Abstract
This study determined the relationship between the social learning-related variables and the skills achievement in Mathematics of the 200 Grade 8 students in a public school in the Philippines. Descriptive research design was used through a self-constructed questionnaire and an assessment test. The data gathered were presented in a tabular mean while the relationship between variables was tested using Pearson r correlation coefficient. The students’ social learning-related variables were highly manifested (WAM = 3.44, SD = 1.11). However, only 11.5% of the students have satisfactory performance in Mathematics. Among the demographic profile, only mothers’ educational attainment has shown significant relationship with mathematics achievement in terms of estimation (r = 0.184). Among the social learning-related variables, attitude of the students indicated significant relationship with both estimation (r = 0.184) and problem solving (r = 0.196). Peer support also revealed significant relationship with both representation (r = 0.167) and estimation (r = 0.159). The mathematics teacher must find effective ways on how to overcome the students’ difficulties and thus develop their mathematical skills. Efforts to thresh out problems in vocabulary development especially solving worded problems may be exerted. A parallel study may be conducted using variables not considered in this research.
Keywords: mathematics, social learning-related variables, academic achievement, effect on academic achievement
References
Adeyinka, A. (2013). Teachers` Motivation on Students` Performance in Mathematics in Government Secondary Schools.
Ayob & Yasin (2017). Factors Affecting Attitudes towards Mathematics. International Journal of Academic Research in Business and Social Sciences, Vol. 7, No. 11. DOI: Http://Dx.Doi.Org/10.6007/IJARBSS/V7-I11/3548
Bicer, A., Capraro, M. & Capraro, R.M. (2013). The Effects of Parent’s SES and Education Level on Students’ Mathematics Achievement – Examining the Mediation Effects of Parental Expectation and Parental Communication. The Online Journal of New Horizons in Education (TOJNHE).
Bitar, J. & Zedan, R. (2014). Environment Learning as a Predictor of Mathematics Self – Efficacy and Math Achievement. American International Journal of Social Science.
Blazar, D., & Kraft, M. (2017). Teacher and Teaching Effects on Students’ Attitudes and Behaviors.
Brown, L. I. & Kanyongo, G. (2010). Gender Differences in Mathematics Performance in Trinidad and Tobago: Examining Affective Factors.
Chand, Chaudhary, Prasad & Chand. Perceived Causes Of Students’ Poor Performance In Mathematics: A Case Study At Ba And Tavua Secondary Schools. Front. Appl. Math. Stat., 23 April 2021. Https://Doi.Org/10.3389/Fams.2021.614408
Cheng, Q. & Hsu2, H. (2016). Low SES and High Mathematics Achievement: A Two-level Analysis of the Paradox in Six Asian Education Systems Journal of Education and Human Development.
Chohan A. (2010). Parental Involvement Effect on Academic Achievement of Primary School Pupils.
Cross et.al (2009). The Parents’ Perspective and Beliefs: Impact On Children’s’ Outlook in Mathematics; Journal of Education and Practice; pp136-137
Davadas, S. D., & Lay, Y. F. (2018). Factors Affecting Students’ Attitude Toward Mathematics: A Structural Equation Modeling Approach. Eurasia Journal Of Mathematics, Science And Technology Education, 14(1), 517-529. Https://Doi.Org/10.12973/Ejmste/80356
Demir, Kilic, & Unal (2010). Parental Involvement on Pupils’ Performance in Mathematics in Public Schools in Austria.
Eccles & Daviskean (2015). The Effects of Parent’s Education Level on Students’ Mathematics Achievement.
Fajoju, S. A., Aluede, O. & Ojugo, A. (2015). Parental Involvement as a Correlate of Academic Achievement of Primary School Pupils in Edo State, Nigeria.
Fox, J & Larke, P. (2014). Socio – economic status and Mathematics: A Critical Examination of Mathematics Performance in Grades 3 through 8.
Friedel et al. (2010). Effects of Parental Guidance in Mathematics Achievement and Performance of Students.
Gouc, G. (2013). Students Study Habit and Performance in Public and Private Secondary Schools Mathematics in Port Harcourt Local Government Area, Rivers State. Journal of International Academic Research of Multidisciplinary (JIARM).2(7), 258-265
Hannula, M. (2012). The Effect of Achievement, Gender, and Classroom Context on Upper Secondary Students’ Mathematical Beliefs. University of Turku, Finland.
