statements pertaining to the attitudes of the pupils in terms

of study habits, class participation and interest with ten items each.

The following five-point scale will be used by the respondents in answering the

questionnaire:

Numerical Rating Description

5 Always

4 Oftentimes

3 Sometimes

2 Seldom

1 Never

To interpret the mean of responses on the attitudes of the students, the following

Likert Scale will be utilized:

Mean Interval Interpretation

4.20 – 5.00 Very High

3.40 – 4.19 High

2.60 – 3.39 Moderately High

1.80 – 2.59 Low

1.00 – 1.79 Very Low

25
Statistical Treatment

Statistical measures will be used in the computation, analysis and interpretation of

data. Being descriptive in nature, the data to be gathered will be statistically computed

and analyzed using the following:

1. In answering the objectives 1, 2 and 3, percentage, frequency count, and

means will be used to determine the profile of the pupils, their academic

performance, and the extent of their attitudes towards mathematics.

2. In answering objective 4, correlation analysis and t-test will be employed to

determine the significant relationship between attitudes towards mathematics

and academic performance of the pupils. To determine the relationship

between the two variables, the tool to be used is the Pearson Product Moment

Correlation (r), and t-test for the significance of the correlation.

26
 BIBLIOGRAPHY

A. Books

LUPDAG, A.D. 1984. Educational Psychology.

TURNER, R. 1998. Education. Encyclopedia Americana. Grolier, Inc. USA. Vol.

9, pp 700-714.

B. Journals/Periodicals

APPLEBY, D.C. 1990. Faculty and student perceptions of irritating behaviors in

the college classroom. Journal of Staff, Program, and Organization
Development 8: 41-46.

BOICE, B. 1996. Classroom Incivilities. Research in Higher Education 37: 453-

86.

KEARNEY, P. & T.G. PLAX. 1992. Student resistance to control. In power in the
classroom: Communication, control and concern, eds. V.P. Richmond and
J.C. McCroskey, 85-100. Hillsdale, N.J.: Erlboum.

LUDEWIG, LARRY M. (1992) Ten Commandments for Effective Study Skills.

Cited by Dr. Steve Thien.

NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS (NTCM). 2000.

Principles and Standards for School Mathematics.

C. Thesis

ABOGADIL, M. 2002. Personal Characteristics and Mathematics Academic

Performance of Senior High School Students at Science Laboratory High
School. Unpublished Manuscript. SKPSC-Tacurong.

BALDEO, J.B. 2005. Diagnostic Test and Academic Performance on Grade IV

Pupils in Laguilayan Central Elementary School S.Y. 2003-2004.
Unpublished Manuscript. SKPSC-Tacurong.

BURROUGHS, N.F. 1990. The relationship between teacher immediacy and

student compliance with learning. Unpublished doctoral dissertation. West
Virginia University, Morgantown.

27
 GALOY, N.A. 2006. Factors and Its Association to the Academic Grade in
Algebra of Sophomore Students of Pres. Quirino, Sultan Kudarat.
Unpublished Manuscript. SKPSC-Tacurong.

GAMARCHA, H.S. 2000. Problem Solving Strategies and performance in

Mathematics of Third Year Students of SKPSC-IAS Laboratory High
School. Unpublished Manuscript. SKPSC-Tacurong.

NGITNGIT, C.M.O. 2009. Speed in Solving Problems and Academic

Performance in Mathematics of the Senior High School Students.
Unpublished Manuscript. SKPSC-Tacurong.

D. Internet

AMADA, G. 1999. Coping with Misconduct in the College Classroom Asheville,

NC. http://webquest.sdsu.edu/about_classbehaviors.html

BOTTGE & HASSELBRING. 1993. Solving Word Problems.

http://www.pbs.org/wnet/americanmasters/education/general.html

BRYANT, et.al. 2006. Mathematical Concepts and Skills Through Interactions.

http://www.brookings.edu/comm

BRYANT. 2007. Algebra and Geometry. http://cte.udel.edu/aboutteach/spr95

/3.html

CHISHOLM, I.M. 2005. Education and Human Services at Arizona State

University in Phoenix, Arizona Training, Development, and Improvement
(TDI) program www.ncela.gwu.edu

FISHER, J. 2006. “Parents, Reinforce Math Skills Through the Multiple

Intelligences and Help Your Children
Learn”http://www.whatsfordinner.net/article-Math-Multiple-
Intelligences.html

GEARY, 2004; JORDAN, et.al., 2003 Arithmetic Properties. http://www.dvc.edu

GINSBURG. 1997. IQ. http://rds.yahoo.com.

HANSEN, DAVID T. (2005.) The Call to Teach., Teachers College Press, New
York.

