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Asia Pacific Journal of Research Vol I Issue XXXIV December 2015

ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 37

PREDICTORS OF MATHEMATICS PERFORMANCE OF GRADE VI PUPILS IN A SCHOOL

DISTRICT IN NORTHERN PHILIPPINES

Emily Ayuman-Valdez

Teacher III

San Fermin Elementary School San Fermin

Cauayan City Philippines

Marissa R Guiab

Faculty Philippine Normal University-North Luzon

Alicia isabela Philippines

ABSTRACT

This study is a report on the different predictors of Mathematics Performance of the Grade VI pupils of

Cauayan Northeast District It is a descriptive-correlational study It used cluster sampling in identifying school

respondents and fishbowl technique for pupil respondents The respondents were 105 pupils and 12 teachers of

six (6) schools Data were subjected to statistical analyses using frequency and tally percent mean standard

deviation Pearson Moment Coefficient of Correlation (r) and ANOVA Findings revealed that pupil-

respondents have a positive attitude towards the subject majority of the pupils have high self-confidence and

high success orientation while they have little confidence in terms of defense orientation pupils described their

teacher as ldquoVery Satisfactory the Mathematics performance of the pupils is Approaching Proficient or Average

On predictors the Mathematics teacher was found to be the only predictor of Mathematics performance The

study proved the long-time belief that pupilsrsquo success in learning greatly depends on the teacher It recommends

that school heads should encourage teachers to upgrade themselves professionally

Keywords Mathematics Performance Perception Attitude Predictors Intervention


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INTRODUCTION

Mathematics is an important part of peoplersquos daily lives and that nobody can do away with it People

need Mathematics in counting computing sales gains and measuring areas and volume and many more The

need to enhance studentsrsquo mathematical skills and at the same time develop in them a positive attitude toward the

subject is a dire academic need (Mariano (2004)

The mathematics performance of Filipino students in national achievement as well as the international

achievement has been consistently low and the situation in local levels is similar The result of National

Achievement Test Grade VI in 2012-2013 reveals that Cauayan Northeast District had an average percentage

score of 6622 and in 2013 ndash 2014 an MPS of 7554 This indicates that there was a minimal increased in

Mathematics performance and that the pupilsrsquo performances were still in the ―moving towards mastery level

The Mathematics performance of Grade VI pupils are deteriorating in terms of acquiring higher order

thinking skills as observed by the researchers( Aguinaldo 2001 Salguet 2000 Villanueva2009)

The pupils excel in knowledge acquisition but in terms of practical application they lack the skills which

are important in their personal life in the workplace community and in further study Pupilsrsquo unique abilities

needs and interests need to be addressed in learning the subject The low performance of pupils spurred the

researchers to conduct the study to find out the deficiencies and predictors of mathematical performance and to

recommend a program to improve the quality of Mathematics instruction

THEORETICAL FRAMEWORK

The study is anchored on the following theories of learning

The Attribution Theory (Weiner 1979 1980 1984) attempts to describe or explain the world and to

determine the cause of an event or behavior According to Weiner (1984) the essential factor affecting

attributions are ability effort task difficulty and luck The basic principle of attribution theory as it applies to

motivation is that a persons own perceptions or attributions for success or failure determine the amount of effort

the person will expend on that activity in the future The theory predicts the behavior of students depending on

their responses

Another theoretical support of this study is the Maslowrsquos Motivation Theory It is believed that human

beings are motivated by unsatisfied needs and that certain lower factors need to be satisfied before higher needs

can be satisfied In this study it is believed that the attitudes of the pupils towards Mathematics on Mathematics

as a subject and the Mathematics teachers will be improved if the pupilsrsquo needs in the subject are satisfied

Moreover the Vector Topological Theory of Lewin emphasized the explanation of human behavior in

terms of the forces and tensions that move individuals to action which is largely determined by the environment

and the people they are in association with With this theory it could be the attitudes in Mathematics on

mathematics as a subject and Mathematics teachers are the predictors within the learnerrsquos environment that

affect their Mathematics performance

There are factors that affect the transfer of learning such as attitudes of learners toward the subject matter

mental ability similarities between subject matter motivation and effort making capacity method of teaching

facilities and supervision


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While there is a vast literature on factors that affect the instructional output in teaching Mathemaics it is

noteworthy to study how the teachers and pupils in other parts of the Philippines deal with Mathematics

instruction in the classrooms Hence this study aims to explore the practices of teachers and attitudes of pupils

that predict performance and achievement in Mathematics

Based on the aforementioned theories related to the study the research aims to identify the predictors of

mathematics performance

Figure 1 Research Paradigm

STATEMENT OF THE PROBLEM

This study aimed to identify the predictors of Mathematics performance of the Grade VI Pupils of

Cauayan Northeast District Cauayan City Isabela Specifically it sought answers to the following questions

1 What is the self-perception of the pupils along the following variables

11 Attitudes towards Mathematics

12 On Mathematics as a subject

13 Mathematics Teacher

2 What is the level of performance of pupils in Mathematics

3 Is there a significant relationship between the variables and Mathematics performance of pupils

4 Among the variables studied which is the best predictor of Mathematics performance

METHODOLOGY

The descriptive - correlational method of investigation was used in this study The correlation method

was used to determine the relationships between and among the selected variables considered in relation to the

pupilsrsquo academic performance

Perception of Pupils on Math Teachers

Pupilsrsquo Attitudes towards Mathematics

Mathematics Teachersrsquo Performance

Pupilsrsquo

Performance


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There are thirteen (13) schools of Cauayan Northeast District one (1) primary school and twelve (12)

complete elementary which composed of monograde and multigrade classes To identify the schools to be

included in the study the researcher used the cluster sampling grouping them into monograde and multigrade

