Foundational Number Competencies and Other Factors as Predictors of Mathematics Achievementof Grade Vi Studentsin the Divisionof Lipa City

Abstract

INTRODUCTION

This study attempts to determine the achievement of intermediate pupils in fundamental Mathematics and the factors that affect their achievement. The study specifically seeks to answer the following questions: 1. What is the level of Mathematics achievement of the Grade VI students of Public and Private in Lipa City as reflected based from the teacher-made Mathematics test? 2. What is the foundational number competencies of the aforesaid students? 3. To what extent is the assessment of the respondents on the factors that greatly affect their achievement in fundamental Mathematics in terms of: individual factors, instructional factors, Classroom management?

METHODS

The researcher used the descriptive correlation method of research to determine the relationships between and among the selected variables considered in relation to the students' mathematics achievement.

RESULTS

The following results were obtained: 1. There was a high significant difference between the performance of the respondents from private school and public schools in terms of the results in teacher-made test and foundational competency test. 2. There is a significant relationship between the performance of the students in the teacher-made test and foundational competency test. 3. A significant relationship also exists between the assessment of the respondents on the factors affecting their achievement in Mathematics and the results of their performance in the teacher-made test and foundational competency test.

DISCUSSIONS

The mean as the measure of central tendency is a weak measure to describe the performance of the students. With a large standard deviation, it can be concluded that there is a big variation on the scores of the respondents. There were high scores that were able to pull up the lower scores, ending up with a very satisfactory result. Similarly, students who assessed the factors affecting their performance in Mathematics tend to have higher scores as well in the teacher-made test and foundational competency test.