LEONGSON, J.A. AND LIMJAP, A.A. 2003. Assessing the mathematics

achievement of college freshmen using Piaget’s logical operations.
www.ericdigests.org/2003-8/ research/papers.htm

28
SANHI, DIMPY. 2000. http://www.tsbvi.edu/math/teaching.htm

http://www.educ/index.com

http://[email protected]

http://www.allacademic.com/meta/p_mla_apa_research_citation. Strategies on
Teaching Mathematics to Students of the e-Generation

29
30
Appendix 1. Letter of Permission

Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY
College of Graduate Studies
ACCESS Campus, Tacurong City

ALBERTO T. BARQUILLA I, Ph.D.

Dean, College of Gradu and Sciences
Sultan Kudarat Polytechnic State College
Tacurong Campus

Sir:

Greetings!
The undersigned is a student of Sultan Kudarat Polytechnic State College – Tacurong
Campus and currently undertaking his undergraduate thesis entitled: “LIFESTYLE AND
ACADEMIC PERFORMANCE OF RETURNING STUDENTS OF SKPSC-
TACURONG CAMPUS” as a partial fulfillment of the course BS Mathematics.
The general purpose of this study is to determine the academic performance of
returning college students in SKPSC-Tacurong Campus and their lifestyle. The data will be
gathered through the use of a survey questionnaire.
In this regard, I seek permission from your good office to conduct the study among
my respondents in the campus. I would also request to allow obtaining the necessary data
from the Campus Registrar, particularly the grade point average of my respondents for first
semester of SY 2009-2010. Rest assured that proper discretion will be treated to sensitive
information and data obtained will be used for research purposes only.
Hoping that this request will merit your kind approval. Thank you very much.

Respectfully yours,

CARLOS D. BARROZO
Researcher
Noted by:

SUSIE D. DAZA, MS
Adviser

Approved by:

31
 ALBERTO T. BARQUILLA I, Ph.D.

Dean
Republic of the Philippines
SULTAN KUDARAT POLYTECHNIC STATE COLLEGE
Institute of Arts and Sciences
Tacurong Campus, Tacurong City

____________________
Date

VIOLETA T. PICO
Campus Registrar
Sultan Kudarat Polytechnic State College
Tacurong Campus

Dear Ma’am,

Greetings!
I am currently undertaking my undergraduate thesis entitled: “ LIFESTYLE AND
ACADEMIC PERFORMANCE OF RETURNING STUDENTS OF SKPSC-
TACURONG CAMPUS” as a partial fulfillment of the course BS Mathematics.
The general purpose of this study is to determine the academic performance of
returning college students in SKPSC-Tacurong Campus and their lifestyle. A survey
questionnaire will be used to collect data.
In this regard, I seek permission from your good office to allow obtaining the
necessary data from your office, particularly the grade point average of my respondents for
first semester of SY 2009-2010. Rest assured that the information obtained will be used for
research purposes only.
Hoping that this request will merit your kind approval. Thank you very much.

Respectfully yours,

CARLOS D. BARROZO
Researcher
Noted by:

SUSIE D. DAZA, MS
Adviser

Approved by:

32
 ALBERTO T. BARQUILLA I, Ph.D.

Dean
Appendix 2. Survey Questionnaire

ATTITUDES TOWARDS MATHEMATICS AND PERFORMANCE

OF INTERMEDIATE ELEMENTARY PUPILS IN
MONTESSORI LEARNING CENTER

PROFILE OF PUPILS
Direction: The following information will be strictly kept confidential and will be used
for the purpose of the research. Please the supply the necessary information.

1. Name (optional): ___________________________________________________

2. Gender: male female
3. Tribe: _______________________
4. Parents’ Annual Income: _____________________________
5. Parents’ Educational Attainment: ______________________

ACADEMIC PERFORMANCE

GPA in Math: (1st grading) ___________________

(2nd grading) __________________
(3rd grading) __________________

33
 ATTITUDES TOWARDS MATHEMATICS AND PERFORMANCE
OF INTERMEDIATE ELEMENTARY PUPILS IN
MONTESSORI LEARNING CENTER

Direction: Read the following statements about your learning attitudes and encircle the
number or rating which you think corresponds to your opinion. Please answer
with honesty. Please be guided by the rating scale below:
5 Always
4 Frequently
3 Sometimes
2 Occasionally
1 Never
A. Study Habits Rating
1. The pupils have more time in
studying rather than in 5 4 3 2 1
procrastinating.
2. They are very focused when
5 4 3 2 1
memorizing important lessons.
3. They work or study with patience. 5 4 3 2 1
4. They study before bedtime. 5 4 3 2 1
5. They stick to their schedule of
5 4 3 2 1
studying and doing assignments.
6. Your pupils refer to other references
aside from the frequently used 5 4 3 2 1
books in class.
7. They study lessons regularly. 5 4 3 2 1
8. They research for lessons or
particular words difficult to 5 4 3 2 1
understand.
9. They take notes during class and
5 4 3 2 1
review them afterwards.
10. They ask for other’s help in learning
5 4 3 2 1
the lessons they find difficult.
B. Interest
1. The pupils display sincere interest
5 4 3 2 1
in performing assigned tasks.
2. They feel happy when you are able
5 4 3 2 1
to learn something new.
3. Most of the pupils like Mathematics
class and the teaching of your 5 4 3 2 1
instructors.
4. They feel eager during class 5 4 3 2 1
discussions or when they get good