There were two (2) multigrade schools and four (4) monograde schools were chosen To identify the pupil

respondents the fishbowl technique was utilized

` There were 117 respondents -105 Grade VI pupils and 12 Mathematics teachers

RESULTS AND DISCUSSION

For Mathematics education to be relevant in the 21st century it must offer an integrated and

comprehensive view of the world Math should be viewed from many different perspectives to understand

pupilsrsquo attitudes and other predictors of their performance and achievement

Table 1 Attitude of Pupils towards Mathematics Subject

Statements Mean Standard

Deviation Remarks

I am always under a terrible strain in a Mathematics class 297 92 PA

I do not like Mathematics and it scares me to have to take it 341 75 PA

Mathematics is very interesting to me and I enjoy

Mathematics subject 345 84

PA

Mathematics is interesting and fun 337 82 PA

Mathematics makes me feel secure and at the same time is

stimulating 310 99

PA

I am unable to think clearly when I am working with

Mathematics 301 79

PA

I feel a sense of insecurity when attempting Mathematics 330 80 PA

Mathematics makes me feel uncomfortable restless

irritable and impatient 328 93

PA

The feelings that I have for Mathematics is a good feeling 344 82 PA

Mathematics makes me feel as though I am lost in a jungle

of ideas and I canrsquot find my way out 165 73

NA

Mathematics is something that I enjoy a great deal 298 107 PA

When I hear the word Mathematics I have a feeling of

dislike 345 80

PA

I approach Mathematics with a feeling of hesitation

resulting from fear of not being able to do Mathematics 320 87

PA

I really like Mathematics 355 75 PA

Mathematics is a subject in which I have always enjoyed

studying 327 93

PA

It makes me feel nervous even to think about having to do a

Mathematics problem 306 73

PA

I never like Mathematics and it is my most dreaded subject 351 78 PA

I am happier in Mathematics class than in any other class 291 109 PA

I feel at ease in Mathematics and I like it very much 308 94 PA

I feel a define positive reaction to Mathematics because it is

enjoyable 316 95

PA

OVERALL 316 41 PA

PA-positive attitude


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Table 1 presents the Attitude of the Pupils toward Mathematics As gleaned from the table most of the

indicators of the pupilsrsquo attitudes toward Mathematics were rated as ―Positive Attitude This goes to show that

Mathematics is considered by the pupils as interesting which could affect their development in learning the

subject This was attested by the overall mean value of 3 16 described as ―Positive Attitude This result is

similar to the findings of Garcia and Reyes (2014) Villanueva (2010) and Aguinaldo (2001) in their study of

studentsrsquo attitude towards Math which they also concluded that most students have a positive attitude toward the

subject a good indication that students are more inclined not to fear the Mathematics subject

As mentioned by Balbalosa (2010) those who have positive attitude towards Mathematics have better

performance in the subject On the other hand the study made by Salguet (2000) a great number of pupils ndash

respondents had neutral attitude toward Mathematics They are not interested in Mathematics but they have no

dislike of it some of them are not sure of their feeling towards Mathematics While on the study made by Ganal

and Guiab (wwwresearchersworld volissue4 Paper_03pdf) lack of interest and negative attitude towards the

subject with 43 or 1792 under personal problems caused poor achievement in Mathematics

A closer look on the table reveals that only the statement ―Mathematics makes me feel as though I am

lost in a jungle of ideas and I canrsquot find my way out had a negative remarks with a mean of 165 and SD of 73

On the other hand the statement ―I really like Mathematics scored the highest mean rating of 355 described as

―Positive Attitude

Thus hands-on Math can help learners understand and develop the competencies in computing

accurately estimating communicating thinking analytically and solving problems in daily life

Table 2 Mathematics as a Subject to Pupil-Respondents on Self-Confidence

Self-Confidence Mean Standard

Deviation Remarks

I am the type who is good in Mathematics 380 93 High

I am not very good in Mathematics 291 111 Little

Mathematics is difficult to me 267 109 Little

I am able to get a good mark in Mathematics 378 116 High

Mathematics is my weakest school subject 311 126 Little

I can do also difficult Mathematics tasks 354 107 High

I believe that I would do also more difficult Mathematics 373 104 High

I trust in myself in Mathematics 411 91 High

I know that I can be successful in Mathematics 390 105 High

I am sure that I can learn Mathematics 450 88 High

OVERALL 361 54 High

Generally pupilsrsquo self-perception on self-confidence is high showing that pupils behave confidently in

Mathematics because they feel sure of their abilities to learn willing to perform difficult Mathematics tasks and

able to attain good grade This is supported by the Hullrsquos Theory of learning that drive is essential in order for

responses to occur (ie the student must want to learn)Stimuli and responses must be detected by the organism

in order for conditioning to occur (ie the student must be attentive)Response must be made in order for

conditioning to occur (ie the student must be active)Conditioning only occurs if the reinforcement satisfied a

need (ie the learning must satisfy the learners wants)


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Table 3 Mathematics as a Subject to Pupil-Respondents on Success Orientation

In terms of success orientation it showed that pupils have high success orientation in learning

Mathematics which is supported by the overall mean of 397 This means that pupils are capable and diligent to

learn Mathematics and obtain to get a good mark except for statement ―I am anxious before Mathematics test

with a mean of 264 which described as Little contrary to Gabriel (2012) where most of the respondents claimed

that they had little success orientation

As mentioned in Attribution Theory personrsquos motivation to attempt a task is directly related to his or her

confidence in a positive outcome If people believed they will be unsuccessful they are less likely to try and if

they do it is doubtful they will give 100 effort Thus the result attributes high success orientation because of

their positive responses

In addition pupil-respondents have seen the importance of understanding as the key in learning Mathematics as

revealed in the statement ―For me the most important in learning Mathematics is to understand which the

highest resulting ( described as high success orientation Overall pupilsrsquo self-perception

on success orientation is high which indicates that pupils are trying their best to achieve better performance

through self-preparation and diligence in studies

Table 4 Mathematics as a Subject to Pupil-Respondents on Defense Orientation C Defense Orientation

Mean Standard

Deviation Remarks

I donrsquot want to reveal others if I donrsquot understand

something in Mathematics

235 124 Low

In Mathematics one does not need to understand

everything when he only gets good marks in tests

297 124 Little

I fear often to embarrass myself in Mathematics class 290 108 Little

I answer in Mathematics class only if I am compelled to 294 134 Little

I donrsquot like tasks that I am not able to solve immediately 278 124 Little

OVERALL 280 77 Little

On defense orientation it is sad to note that pupil-respondents have little defense orientation This idea is

supported by the overall mean score of 280 (SD 77) The statement ―Pupils donrsquot want to reveal others if they

donrsquot understand something in Mathematics obtained the lowest mean of 235 as shown in the table described

as low Opposite to the findings of Gabriel (2012) where 50 percent or 301 out of 602 said that they had a high

defense in learning the required knowledge and skills of the subject

Data implies that pupils have little self-perception on defense orientation since they are more open

minded they are sincere to show or give their opinion even if it is not pleasant Pupils feel that they donrsquot need

to cover their weak achievement itrsquos easy to perceive their weakness and strength towards the subject As noted