Heinze, A., Reiss, K., & Augsburg, F. (2014). Mathematics Achievement and Interest in Mathematics from a Differential Perspective
Herges, R.M., Duffield, S., Martin, W., Wageman, J. (2017). Motivation and Achievement of Middle School Mathematics Students.
Hernandez, G. (2014). Socio – Economic Status and Mathematics Achievement of Elementary Students in Public Schools.
Hong, You, and Wu (2010). A Survey of Students Study Habits in Selected Secondary Schools: Implication for Current Research Journal of Social Science, Vol. (3), 228-234.
Illiyas, M. (2017). Interest in Mathematics and Academic Achievement of High School Students in Chennai District.
Iruka & Barbain (2008). Effectiveness of Parenting Strategies On Pupils’ Achievement in Mathematics VIII.
Kolar ,Vida, Manfreda,et.al (2012). Primary Teacher Students’ Competences in Inductive Reasoning: In Bergqvist, T (Ed) Learning Problem Solving and Learning Through Problem Solving.
Lubienzki, S. (2016). Current Rresearch on Gender Differences in Mathematics.
Makondo & Makondo (2020). Causes Of Poor Academic Performance In Mathematics At Ordinary Level: A Case Of Mavuzani High School, Zimbabwe. International Journal of Humanities and Social Science Invention, Volume 9, Issue 6, pp. 10 – 18. DOI: 10.35629/7722-0906011018
Mata, M., Monteiro, V. & Peixoto, F. (2012). Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors.
Michael, I. (2015). Factors Leading To Poor Performance In Mathematics Subject In Kibaha Secondary Schools. A Dissertation Submitted In Partial Fulfilment Of The Requirements For The Degree Of Master Of Education In Administration, Planning And Policy Studies (Med. Apps) Of The Open University Of Tanzania.
Mutai, C. C. (2016). Gender Differences in Mathematics Performance among Secondary School Students in Bureti sub-county, Kericho county, Kenya.
Nyabuto, N. (2014). Parental Involvement on Pupils’ Performance in Mathematics in Public Primary Schools in Kenya.
Odiri, O. (2015). Relationship of Study Habits with Mathematics Achievement.
Ovute, M. (2012). Factors Affecting Mathematics Performance of Learners.
Qiang Cheng & Hsien-Yuan Hsu (2016). Interest in Mathematics of High School Students in Shanghai District.
Recber, S., Isiksal, M., & Koc, Y. (2018). Investigating Self-Efficacy, Anxiety, Attitudes, and Mathematics Achievement Regarding Gender and School Type. Anales de Psicologia. Murcia, Spain.
Saileela, R. (2012). Environment Learning as a Predictor of Mathematics Self – Efficacy and Attitude towards Mathematics.
Sakirudeen and Sanni (2017). The Effects of Study Habits on Turkish Elementary Students’ Mathematics Achievement and Attitude Towards Mathematics.
Sanchal & Sharma (2017). Students’ Attitudes Towards Learning Mathematics: Impact Of Teaching In A Sporting Context. Teachers And Curriculum, Volume 17, Issue 1.
Sekhar & Karanam (2014). Barriers in Learning Mathematics in Rural Secondary; Stellenbosch University.
Sharma, G. (2016). Teacher Support as Determinant of Academic Achievement.
Small, M. (2015). Good Questions: Great Ways to Differentiate Mathematics Instruction. New York, NY: Teachers College Press.
Vardardottir, A. (2012). Peer Effects and Academic Achievement Regression Discontinuity Approach.
Visser, M. & Feza, N. (2015). Home and School Resources as Predictors of Mathematics Performance in South Africa. South African Journal of Education.
Wang, Li, & Li. (2014). Socio – Economic Status and Mathematics Achievement in China: A Review.
Watt, Robert. (2005). The Importance of Mental Calculation Skills: A Review of the Literature. Rochester Institute of Technology.
Yalcin, S. (2017). Determining the Relationships Between Selected Variables and Latent Classes in Students’ PISA Achievement. International Journal of Research in Education and Science.
Yara, P. (2004). Students Attitude Towards Mathematics and Academic Achievement in some Selected Secondary Schools in Southwestern Nigeria.
