International Multilingual Journal of Science and Technology (IMJST)
ISSN: 2528-9810
Vol. 8 Issue 6, June - 2023
www.imjst.org
IMJSTP29120889 6383
Math Interest and Performance of Grade 11
students in General Mathematics
Karla Jane N. Puracan, ChE, LPT
Graduate Teacher Education, College of Education
Cebu Technological University – Main Campus
Cebu City, Philippines
Maria Celsa P. Tabar, ChE, LPT
Graduate Teacher Education, College of Education
Cebu Technological University – Main Campus
Cebu City, Philippines
mariacelsa.s[email protected]
Emerson D. Peteros, Dev. Ed. D.
Graduate Teacher Education, College of Education
Cebu Technological University – Main Campus
Cebu City, Philippines
Abstract— This study assessed the interest in
mathematics and the performance of Grade 11
students in General Mathematics. It also sought to
determine the relationship between the
respondents’ interest in mathematics and
performance in General Mathematics.
It utilized the descriptive quantitative method of
research with the use of secondary data from the
school records and a standardized questionnaire.
There were 525 respondents in the study. The
respondents were grade 11 students from two
identified public and private high school from
Cebu City, Cebu, Philippines. Six statistical
treatments were used in this study: simple
percentage, weighted mean, Pearson’s r, one-way
ANOVA, and t-test for independent samples.
It was revealed that most of the respondents
were 16 to 17 years old and were female. It also
revealed that most of the parents were high
school graduates, and the families had a
combined monthly income of Php10,000 below.
The academic performance of the respondents
was very satisfactory. It was found out that there
is negligible positive correlation, yet significant
relationship, between the respondents’ interest in
mathematics and performance in General
Mathematics. Moreover, there is a significant
difference among the academic performance of
the respondents when grouped according to their
academic strand but none when they are grouped
according to the type of school they are enrolled
in. It was concluded that the level of interest in
mathematics is significantly related to the
performance in General Mathematics especially
among those with higher level of academic
performance. The researchers recommend that
the proposed action plan can be used and
monitored.
Keywords—teaching mathematics; teaching
strategies; students’ interest; mathematics
performance; general mathematics; descriptive-
quantitative; senior high school; academic track;
Philippines
I. INTRODUCTION
Mathematics is integral in our lives. We use it in our
day-to-day activities even without realizing it
sometimes. We use mathematics in travelling, making
purchases, budgeting expenses, and cooking to name
a few. It is a tool that develops mental discipline, logic
and reasoning, and critical and analytical thinking. It
helps us make our lives organized and helps us better
understand the things going on around us. As a
discipline, it is considered diverse and universal and it
finds useful applications in all fields of study whether it
be engineering, medicine, agriculture, business,
politics, sports, and many others.
Expertise in mathematics is a key to a country’s
technological advancement and economic progress.
For this reason, mathematics education and student
achievement in the subject is given focus and
attention in the Philippines. The basic education
curriculum in the country includes mathematics as a
core subject across levels from K-3 to senior high
school. These mathematics courses at the basic
education level cover the basics necessary to prepare
them for life after graduating from the senior high
school level – for college or employment.
While the significance it plays in our daily lives and
the importance of mathematics as an integral part of
the curriculum cannot be stressed enough, problems
related to the performance of students in mathematics
are still evident not just in the Philippines but also in
other countries. In the 2018 Programme for
International Student Assessment, several countries
showed declining performances in mathematics.
Quebec produced a loss of 4 points from 2003 to
International Multilingual Journal of Science and Technology (IMJST)
ISSN: 2528-9810
Vol. 8 Issue 6, June - 2023
www.imjst.org
IMJSTP29120889 6384
2018, Canada declined by 15 points, Alberta declined
by 38 points, British Columbia declined by 34 points
and the greatest loss was experienced by Manitoba
which declined by 46 points. The Philippines
participated in the program for the first time as part of
the Department of Education’s reform plan on quality
basic education. However, the country ranked second
to the last among 79 participating countries. The
disappointing results of the international assessment
confirm that there is indeed a problem in the
performance of students in discipline, especially the
Philippines.