B Success Orientation Mean

Standard

Deviation Remarks

1 For me the most important in learning Mathematics is to

understand

439 89 High

2 I prepare myself carefully for the tests 430 92 High

3 In Mathematics one will be successful with diligence 424 81 High

4 For me it is very important to get a good mark in

Mathematics

428 104 High

5 I am anxious before Mathematics tests 264 120 Little

OVERALL 397 63 High


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by Salazar (2001) it is a common knowledge that Mathematics is dull difficult and disliked subject This

perennial impression possess hard work in exploring possibilities and alternative on how to teach Mathematics

effectively and profitable A key issue in achieving quality in teaching is the selections of methods that will most

effectively enhance the learning of the students taking into account the entry characteristics of the student

concerned

Table 5 Summary on Mathematics as a Subject

Mathematics Perception Mean Standard

Deviation Remarks

a Self-Confidence 361 54 High

b Success Orientation 397 63 High

c Defense Orientation 280 77 Little


The overall result implies that pupils need to improve learning the subject to increase level of perception

and performance towards the subject It means that for Mathematics to be well-learned it would be well-taught

To be well taught teachers should create the best possible conditions for teaching and learning Mathematics

High self-confidence pupils are motivated to display outstanding performance in Mathematics which is

paramount to achieve high success orientation Little defense orientation is a means by which pupil protect

themselves from the failure they are certain is going to occur These individuals generally display a helpless

pattern of motivation

Table6 Perception of Pupils on the Mathematics Teachers

My Mathematics Teacher Mean Standard

Deviation Remarks

Tries to convey warmth relationship with pupils 463 64 O

Tends to maintain friendly relationships with pupils 420 92 VS

Shows a personal respect for each pupil as an individual 435 80 VS

Displays a sense of humor to pupils 415 89 VS

Is firm with regard to class discipline 441 70 VS

Is consistently fair when enforcing rules 411 96 VS

Has a genuine interest in the subject 447 77 VS

Has patience in dealing with pupils 426 85 VS

Tries to develop pupilsrsquo interest in the subject 456 67 O

Tries to make lessons interesting whenever possible 425 100 VS

Encourages pupilsrsquo self-initiated work 446 73 VS

Stimulates pupils to think for themselves 451 83 O

Relates new learning to pupilsrsquo own experiences

whenever possible 425 82

VS

Tries to apply a knowledge of the psychology of

learning to teaching 432 84

VS

Makes a regular use of test during the course 442 75 VS

Uses various methods of evaluating pupils 435 86 VS

Pays attention to revision in examination technique 423 91 VS

Gives detailed feedback when making pupilsrsquo work 420 92 VS

Plans the directions of teaching with examinations

always in mind 437 80

VS


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Teaches with a mind to ease of revision and

reproduction in examination 394 100

VS

Conveys high expectations for work pupils produce 444 70 VS

Explains points clearly at pupilsrsquo level 454 72 O

Makes frequent use of questions to develops pupilsrsquo

understanding 420 96

VS

Makes frequent use of praise to encourage pupils 438 75 VS

Makes frequent use of criticism to motivate pupils 426 87 VS

Is constructive and helpful pupils criticism 450 78 VS

Is confident and at ease when teaching 439 75 VS

TConveys enthusiasm for the subject to the pupils 439 82 VS

Is imaginative in use of teaching activities 418 95 VS

Has a thorough knowledge of the subject (could deal

with scholarship level work) 436 92

VS

OVERALL 434 43 VS

The information on the impressions of the pupils to their Mathematics teacher was assessed or evaluated

and results are presented on Table 46 Note that the scoring was inverse to show that as the perception

increases the index increases as well

Majority of the pupilsrsquo impression to their Mathematics teacher to be ―Very Satisfactory and nobody

falls as poor fairly satisfactory and satisfactory

The most outstanding qualitative description was obtained with the item describing the teacher who tries

to convey warmth relationship with pupils with the mean score of 463 It reflects with how the teachers establish

a good rapport to catch the pupils trust and interest Rank 2 as stated that teacher tries to develop pupilsrsquo interest

in the subject mean score of 456 Rank 3 teacher stimulates pupils to think for themselves mean score of

451and Rank 4 explains or points clearly at pupilsrsquo level with the mean score of 454

The least mean score is 394 rated as ―Very Satisfactory describing the teacher who teaches with a mind

to ease of revision and reproduction in examination This requires a diverse instructional approach that will go

beyond the conventional method and will lead to critical thinking skills and connects teaching methods in

relation in solving real world problems

The mean score of 434 reflects that the teacher is characterized as ―Very Satisfactory (VS) based on

the items included in the study consistent with Garcia and Reyes (2014) while on the study made by Aguinaldo

(2001) the college students perceived their teachers in the basic Mathematics courses to be satisfactory These

studies strengthen the important and indispensable roles teachers play in the learning of pupils The pupil

achievement in most cases depend on their capability and efficiency in teaching


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Table 7 Frequency and Percentage Distribution of the Teacher ndash Respondents on their Rating Using the

Performance Appraisal System

Frequency Percent

Outstanding 8 667

Very Satisfactory 4 333

Satisfactory 0 0

Unsatisfactory 0 0

Poor 0 0

Total 12 1000

The teacherrsquos rating (PAST) shows that 8 or 667 percent of the teachers are ―Outstanding while

4 or 333 percent are ―Very Satisfactory which indicates that teachers perform well None got a rating score of

satisfactory unsatisfactory and poor

Quality is the thrust of education The teacher plays a major role in the educative process and it is

something that every educator aspires and tries to achieve However unless it is not carried out in the realms

educational services and outputs would remain below far It is in this light that Del Castillo (2010) stated that

professional development of teachers in Mathematics is a process of learning learning Mathematics and about

