Correlates of junior high school performance in algebra

Thesis Master of Arts in Teaching major in Mathematics University of Rizal System-Morong 2016

EXECUTIVE SUMMARY: The study focused on the correlates of Junior High School learners' performance in Algebra of Marciana P. Catolos National High school, Tanay, Rizal. This was conducted during the school year 2016-2017. The descriptive-qualitative method of research was employed determine how teaching strategies, teaching competence, and learners' participation correlated with the mastery level in different skills and learning competencies in algebra of the junior high school learners. Participants were the junior high school learners consist of one thousand fifty six (1056) and eight (8) teachers of Mathematics. Furthermore, documentary analysis on the academic grades in Mathematics was utilized to determine the level of performance of learners in algebra. Moreover, the periodic test results were also considered to determine the mastery level of junior high school learners in the different competencies. To analyze and correlate the factors on the performance in algebra of the learners, the researcher-made record sheet, matric and interviews were utilized. The aspects considered are the mastery level of junior high school learners, teaching strategies, teaching competence, and learners' participation. To establish the level of performance the mean and the standard deviation were applied. To determine the mastery level in different learning competencies and skills the frequency and percentage distribution were utilized. To determine the extent of effectiveness of teaching strategies and level of teaching competence, the mean was applied. To determine the extent of learners' participation in mathematics class, the mean percentage was utilized. And an interview to the group of learners were conducted to determine how do the mastery level, extent of learners' participation relate to the level of performance of junior high school learners. Based on the analysis and interpretation of data, it was found out that majority of the junior high school learners have "fairly satisfactory" performance in Mathematics specifically in Algebra as per obtained over-all grades. The junior high school learners particularly the grade 7 and grade have a low performance in algebra as per results of the periodic tests. Among the teaching strategies employed in teaching algebra, lecture or discussion, group dynamics or cooperative learning, pair-share and interactive with integration of technology were found "effective" and "more effective" respectively. Over-all, the level of teaching competence of the teachers was found to be "very Satisfactory" teaching competence. Junior high school learners specifically grades 7 and 9 were "participative" in mathematics class, while grades 8 and 10 were "more participative" in various activities in the subject. The level of mastery of learners, extent of effectiveness of teaching strategies utilized in teaching algebra, the level of teaching competence of teachers of mathematics, and the extent of learners' participation have very high relationship with the performance of junior high school learners. Furthermore, based from the findings of the study, it can be conducted that the junior high school learners were able to pass algebra inspite of their low performance in mathematics. The low performance of junior high school learners in algebra was due to low mastery of the various learning skills or competencies. Teaching strategies greatly influenced the level of participation and performance in Algebra of junior high school learners in learning mathematics. Teaching competence of teachers of mathematics played significant role in the learners' performance in algebra. Learners' participation in mathematics class was affected by the teaching strategies and activities utilized in teaching algebra. Learners' mastery level, effectiveness of teaching strategies, teaching competence, and learners' participation are factors that highly contribute to junior high school learners' academic performance.