This study intended to investigate the level of
interest of the Grade 11 students at Don Vincente
Rama Memorial National High School and Asian
College of Technology towards learning mathematics
and their level of academic performance in General
Mathematics. This study aimed to provide an objective
assessment of the variables included in the study for
the purpose of determining action plans.
This study is anchored on Krapp’s Theory of
Interest and Walberg’s Theory of Educational
Productivity.
The interest Theory by Krapp interprets interest as
a person-object-relationship. A person will develop an
interest for an “object” for either a shorter or longer
period. This object of interest “can refer to concrete
things, a topic, a subject matter, an abstract idea, or
any other content of the cognitively represented life-
space” (Krapp, 1999). In this study, the “object” being
referred to is General Mathematics. The interest of
students in General Mathematics is “a unique
motivational variable” which can be expressed
through giving full attention and engagement to the
learning activities.
On the other hand, the Theory of Educational
Productivity by Walberg sought to explain student
academic performance. It states that “to increase
educational productivity and efficiency, educational
process goals as well as achievement goals must be
considered”. These educational process goals include
the perception of students on the “social environment,
creativity, self-concept, participation in extra-curricular
activities, and interest in subject matter” (Walberg,
1978). Based on this construct, if students are
interested in General Mathematics, then they will
perform better academically.
The legal basis for this study is the Department of
Education Order No. 034 s. 2022 which allows
schools to implement any of the following: (a) 5 days
of in-person classes, (b) blended learning modality
with 3 days in-person classes and 1 day of distance
learning, (c) full distance learning.
In in-person classes, both the teachers and
students are physically present. There is active
engagement and feedback on activities are
immediate. In distance learning, the teachers and the
students are geographically remote from each other
during instruction. There are three types of distance
learning – modular, online classes and
television/radio-based.
Modular Distance Learning uses printed or digital
self-learning modules whichever is applicable. The
teachers monitor the progress of the students through
telephone, text messaging or instant messaging. In
Online Distance Learning, on the other hand, the
teacher facilitates students’ active participation
through different technologies accessed via the
internet while they are geographically remote from
each other. A stable internet connection is required for
this type. The students download learning materials
from the internet, attend virtual classes and submit
assignments online. The teachers utilize a Learning
Management System like the DepEd Commons.
Moreover, the television/radio-based instruction
utilizes self-learning modules which they converted
into video lesson for television-based and radio script
for radio-based. Blended Learning combines in-
person and distance learning. This modality limits
face-to-face learning to ensure social distancing.
Based on the DepEd memo, in-person classes are
done from Mondays to Wednesdays while distance
learning from Thursdays to Fridays.
Some literature believed that interest has a vital
role in the academic performance of students in
mathematics. However, there are also some that say
otherwise. Therefore, this study used Interest Theory
and Educational Productivity Theory to understand
more the interest-academic performance relationship
in mathematics of the students in the Philippine
context.
II. METHODOLOGY
A. Design
This study utilized descriptive-quantitative design.
Descriptive-quantitative design involves test, survey,
interview, and observation to describe status or
characteristics by phenomenon or situation (Eggen &
Kauchak, 2010). Quantitative descriptive data was
used to describe, explain, predict, or control the
phenomena that was studied in this research regarding
statistic or numerical data (Gay, Mills, Airasian,2012,
p.7). Descriptive-quantitative was utilized since this
research was used to investigate the level of interest of
the respondents to mathematics and their academic
performance. A survey was conducted using
convenience sampling technique to collect data.
Convenience sampling is a technique in which readily
available respondents are selected. This sampling
technique was used since it is a practical choice in
conducting the study wherein the availability of the
respondents, research budget and time constraint are
considered. The respondents' level of interest,
academic performance in mathematics, and
relationship between the two were then analyzed.