Mathematics learning about pupils on how to learn individually and in the social setting of school and learning

the craft of teaching for that reason professional development must also include learning new ways to

development Mathematical power in all pupils

As regards to this the District performance of teachers of Cauayan Northeast shows that majority of them

perform Very Satisfactory it is interesting to note that there are Outstanding teachers

Studies made by Mawirat (2000) show that teacher factors significantly affect the respondentsrsquo

proficiency level in first year Mathematics Guinumtad (2007) avers teacher factors such method of instruction

student-teacher relationship slightly affect the performance of the first year students and Ayap (2007) says

teacher-related factors sometimes affect the studentsrsquo performance but these finding negates with that of

Balbalosa (2010) where teacher-related factors do not affect the performance of the students in Mathematics

Table 8 Frequency Distribution of Pupil-Respondents on their Mathematics Performance

Grade Frequency Percentage Remarks

74 and below Beginning

75-79 17 1619 Developing

80-84 56 5333 Approaching Proficient

85-89 23 2191 Proficient

90 and above 3 286 Advanced

6 571 No Response

Table shows the performance of pupils Generally the pupilsrsquo general average was described as

―Approaching Proficient This implies that there is still a need for the pupils to increase their performance to

attain the level ―Advanced


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One of the significant findings of Salguet (2000) revealed that most of the respondents have average

achievement level in Mathematics because they did not master the basic skills pre-requisite to the study of

computational skills and most of the grade VI pupils have above average academic achievement which fall

within average achievement level On the other hand the findings of Aguinaldo (2001) reveal that students

with poor performance in the three basic Mathematics courses call for teachers to exert extra effort to increase

learning motivation in mathematics Teachers should provide pupils a supportive classroom climate and a

number of innovative strategies

Data explained the effect of Lewinrsquos theory that there are different external forces acting on the

individual which could possibly affect his Mathematics performance He regards learning as a relativistic process

by which a learner develops new insight or changes old ones as where he thinks that level of aspirations depends

upon the potentialities of an individual and on the influences of the group to which he belongs

Table 10Relationship between the Variables and Mathematics Performance of Pupils

I

It can be noted from the table that impression to teacher has a moderate correlation with the grade which

is significant at 000 similar to Gabriel (2012) On the other hand Balbalosa (2010) claimed that teacher - related

factors do not affect the performance of the students in Mathematics Their attitude also correlates at 023 which

has minimal significant bearing at p ndash 002 akin to Aguinaldo (2001) while it negates to Gabriel (2012) Success

orientation also established a moderate correlation at 031 with p ndash 000 As regards to self-confidence this is a

significant finding at p ndash 000 level opposite to Gabriel (2012)

Generally there is a slight significant relationship between impression to Mathematics teacher attitude

success orientation and self-confidence to Mathematics performance of the pupils while defense orientation and

the overall Math self-perception show no significant relationship It may be due to how the environment can

enhance a pupilrsquos motivation to learn particular things or behave in particular ways that get pupils moving point

them in a particular direction and keep them going Learners often make a concerted effort to learn

meaningfullymdashand how they might use it in their own lives

The results imply that there is a need to understand factors associated towards academic achievement

where they can be the defining measurement for pupils to perform well in class Improvement in pupil

achievement has always been the main concerns in schools Admittedly many researchers have completed

extensive study for factor determinant related to pupil performance particularly in Mathematics

Grade

Impression to

Teacher Attitude

Success

Orientation

Self-

Confidence

Defense

Orientation

Math

Perception

Grade R 1 029 023 031 039 003 027

P

000 002 000 000 075 006

N 105 105 105 105 105 105 105


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Table 11Summary Table on Predictors of Mathematics Performance

Model

Unstandardized

Standa

rdized

t

Sig

95 Confidence

Interval for B

Correlations

Collinearity

Statistics

B

Std

Error

Beta

Lower

Bound

Upper

Bound

Zero-

order

Partial

Part

Toler

ance

VIF

1 (Constant)

Attitude

Success

orientation

Self -

confidence

Defense

orientation

Impressions

to Math

Teacher

6576

67

96

118

-25

172

381

72

56

66

39

67

09

19

21

-06

24

1726

93

171

180

-65

258

00

36

09

07

52

01

5820

-76

-15

-12

103

40

7331

210

206

248

52

305

23

31

39

-03

29

09

17

18

-03

29

08

15

16

-06

23

85

60

59

84

90

118

166

169

119

111

Significant at 005

The table reveals that only the predictor ―impressions to math teacher is significant at α=005 Since the

only predictor found to be significant is the impression to Mathematics teacher it will be the basis to prepare a

possible intervention program that would probably help teachers get better impressions from pupils and pupils

to increase academic performance

Thus appropriate teacher-student relationship is an important means for preventing discipline problem and

fostering professional development which contributes to the general improvement of learning environment of

the pupils This is the reason why there is a need to strengthen the impression of Mathematics teacher through

this proposed program The study proved that the teacher is the predominant figure that can make or unmake

pupilsrsquo success in the classroom

The result implies that there is a need to enhance teachersrsquo impression The school should prepare a

program focused on the different ways on how to develop positive impression to Math teachers It will foster

good rapport and promote positive pupil-teacher relationship This intervention program will help teacher to

establish a shared environment that teacher must not be overly possessive or need to complete control of the

children and environment It allows pupils both responsibility and freedom within the classroom community and

gradually contributes for a relationship of closeness and acceptance

The program should also aim to provide professional development to enhance teaching pedagogies

methods of instruction and disciplinary knowledge in Mathematics The activities are attending trainings

seminar-workshop on strategies in teaching Mathematics attend conflict and stress management seminar active

involvement in Mathematics education benchmarking and mentoring and quarterly school-based meetings or

conferences

Robert J Marzano (2007) asserted that ―If the relationship between the teacher and the student is good

then everything else that occurs in the classroom seems to be enhanced In addition a positive teacher-student


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relationship is key to effective classroom management which establishes a context for high academic

achievement

CONCLUSIONS

Base on the findings the following conclusions are drawn

1 Pupils possess positive attitude towards Mathematics and demonstrate average performance in mathematics

2 The Mathematics teacher is the only predictor found to be significantly related to the Mathematics

performance of the pupils

3 There is a need for an intervention program to address the unique needs of pupils to increase impression to

Mathematics teacher

RECOMMENDATIONS

Teachers should exude warmth and friendliness to make pupils feel at ease with the subject and be

confident that they would be helped to learn and master the competencies in Mathematics

