Six Dimensions of Pupils' Responsiveness: Relationship to their Performance in Mathematics

Abstract

INTRODUCTION

Participants of the study were grades five and six pupils of Maximino V. Pangilinan Elementary School, District of Tanza, Division of Cavite. The following null hypotheses were tested at .05 level of significance: "The sic dimensions of pupils' responsiveness towards mathematics are not interrelated," "No significant relationship exists between pupil's academic performance in mathematics and six dimensions of responsiveness"; and "Male and female pupils do not differ in their responsiveness towards mathematics along the six Dimensions".

METHODS

This study utilized the descriptive method involving the collection of data through surveys and interviews in order to test the hypotheses or to answer questions concerning the current status of the subject of the study. The reliability of the checklist used was subjected to a test-retest to 25 pupils in the research locale who were not included as respondents in the final survey.

RESULTS

The following findings were arrived at: The pupils are high to very high in their responsiveness in terms of assigned tasks and teacher quality; high in driving force, confidence, sense of duty and perceived competence; the six dimensions are interrelated; pupils' academic performance is related to assigned tasks, teacher quality, confidence, and perceived competence; and, male and female pupils do not differ in their responsiveness along the six dimensions.

DISCUSSIONS

Teachers should exert efforts to enhance pupils' responsiveness in terms of driving force, perceived competence, and sense of duty by coming up with more varied motivating styles, a more comprehensible presentation of subject matter to enhance pupils' perceived competence, and the setting of clear and understandable directions of what pupils have to expect in the subject.