Two-Levels of Relationship in the Mathematics instruction for Senior High School

Abstract

INTRODUCTION

This study determined the two levels of relationships in the Mathematics instruction for the Senior High School students. It attempted to determine the learning adversities in Mathematics in terms of the profile, achievement, and attitude of Senior High School students. Learning adversities center on three main barriers: systemic, societal, and pedagogical. These identified barriers are believed to be among the factors affecting learning in Mathematics. It aimed to help teachers understand the problems of students when dealing with Mathematics. Also, it could help students realize their adversities and evaluate themselves on how they could improve in the Mathematics course.

METHODS

Descriptive survey was used to determine the learning adversities from students' profile, achievements and attitudes in Mathematics. This was used to establish relationships that exists, processes ongoing, and effects that are felt. It was to find significant relationship between learning adversity and profile, Mathematics attitude and achievement. Respondents were Senior High School students from 2 tracks namely, Academic and TVL. The entire population was sampled to gauge reliable and credible survey results.

RESULTS

Respondents had a positive attitude towards Mathematics. Both systemic and pedagogical adversities have great impact on the students while societal have not much. Significant relationships existed between Mathematics achievement and the profile of the respondents. All computed values indicate no significant relationship between students' profile and attitude towards Mathematics and learning adversities. Attitude towards Mathematics is a predictor of Mathematics achievement. Among the profile of the student-respondents, only age and gender were found to be significantly related with the learning adversities of the students while track and strand has no significance. There was a significant relationship between Mathematics achievement and learning adversities.

DISCUSSIONS

Profile of the respondents has an effect on the Mathematics achievement of students. Students have diverse attitude towards Mathematics. The higher the Mathematics achievement, the more positive the attitude in Mathematics is. The higher the Mathematics achievement, the lower the learning adversity is. Mathematics achievement and attitude of students towards Mathematics have no significant relation with the learning adversities in Mathematics.