The school heads should encourage Mathematics teachers to engage in continuous professional

development to improve teaching practices and student performance They should send teachers to trainings

seminars conferences and benchmarking to gain new insights on trends and innovations in teaching

REFERENCES

[1] Aguinaldo Clemente Jr M (2001) ―The Academic Performance of Students Their Attitudes

Toward Mathematics and their Perceptions about the Basic Mathematics Courses and their Perceptions about

the Basic Mathematics Courses and their Teachers at Philippine Normal University- Isabela Campus A

Correlational Study Unpublished Masterrsquos Thesis University of La Salette Santiago City

[2] Ayap Liezl S (2007) ―Factors Affecting Mathematics Performance of Students of Cabarroguis National

School of Arts and Trades Masterrsquos ThesisPhilippine Normal University Isabela

[3] Balbalosa Jennylyn F (2010)―Factors Affecting the Mathematics Performance of Laboratory High School of

Laguna State Polytechnic University Academic Year 2009 - 2010 Unpublished Masterrsquos Thesis Siniloan

Laguna httpwwwslidesharesnet

[4] Del Castillo Helen P (2010)―Factors Affecting the Mathematics Performance of Grade III

Pupils in Bantay DistrictUnpublished Masterrsquos Thesis ISPSC Tagudin Ilocos Sur

[5] Du Wei and Hilario Robesa R (2006)Elementary Mathematics Education Curriculum of Japan and the

Philippines Akita University httpairlibakita-uacjpdspacebitstream102955671kyobunk61bpdf

[6] Francisco Darleen Mitchell T Extra-curricular Activities Affects the Academic Standings of

Students(httpwwwacademiaedu)

[7] Gabriel Eugene D (2012)―Determinants of the Mathematics Performance of the Fourth Year

High School Students of Sta Lucia District Unpublished Masterrsquos Thesis ISPSC Tagudin Ilocos

Surhttpwwwslidesharesnet

[8] Ganal Nicette N and Guiab Marissa R (October 2014) ―Problems and Difficulties Encountered by Students

Towards Mastering Learning Competencies in Mathematics Research Journal

wwwresearchersworldcomVolndashV Issue ndash 4 30)wwwresearchersworldvolissue4Paper_03pdf


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 49

[9] Garcia Judith R and Reyes Agnes S (2014)Studentsrsquo Academic Performance in Philosophical Analysis

Their Attitude Towards the Subject and Their Subject Teacher A Basis for Intervention Program

Unpublished Masterrsquos Thesis Philippine Normal University-Isabela Campus Alicia Isabela

[10] Gines Adelaida C (1998) Educational Psychology A Textbook for College Students in Psychology and

Teacher Education New Edition Recto Avenue Manila REX Book Store Inc

[11] Guinumtad Magdalena I (2007) ―Factors Affecting the Learning of Mathematics Among First Year

Students A Basis for Development Program for Mathematics Teaching at Quirino Polytechnic College

Cabarroguis QuirinoUnpublished Masterrsquos Thesis University of La Salette Santiago City

[12] Kurucz Paul (2014) The Success Orientations Model Success Orientations Publishing

(httpsuccessorientationscom)

[13] Lal JP (2005 Educational Measurement and Evaluation Anmol Publications PVTLTD

[14] Mariano Rodelia A et al (2004) Hands-on Mathematics A Developmental Approach SIBS Publishing

House

[15] Mawirat Emerita T (2000) ―Factors Affecting the Mathematics Proficiency of First Year Students Under

the New Secondary Education Curriculum in Rizal National High School Santiago City Unpublished

Masterrsquos Thesis MSE Thesis University of La Salette Santiago City

[16] Marzano Robert J (2007) The Art and Science of Teaching A Comprehensive Framework for Effective

Instruction ASCD Publications

[17] OonSeng Tan Parsons Richard D Hinson Stephanie Lewis Sardo-Brown Deborah2003 Educational

Psychology A Practitioner-Researcher Approach An Asian Edition Thomson Learning a Division of

Thomson Asia Pte Ltd Thomson Learning

[18] Salandanan Gloria G (2000) Teaching Approaches and Strategies Quezon City Katha Publishing Co

Inc

[19] Salazar Librada (February 2001) Teaching and Learning Mathematics The Modern Teacher p 36

[20] Salguet Antonio A (2000) ―Mathematics Achievement Level of the Grade VI Pupils of Cordon Central

School and Some Related Variables (Unpublished Masterrsquos ThesisMSE Thesis University of La Salette

Santiago City

[21] Tiffin Lisa(2007) First Impressions Do They Really Matter Updated on July 1 2009

httpwwweducationcommagazinearticleFirst_Impressions_Matter

[22] Villanueva Eliezer G (2009) ―Predictors of Mathematics Achievement in Algebra of Second Year High

School Students in the City Division of Candon Ilocos Sur Unpublished Masterrsquos Thesis ISPSC

Tagudin Ilocus Sur


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wwwapjorcom Page 38

INTRODUCTION

Mathematics is an important part of peoplersquos daily lives and that nobody can do away with it People

need Mathematics in counting computing sales gains and measuring areas and volume and many more The

need to enhance studentsrsquo mathematical skills and at the same time develop in them a positive attitude toward the

subject is a dire academic need (Mariano (2004)

The mathematics performance of Filipino students in national achievement as well as the international

achievement has been consistently low and the situation in local levels is similar The result of National

Achievement Test Grade VI in 2012-2013 reveals that Cauayan Northeast District had an average percentage

score of 6622 and in 2013 ndash 2014 an MPS of 7554 This indicates that there was a minimal increased in

Mathematics performance and that the pupilsrsquo performances were still in the ―moving towards mastery level

The Mathematics performance of Grade VI pupils are deteriorating in terms of acquiring higher order

thinking skills as observed by the researchers( Aguinaldo 2001 Salguet 2000 Villanueva2009)