B. Environment
The setting of the study centered on the
respondents from two institutions. First is the Asian
College of Technology – International Educational
Foundation, formerly known as Asian Computer
Institute, is a private college in the Philippines located
in Cebu City and Talisay City which was established in
International Multilingual Journal of Science and Technology (IMJST)
ISSN: 2528-9810
Vol. 8 Issue 6, June - 2023
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IMJSTP29120889 6385
1988. The school started as Asian College of
Technology in Colon, Cebu City - a college which
offered computer science courses with the aim of
becoming the primary provider of computer literacy in
Cebu City. In 1992, the school was incorporated as
Asian College of Technology, Inc which led to the
expansion of its educational programs and the
establishment of its Bulacao Campus in Talisay City.
At present, the school offers preschool, elementary,
and high school in addition to the post-secondary and
collegiate courses it initially offered. From its
pioneering computer science curriculum offering, ACT
is now offering diverse college courses which includes
four courses under the College of Arts, Sciences and
Pedagogy, 4 courses under the College of Business
Management, four courses under the College of
Computer Studies, three courses under the College of
Nursing and Allied Programs, and complete Basic
Education Programs. It’s Senior High School program
offers the academic and technical-vocational-livelihood
(TVL) track. The academic tracks include the following
strands: general academic strand (GAS), humanities
and social sciences (HUMSS) strand, science,
technology, engineering, and mathematics (STEM)
strand, and accountancy, business and management
(ABM) strand.
The second institution where the study was
conducted is the Don Vicente Rama Memorial National
High School, the first national high school and one of
the biggest public high schools in the south of Cebu
City. It was opened on June 7, 1993, given the name
Cebu City Don Carlos A. Gothong Memorial National
High School – Basak Extension through DECS Order
No. 5 series of 1989. It became independent on
October 9, 1993, and acquired its new name in 1994,
the Basak National High School. Through a resolution
in 2004, the name was converted into Don Vicente
Rama Memorial National High School. It is situated in
two barangays of the south of Cebu – barangay Basak
San Nicolas and barangay Basak Pardo. At present,
the school offers a complete program of the high
school level for basic education from Grade 7 to Grade
12.
The two identified schools are located at the heart
of Cebu City. The Asian College of Technology is one
of the many private schools with a good number of
senior high school students. On the other hand, Don
Vicente Rama Memorial National High School is
among the top 3 public high schools in Cebu City in
terms of population.
C. Respondents
The respondents considered in the study were the
Grade 11 students of the two identified public and
private high schools. The respondents of the study
were the 525 Grade 11 students from Asian College
of Technology and Don Vicente Rama Memorial
National High School. Out of the 525 total population,
277 come from ACT and 248 come from DVRMNHS.
The respondents from each school were
categorized according to the strand they were taking.
Of the 277 respondents from ACT, 101 were taking up
STEM, 106 were taking up ABM and 70 were taking up
GAS. Of the 248 respondents from Don Vicente Rama
Memorial National High School, 106 were taking up
STEM, 78 were taking up ABM and 64 were taking up
GAS.
With General Mathematics as a core subject taken
by all senior high school students under the academic
track, the study utilized convenience sampling
technique which involved the Grade 11 students taking
up the strands STEM, ABM and GAS. This data is
presented in Table 1, the distribution of the
respondents of the study.
TABLE 1. DISTRIBUTION OF THE RESPONDENTS
D. Instrument
This study utilized a descriptive-survey
questionnaire which consists of questions that met the
needs of the problem in the study. The questionnaire
was composed of the following parts:
Part I. Profile of the Respondents. The students’
name, age, gender, parents’ highest educational
attainment, combined family monthly income, type of
school enrolled, and academic strand enrolled were
gathered.
Part II. Math Interest. The Math Interest Inventory
(II) by Stevens and Olivarez, 2005 was adapted. This
has 27 questions and uses a 5-point scale: Strongly
Disagree (1), Disagree (2), Undecided (3), Agree (4),
and Strongly Agree (5). Eleven out of the 27 items are
negatively stated. These were reverse scored before
analysis of data was done.
On the other hand, the academic performance of
the students in General Mathematics were based on
the grades shown in their repost cards for the first
quarter of school year 2022-2023.
E. Scoring Procedure
The rating scale with the corresponding weights
and values was used by the researchers. The
heaviest weight was assigned to the most favorable
response. Ranges were assigned to each of the
weights in the rating scale.