34
 grades in quizzes.
5. They do projects and other
5 4 3 2 1
homework properly and creatively.
6. They go to school well dressed and
well prepared for the lessons of the 5 4 3 2 1
day.
7. Pupils concentrate in class. 5 4 3 2 1
8. The children believe that they can
5 4 3 2 1
perform well in every task.
9. They think carefully before reacting
5 4 3 2 1
to opinion of others.
10. They express vocally to others how
they feel about their classes and 5 4 3 2 1
lessons they have learned.
C. Class Participation
1. The pupils fully pay attention when
5 4 3 2 1
class is going on.
2. They make comments or ask
questions when they cannot 5 4 3 2 1
understand the lecture.
3. The pupils are always present in
5 4 3 2 1
class.
4. Pupils recite in class. 5 4 3 2 1
5. They actively participate to
seatwork and group activities and 5 4 3 2 1
contribute in the decision-making.
6. They do projects and submit them
5 4 3 2 1
before or on the due date.
7. They think positive rather than
5 4 3 2 1
negative in answering questions.
8. During discussions, pupils raise
their hands to answer or give 5 4 3 2 1
suggestions.
9. Most pupils inspire their classmates
5 4 3 2 1
to do better in class.
10. They take notes or copy important
5 4 3 2 1
pointers for study.

35
36
ATTITUDES TOWARDS MATHEMATICS AND PERFORMANCE
OF INTERMEDIATE ELEMENTARY PUPILS IN
MONTESSORI LEARNING CENTER

REY F. PATARATA

Thesis Outline Submitted to the College of Graduate

Studies, Sultan Kudarat State University,
ACCESS Campus, City of Tacurong,

In Partial Fulfillment of the Requirements of the Degree

MASTER OF ARTS IN MANAGEMENT

MAJOR IN EDUCATIONAL MANAGEMENT

JANUARY 2010

37
Form 8
Republic of the Philippines
SULTAN KUDARAT POLYTECHNIC STATE COLLEGE
City of Tacurong

INSTITUTE OF ARTS AND SCIENCES

APPROVAL OF THESIS OUTLINE

Name: CARLOS D. BARROZO, JR. Degree/Major: BS MATHEMATICS

Major: MATHEMATICS Specialization: __________________
Thesis Title: LIFESTYLE AND ACADEMIC PERFORMANCE OF RETURNING
STUDENTS OF SKPSC-TACURONG CAMPUS

APPROVED BY THE GUIDANCE COMMITTEE

SUSIE D. DAZA, MS ________________

March 10, 2009
Adviser Date

CRISELDA M. JEREZ ________________

Member Date
March 10, 2009
REYNALDO H. DALAYAP, JR., Ph.D. ________________
March 10, 2009
Member Date

OMAR C. HILBERO ________________

March 10, 2009
Statistician Date

REYNALDO H. DALAYAP, MA ________________

March 10, 2009
Department Head Date

RECOMMENDING APPROVAL:

RODELYN M. DALAYAP, Ph.D.

Research Chairman

APPROVED:

ALBERTO T. BARQUILLA I, Ph.D.

Campus Dean

ii
38
 TABLE OF CONTENTS

Page
Preliminaries
Title Page i
Approval of Thesis Outline ii
Table of Contents iii

Chapter I INTRODUCTION 1
Background of the Study 1
Statement of the Problem 3
Significance of the Study 4
Scope and Limitations of the Study 4
Time and Place of the Study 5
Definition of Terms 6

Chapter II REVIEW OF RELATED LITERATURE

AND STUDIES 7
Going Back to School 7
Statistics of Re-Entry Students 10
Family and Financial Support 11
Peers and Social Life 13
Academic Performance 15

Chapter III METHODOLOGY 17

Research Design 17
Respondents of the Study 18
Data Gathering Procedure 18
Data Gathering Instruments 19
Statistical Treatment 20

BIBLIOGRAPHY 22

APPENDICES 24
Communication Letters
Survey Questionnaire
Test Questionnaire
Form 1 – Plan of Coursework
Form 2 – Nomination of Advisory Committee
Form 3 – Application for Research Title
Form 4 – Approval of Research Title
Form 7 – Application for Thesis Outline
Defense Examination
Form 9 – Certification of English Critic

iii
39