The pupils excel in knowledge acquisition but in terms of practical application they lack the skills which

are important in their personal life in the workplace community and in further study Pupilsrsquo unique abilities

needs and interests need to be addressed in learning the subject The low performance of pupils spurred the

researchers to conduct the study to find out the deficiencies and predictors of mathematical performance and to

recommend a program to improve the quality of Mathematics instruction

THEORETICAL FRAMEWORK

The study is anchored on the following theories of learning

The Attribution Theory (Weiner 1979 1980 1984) attempts to describe or explain the world and to

determine the cause of an event or behavior According to Weiner (1984) the essential factor affecting

attributions are ability effort task difficulty and luck The basic principle of attribution theory as it applies to

motivation is that a persons own perceptions or attributions for success or failure determine the amount of effort

the person will expend on that activity in the future The theory predicts the behavior of students depending on

their responses

Another theoretical support of this study is the Maslowrsquos Motivation Theory It is believed that human

beings are motivated by unsatisfied needs and that certain lower factors need to be satisfied before higher needs

can be satisfied In this study it is believed that the attitudes of the pupils towards Mathematics on Mathematics

as a subject and the Mathematics teachers will be improved if the pupilsrsquo needs in the subject are satisfied

Moreover the Vector Topological Theory of Lewin emphasized the explanation of human behavior in

terms of the forces and tensions that move individuals to action which is largely determined by the environment

and the people they are in association with With this theory it could be the attitudes in Mathematics on

mathematics as a subject and Mathematics teachers are the predictors within the learnerrsquos environment that

affect their Mathematics performance

There are factors that affect the transfer of learning such as attitudes of learners toward the subject matter

mental ability similarities between subject matter motivation and effort making capacity method of teaching

facilities and supervision


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 39


















METHODOLOGY







Pupilsrsquo

Performance


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 40













Deviation Remarks





PA



stimulating 310 99

PA


Mathematics 301 79

PA




PA




NA



dislike 345 80

PA



PA



studying 327 93

PA



PA





enjoyable 316 95

PA

OVERALL 316 41 PA



ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 41






















Deviation Remarks











OVERALL 361 54 High









ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 42

















Mean Standard

Deviation Remarks



235 124 Low



297 124 Little














Standard

Deviation Remarks


understand

439 89 High




Mathematics

428 104 High


OVERALL 397 63 High


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 43





concerned



Deviation Remarks














Deviation Remarks















VS



VS







VS


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 44



VS





VS









VS

OVERALL 434 43 VS





















ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 45



Frequency Percent

Outstanding 8 667


Satisfactory 0 0

Unsatisfactory 0 0

Poor 0 0

Total 12 1000

























6 571 No Response





ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 46













I

















Grade

Impression to

Teacher Attitude

Success

Orientation

Self-

Confidence

Defense

Orientation

Math

Perception

Grade R 1 029 023 031 039 003 027

P

000 002 000 000 075 006

N 105 105 105 105 105 105 105


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 47


Model

Unstandardized

Standa

rdized

t

Sig

95 Confidence

Interval for B

Correlations

Collinearity

Statistics

B

Std

Error

Beta

Lower

Bound

Upper

Bound

Zero-

order

Partial

Part

Toler

ance

VIF

1 (Constant)

Attitude

Success

orientation

Self -

confidence

Defense

orientation

Impressions

to Math

Teacher

6576

67

96

118

-25

172

381

72

56

66

39

67

09

19

21

-06

24

1726

93

171

180

-65

258

00

36

09

07

52

01

5820

-76

-15

-12

103

40

7331

210

206

248

52

305

23

31

39

-03

29

09

17

18

-03

29

08

15

16

-06

23

85

60

59

84

90

118

166

169

119

111

Significant at 005




















conferences




ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 48


achievement

CONCLUSIONS






Mathematics teacher

RECOMMENDATIONS






REFERENCES























ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 49













House










Inc




Santiago City





Tagudin Ilocus Sur


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom 9


















METHODOLOGY







Pupilsrsquo

Performance


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 40













Deviation Remarks





PA



stimulating 310 99

PA


Mathematics 301 79

PA




PA




NA



dislike 345 80

PA



PA



studying 327 93

PA



PA





enjoyable 316 95

PA

OVERALL 316 41 PA



ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 41






















Deviation Remarks











OVERALL 361 54 High









ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 42

















Mean Standard

Deviation Remarks



235 124 Low



297 124 Little














Standard

Deviation Remarks


understand

439 89 High




Mathematics

428 104 High


OVERALL 397 63 High


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 43





concerned



Deviation Remarks














Deviation Remarks















VS



VS







VS


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 44



VS





VS









VS

OVERALL 434 43 VS





















ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 45



Frequency Percent

Outstanding 8 667


Satisfactory 0 0

Unsatisfactory 0 0

Poor 0 0

Total 12 1000

























6 571 No Response





ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 46













I

















Grade

Impression to

Teacher Attitude

Success

Orientation

Self-

Confidence

Defense

Orientation

Math

Perception

Grade R 1 029 023 031 039 003 027

P

000 002 000 000 075 006

N 105 105 105 105 105 105 105


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 47


Model

Unstandardized

Standa

rdized

t

Sig

95 Confidence

Interval for B

Correlations

Collinearity

Statistics

B

Std

Error

Beta

Lower

Bound

Upper

Bound

Zero-

order

Partial

Part

Toler

ance

VIF

1 (Constant)