To gather a vivid interpretation, the researchers
used the scoring procedure found in Table 2 for the
math interest of the respondents.
The researchers used the scoring procedure in
Table 3 to evaluate the performance of the
respondents in General mathematics.
Name of
Schools
N
n1
n2
n3
%
Asian College of
Technology
277
101
106
70
52.76
Don Vicente
Rama Memorial
National High
School
248
106
78
64
47.24
Total
525
207
184
134
100.00
International Multilingual Journal of Science and Technology (IMJST)
ISSN: 2528-9810
Vol. 8 Issue 6, June - 2023
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IMJSTP29120889 6386
TABLE 2. MATH INTEREST SCORING PROCEDURE
TABLE 3. GENERAL MATHEMATICS PERFORMANCE SCORING
PROCEDURE
Scoring
Range
Descriptive
Rating
Verbal Interpretation
90-100
Outstanding
The Grade 11 student’s
performance represents
an extraordinary level of
achievement and
commitment in math
subject.
85-89
Very
Satisfactorily
The Grade 11 student’s
performance in math
exceeded expectations of
the teacher.
80-84
Satisfactorily
The Grade 11 student’s
performance in math met
expectations of the
teacher.
75-79
Fairly
Satisfactorily
The Grade 11 student’s
performance in math
failed to meet
expectations of the
teacher.
Below
75
Poor
The Grade 11 student’s
performance in math was
consistently below
expectations of the
teacher.
III. PRESENTATON, ANALYSIS AND INTERPRETATION OF
DATA
A. Results of the data gathered from Asian College
of technology
1) Level of Interest
Table 4 shows that the respondents agree on the
positively worded statements specifically item
numbers 4, 7, 10, 16 and 26. These items express the
respondents’ interest in mathematics, and that they
want to learn all about mathematics. They want to
know how to do mathematics problems because
knowing a lot about it is helpful. Furthermore, the
respondents strongly agree with statement number 22
which is also a positively worded statement. This
shows that the respondents want to learn more about
mathematics.
Moreover, the respondents also agree with the
negatively worded statements namely item numbers
2, 5, 14, 18, and 20. This shows that they get mad
easily and are wasting their time when working on
mathematics. They tend to be bored and stop working
to do something else. They also prefer easy
mathematics. On the other hand, they disagree with
item number 27. This conveys that they do not
struggle with mathematics.
It is evident that the respondents are undecided on
15 out of 27 statements describing their interest in
learning mathematics. Overall, the aggregated
weighted mean of 3.40 which implies that Asian
College of Technology respondents are moderately
interested in mathematics.
According to Mazana et al. (2019), attitude towards
mathematics can be influenced by how students enjoy
the class and teacher’s classroom management.
To ensure that students won’t get bored or mad
and think that they are just wasting their time when
working on mathematics, the teachers need to
improve their teaching techniques and strategies. This
can be addressed by sending them to trainings and
seminars. Also, integrating ICT or internet and
communication technologies in conducting lessons
could help in making the class more interesting.
Students prefer math that is easy maybe because
they are not confident with their skills. Are their skills
enough to continue with the tasks given to them?
According to Aguilar (2021), if students’ confidence
and self-perception is not met, it is likely that they will
develop long-lasting negative attitudes towards
mathematics. The high school students in this
research by Aguilar acknowledge their negative
perception towards mathematics since elementary or
middle school. To boost their confidence and nurture
their mathematical talents, peer tutorial sessions can
be done through an organization like a math club.
Studious and achiever students can be tapped to help
their fellow students who are struggling with the
subject.
Scale
Numerical
Rating
Descriptive
Rating
Verbal
Interpretation
5
4.21-
5.00
Very
High
The respondents strongly agree
on the statements describing
their interest in learning
mathematics.
4
3.41-
4.20
High
The respondents agree on the
statements describing their
interest in learning mathematics.
3
2.61-
3.40
Mode
rate
The respondents are undecided
on the statements describing
their interest in learning
mathematics.
2
1.81-
2.60
Low
The respondents disagree on the
statements describing their
interest in learning mathematics.
