Factors Affecting Mathematics Achievement of TTSAT Senior High School Students

 ABSTRACT

ALI-AKBAR S. DIMAN, ARNADER A. SAHIACBAR, BERNARD S. SALIGAK and DAYANG S. TANGHU. Grade 12 – Argon, General Academic Strand, S.Y. 2020-2021. Tawi-Tawi School of Arts and Trades, Brgy. Pag-Asa, Bongao, Tawi-Tawi. Factors Affecting Mathematics Achievement of TTSAT Senior High School Students

 Adviser: FERMIN J. HAMJA

 

 

The purpose of this study was to determine factors influencing mathematics achievement of  senior high school students at the Tawi-Tawi School of Arts and Trades (TTSAT).  More specifically, it sought to answer the following questions: What is the basic profile of the respondents in terms of grade level, gender , age and grade grade in General Mathematics?; What are the factors influencing mathematics achievement of TTSAT senior high school students in terms of the following variables: Mathematics Confidence, Behavioral Engagement, Mathematics Test Anxiety, and Numerical Task Anxiety?; Is there a significant difference on the factors influencing mathematics achievement of TTSAT STEM Students in terms of the above mentioned variables? And is there a significant difference on the factors influencing mathematics achievement of TTSAT senior high school students in terms of grade level, gender and grade in general mathematics?

Furthermore, the researchers hypothesized the following: There is no significant difference on the factors influencing mathematics achievement of TTSAT senior high school students Students in terms of the following variables: Mathematics Confidence, Behavioral Engagement, Mathematics Test Anxiety and  Numerical Task Anxiety; and There is no significant difference on the factors influencing mathematics achievement of TTSAT senior high school students in terms of grade level, gender and grade in general mathematics.

The study revealed that majority of the respondents were on the age bracket of 19 to 21 years old composed of 77.70%. The grade-11 students, majority of the respondents obtained a grade of 80 -84 composed of 50.00%. Then, majority of the grade-12 students obtained a grade of 80 – 84 in general mathematics composed of 53.30%.

The grade-11 students obtained a weighted mean of 2.88, means “agree”. While, the grade-12 students obtained a weighted mean of 2.88, means “agree”. Further, the male students obtained a weighted mean of 2.88, means “agree”. While, the female students obtained a weighted mean of 2.68, means “agree”.

Further, the senior high school students who achieved a grade of 95 – 100 obtained the highest weighted mean of 3.37, means “agree”. While, those students with a grade of 75 – 79 obtained the least weighted mean of 2.73, means “agree”. Overall, the senior high school students of the Tawi-Tawi School of Arts and Trades (TTSAT) obtained an overall mean of 2.85, means “agree”.

The respondents obtained the highest mean of 3.04 on behvarioral engagement, which can be interpreted as “agree”. Then, the repondents obtained the least weighted mean of 2.68 on mathematics confidence, means “agree”. Hence, this table implies that behavioral engagement is the common factors that influence the mathematics of TTSAT senior high school students.

The t-Test confirmed that there is a significant difference on the factors influencing mathematics achievement of TTSAT senior high school students in terms of gender since the probability value obtained is 0, means highly significant. Hence, the hypothesis tested on gender was. Then, the t-Test confirmed that there is no significant difference on the factors influencing mathematics achievement of TTSAT senior high school students in terms of grade level since the probability value obtained is 0.078, means not significant. Hence, the hypothesis tested on grade level was accepted.

The Analysis of Variance (ANOVA) confirmed that there is a significant difference on the factors influencing mathematics achievement of TTSAT senior high school students in terms of grades in general mathematics since the probability value obtained is 0, means highly significant. Hence, the hypothesis tested on grades in general mathematics was accepted.

The ANOVA also confirmed that there is a significant difference on the factors influencing mathematics achievement of TTSAT senior high school students in terms the mentioned variables since the probability value obtained is 0.037, means significant. Hence, the hypothesis tested on the variables: Mathematics Confidence, Behavioral Engagement, Mathematics Test Anxiety and  Numerical Task Anxiety is hereby rejected.

Based from the results and findings of the study that the factors influencing the mathematics achievement of the TTSAT senior high school students are the variables: Mathematics Confidence, Behavioral Engagement, Mathematics Test Anxiety and  Numerical Task Anxiety. Among these variables, behavioral engagement has so much influenced on the mathematics achievement of the students. Further, the factors that influence the mathematics achievement of senior high school students in TTSAT do not differ in terms of grade level, but it differs in terms of grade and grades in general mathematics.