Attitude

Success

orientation

Self -

confidence

Defense

orientation

Impressions

to Math

Teacher

6576

67

96

118

-25

172

381

72

56

66

39

67

09

19

21

-06

24

1726

93

171

180

-65

258

00

36

09

07

52

01

5820

-76

-15

-12

103

40

7331

210

206

248

52

305

23

31

39

-03

29

09

17

18

-03

29

08

15

16

-06

23

85

60

59

84

90

118

166

169

119

111

Significant at 005




















conferences




ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 48


achievement

CONCLUSIONS






Mathematics teacher

RECOMMENDATIONS






REFERENCES























ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 49













House










Inc




Santiago City





Tagudin Ilocus Sur


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom 0













Deviation Remarks





PA



stimulating 310 99

PA


Mathematics 301 79

PA




PA




NA



dislike 345 80

PA



PA



studying 327 93

PA



PA





enjoyable 316 95

PA

OVERALL 316 41 PA



ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 41






















Deviation Remarks











OVERALL 361 54 High









ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 42

















Mean Standard

Deviation Remarks



235 124 Low



297 124 Little














Standard

Deviation Remarks


understand

439 89 High




Mathematics

428 104 High


OVERALL 397 63 High


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 43





concerned



Deviation Remarks














Deviation Remarks















VS



VS







VS


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 44



VS





VS









VS

OVERALL 434 43 VS





















ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 45



Frequency Percent

Outstanding 8 667


Satisfactory 0 0

Unsatisfactory 0 0

Poor 0 0

Total 12 1000

























6 571 No Response





ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 46













I

















Grade

Impression to

Teacher Attitude

Success

Orientation

Self-

Confidence

Defense

Orientation

Math

Perception

Grade R 1 029 023 031 039 003 027

P

000 002 000 000 075 006

N 105 105 105 105 105 105 105


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 47


Model

Unstandardized

Standa

rdized

t

Sig

95 Confidence

Interval for B

Correlations

Collinearity

Statistics

B

Std

Error

Beta

Lower

Bound

Upper

Bound

Zero-

order

Partial

Part

Toler

ance

VIF

1 (Constant)

Attitude

Success

orientation

Self -

confidence

Defense

orientation

Impressions

to Math

Teacher

6576

67

96

118

-25

172

381

72

56

66

39

67

09

19

21

-06

24

1726

93

171

180

-65

258

00

36

09

07

52

01

5820

-76

-15

-12

103

40

7331

210

206

248

52

305

23

31

39

-03

29

09

17

18

-03

29

08

15

16

-06

23

85

60

59

84

90

118

166

169

119

111

Significant at 005




















conferences




ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 48


achievement

CONCLUSIONS






Mathematics teacher

RECOMMENDATIONS






REFERENCES























ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 49













House










Inc




Santiago City





Tagudin Ilocus Sur


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 41






















Deviation Remarks











OVERALL 361 54 High









ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 42

















Mean Standard

Deviation Remarks



235 124 Low



297 124 Little














Standard

Deviation Remarks


understand

439 89 High




Mathematics

428 104 High


OVERALL 397 63 High


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 43





concerned



Deviation Remarks














Deviation Remarks















VS



VS







VS


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 44



VS





VS









VS

OVERALL 434 43 VS





















ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 45



Frequency Percent

Outstanding 8 667


Satisfactory 0 0

Unsatisfactory 0 0

Poor 0 0

Total 12 1000

























6 571 No Response





ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 46













I

















Grade

Impression to

Teacher Attitude

Success

Orientation

Self-

Confidence

Defense

Orientation

Math

Perception

Grade R 1 029 023 031 039 003 027

P

000 002 000 000 075 006

N 105 105 105 105 105 105 105


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 47


Model

Unstandardized

Standa

rdized

t

Sig

95 Confidence

Interval for B

Correlations

Collinearity

Statistics

B

Std

Error

Beta

Lower

Bound

Upper

Bound

Zero-

order

Partial

Part

Toler

ance

VIF

1 (Constant)

Attitude

Success

orientation

Self -

confidence

Defense

orientation

Impressions

to Math

Teacher

6576

67

96

118

-25

172

381

72

56

66

39

67

09

19

21

-06

24

1726

93

171

180

-65

258

00

36

09

07

52

01

5820

-76

-15

-12

103

40

7331

210

206

248

52

305

23

31

39

-03

29

09

17

18

-03

29

08

15

16

-06

23

85

60

59

84

90

118

166

169

119

111

Significant at 005




















conferences




ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 48


achievement

CONCLUSIONS






Mathematics teacher

RECOMMENDATIONS






REFERENCES























ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 49













House










Inc




Santiago City





Tagudin Ilocus Sur


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 42

















Mean Standard

Deviation Remarks



235 124 Low



297 124 Little














Standard

Deviation Remarks


understand

439 89 High




Mathematics

428 104 High


OVERALL 397 63 High


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 43





concerned



Deviation Remarks














Deviation Remarks















VS



VS







VS


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 44



VS





VS









VS

OVERALL 434 43 VS





















ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 45



Frequency Percent

Outstanding 8 667


Satisfactory 0 0

Unsatisfactory 0 0

Poor 0 0

Total 12 1000

























6 571 No Response





ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 46













I

















Grade

Impression to

Teacher Attitude

Success

Orientation

Self-

Confidence

Defense

Orientation

Math

Perception

Grade R 1 029 023 031 039 003 027

P

000 002 000 000 075 006

N 105 105 105 105 105 105 105


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 47


Model

Unstandardized

Standa

rdized

t

Sig

95 Confidence

Interval for B

Correlations

Collinearity

Statistics

B

Std

Error

Beta

Lower

Bound

Upper

Bound

Zero-

order

Partial

Part

Toler

ance

VIF

1 (Constant)

Attitude

Success

orientation

Self -

confidence

Defense

orientation

Impressions

to Math

Teacher

6576

67

96

118

-25

172

381

72

56

66

39

67

09

19

21

-06

24

1726

93

171

180

-65

258

00

36

09

07

52

01

5820

-76

-15

-12

103

40

7331

210

206

248

52

305

23

31

39

-03

29

09

17

18

-03

29

08

15

16

-06

23

85

60

59

84

90

118

166

169

119

111

Significant at 005




















conferences




ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 48


achievement

CONCLUSIONS






Mathematics teacher

RECOMMENDATIONS






REFERENCES























ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 49













House










Inc




Santiago City





Tagudin Ilocus Sur


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 43





concerned



Deviation Remarks














Deviation Remarks















VS



VS







VS


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 44



VS





VS









VS

OVERALL 434 43 VS





















ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 45



Frequency Percent

Outstanding 8 667


Satisfactory 0 0

Unsatisfactory 0 0

Poor 0 0

Total 12 1000

























6 571 No Response





ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 46













I

















Grade

Impression to

Teacher Attitude

Success

Orientation

Self-

Confidence

Defense

Orientation

Math

Perception

Grade R 1 029 023 031 039 003 027

P

000 002 000 000 075 006

N 105 105 105 105 105 105 105


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 47


Model

Unstandardized

Standa

rdized

t

Sig

95 Confidence

Interval for B

Correlations

Collinearity

Statistics

B

Std

Error

Beta

Lower

Bound

Upper

Bound

Zero-

order

Partial

Part

Toler

ance

VIF

1 (Constant)

Attitude

Success

orientation

Self -

confidence

Defense

orientation

Impressions

to Math

Teacher

6576

67

96

118

-25

172

381

72

56

66

39

67

09

19

21

-06

24

1726

93

171

180

-65

258

00

36

09

07

52

01

5820

-76

-15

-12

103

40

7331

210

206

248

52

305

23

31

39

-03

29

09

17

18

-03

29

08

15

16

-06

23

85

60

59

84

90

118

166

169

119

111

Significant at 005




















conferences




ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 48


achievement

CONCLUSIONS






Mathematics teacher

RECOMMENDATIONS






REFERENCES























ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 49













House










Inc




Santiago City





Tagudin Ilocus Sur


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 44



VS





VS









VS

OVERALL 434 43 VS





















ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 45



Frequency Percent

Outstanding 8 667


Satisfactory 0 0

Unsatisfactory 0 0

Poor 0 0

Total 12 1000

























6 571 No Response





ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 46













I

















Grade

Impression to

Teacher Attitude

Success

Orientation

Self-

Confidence

Defense

Orientation

Math

Perception

Grade R 1 029 023 031 039 003 027

P

000 002 000 000 075 006

N 105 105 105 105 105 105 105


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 47


Model

Unstandardized

Standa

rdized

t

Sig

95 Confidence

Interval for B

Correlations

Collinearity

Statistics

B

Std

Error

Beta

Lower

Bound

Upper

Bound

Zero-

order

Partial

Part

Toler

ance

VIF

1 (Constant)

Attitude

Success

orientation

Self -

confidence

Defense

orientation

Impressions

to Math

Teacher

6576

67

96

118

-25

172

381

72

56

66

39

67

09

19

21

-06

24

1726

93

171

180

-65

258

00

36

09

07

52

01

5820

-76

-15

-12

103

40

7331

210

206

248

52

305

23

31

39

-03

29

09

17

18

-03

29

08

15

16

-06

23

85

60

59

84

90

118

166

169

119

111

Significant at 005




















conferences




ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 48


achievement

CONCLUSIONS






Mathematics teacher

RECOMMENDATIONS






REFERENCES























ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 49













House










Inc




Santiago City





Tagudin Ilocus Sur


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 45



Frequency Percent

Outstanding 8 667


Satisfactory 0 0

Unsatisfactory 0 0

Poor 0 0

Total 12 1000

























6 571 No Response





ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 46













I

















Grade

Impression to

Teacher Attitude

Success

Orientation

Self-

Confidence

Defense

Orientation

Math

Perception

Grade R 1 029 023 031 039 003 027

P

000 002 000 000 075 006

N 105 105 105 105 105 105 105


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 47


Model

Unstandardized

Standa

rdized

t

Sig

95 Confidence

Interval for B

Correlations

Collinearity

Statistics

B

Std

Error

Beta

Lower

Bound

Upper

Bound

Zero-

order

Partial

Part

Toler

ance

VIF

1 (Constant)

Attitude

Success

orientation

Self -

confidence

Defense

orientation

Impressions

to Math

Teacher

6576

67

96

118

-25

172

381

72

56

66

39

67

09

19

21

-06

24

1726

93

171

180

-65

258

00

36

09

07

52

01

5820

-76

-15

-12

103

40

7331

210

206

248

52

305

23

31

39

-03

29

09

17

18

-03

29

08

15

16

-06

23

85

60

59

84

90

118

166

169

119

111

Significant at 005




















conferences




ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 48


achievement

CONCLUSIONS






Mathematics teacher

RECOMMENDATIONS






REFERENCES























ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 49













House










Inc




Santiago City





Tagudin Ilocus Sur


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 46













I

















Grade

Impression to

Teacher Attitude

Success

Orientation

Self-

Confidence

Defense

Orientation

Math

Perception

Grade R 1 029 023 031 039 003 027

P

000 002 000 000 075 006

N 105 105 105 105 105 105 105


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 47


Model

Unstandardized

Standa

rdized

t

Sig

95 Confidence

Interval for B

Correlations

Collinearity

Statistics

B

Std

Error

Beta

Lower

Bound

Upper

Bound

Zero-

order

Partial

Part

Toler

ance

VIF

1 (Constant)

Attitude

Success

orientation

Self -

confidence

Defense

orientation

Impressions

to Math

Teacher

6576

67

96

118

-25

172

381

72

56

66

39

67

09

19

21

-06

24

1726

93

171

180

-65

258

00

36

09

07

52

01

5820

-76

-15

-12

103

40

7331

210

206

248

52

305

23

31

39

-03

29

09

17

18

-03

29

08

15

16

-06

23

85

60

59

84

90

118

166

169

119

111

Significant at 005




















conferences




ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 48


achievement

CONCLUSIONS






Mathematics teacher

RECOMMENDATIONS






REFERENCES























ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 49













House










Inc




Santiago City





Tagudin Ilocus Sur


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 47


Model

Unstandardized

Standa

rdized

t

Sig

95 Confidence

Interval for B

Correlations

Collinearity

Statistics

B

Std

Error

Beta

Lower

Bound

Upper

Bound

Zero-

order

Partial

Part

Toler

ance

VIF

1 (Constant)

Attitude

Success

orientation

Self -

confidence

Defense

orientation

Impressions

to Math

Teacher

6576

67

96

118

-25

172

381

72

56

66

39

67

09

19

21

-06

24

1726

93

171

180

-65

258

00

36

09

07

52

01

5820

-76

-15

-12

103

40

7331

210

206

248

52

305

23

31

39

-03

29

09

17

18

-03

29

08

15

16

-06

23

85

60

59

84

90

118

166

169

119

111

Significant at 005




















conferences




ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 48


achievement

CONCLUSIONS






Mathematics teacher

RECOMMENDATIONS






REFERENCES























ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 49













House










Inc




Santiago City





Tagudin Ilocus Sur


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 48


achievement

CONCLUSIONS






Mathematics teacher

RECOMMENDATIONS






REFERENCES























ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 49













House










Inc




Santiago City





Tagudin Ilocus Sur


ISSN 2320-5504 E-ISSN-2347-4793

wwwapjorcom Page 49













House










Inc




Santiago City





Tagudin Ilocus Sur

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