1
1.00-
1.80
Very
Low
The respondents strongly
disagree on the statements
describing their interest in
learning mathematics.
International Multilingual Journal of Science and Technology (IMJST)
ISSN: 2528-9810
Vol. 8 Issue 6, June - 2023
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IMJSTP29120889 6387
TABLE 4. LEVEL OF INTEREST OF THE RESPONDENTS TOWARDS LEARNING MATHEMATICS
S/N
Indicators
WM
Verbal
Description
1
I like to answer questions in Math class.
3.38
Moderate
2
I am wasting my time on math.
4.09
High
3
I work more math problems than what I have to.
2.92
Moderate
4
I like math.
3.52
High
5
I am bored when working on math.
3.70
High
6
I spend more hours working on math.
3.11
Moderate
7
I am interested in math.
3.70
High
8
I would rather be working on something else besides math.
3.08
Moderate
9
I work on math in my spare time.
2.77
Moderate
10
Knowing a lot about math is helpful.
4.20
High
11
I give up easily when working on math.
3.30
Moderate
12
I want to talk about math with my friends.
3.31
Moderate
13
I feel good when it comes to working on math.
3.24
Moderate
14
When working on math, I want to stop and start working on
something else.
3.97
High
15
I spend more time than most of my classmates working on
math.
2.91
Moderate
16
I want to know all about how to do math problems.
4.12
High
17
I am always thinking of other things when working on math.
3.01
Moderate
18
I prefer easy math over math that is hard.
3.70
High
19
I feel excited when a new math topic is announced.
3.25
Moderate
20
I get mad easily when working on math.
3.53
High
21
I am too involved in math.
3.06
Moderate
22
I want to learn more about math.
4.22
Very High
23
I have difficulty paying attention when working on math.
2.89
Moderate
24
I choose to work on math.
3.25
Moderate
25
I spend as little as possible when working on math.
2.83
Moderate
26
I want to know all about math.
4.13
High
27
I struggle with math.
2.54
Low
Aggregate Weighted Mean
3.40
Moderate
Legend: 4.21-5.00-Very High; 3.41-4.20-High; 2.61-3.40-Moderate; 1.81-2.60-Low; 1.00-1.80-Very Low
2) Level of Academic Performance
Table 5 shows that 91 out of 277 respondents from
Asian College of Technology which comprised
32.85% percent, have very satisfactory performance
in General Mathematics. Eight-eight or 31.77 percent
have outstanding performance while 59 or 21.30
percent have satisfactory performance.
Furthermore, 21 or 7.58 percent did not meet
expectations and 18 or 6.50 percent have fairly
satisfactory performance. Overall, the respondents
from Asian College of Technology have very
satisfactory performance in General Mathematics with
a mean of 86.19 and standard deviation of 6.22.
To further improve the academic performance of
the students in General Mathematics, the
administrators and teachers must look into the
curriculum. Lesson plans must be improved to provide
appropriate activities and achieve the desired
competencies. According to Chand et al. (2021), an
ineffective mathematics curriculum was the reason
behind the students’ poor performance in the subject.
Use of technologies, improving the quality of teachers,
and introducing field work in the curriculum were
some of the recommendations made from their study.
3) Relationship Between Interest and Academic
Performance
Table 6 reflects the test on significant relationship
between the math interest and academic performance
in General Mathematics of the respondents. Using the
Pearson product moment correlation test, the result
shows a correlation coefficient r-value of 0.318 and p-
value 0.000 which is less than the 0.05 significance
level. This suggests that there is a significant
relationship between the mathematics interest and
academic performance in General Mathematics,
therefore rejecting the null hypothesis.
The Pearson r-value of 0.318 gives a weak positive
correlation. This implies that that the interest of the
Asian College of Technology respondents in
mathematics will predict their academic performance
in General Mathematics although not strongly.
According to Salifu and Bakari (2022), student’s
interest and perception significantly predicted
students’ achievement in mathematics. Also, Tembe
et al. (2020) showed that there was a significant
relationship between mathematics interest and
students’ achievement in mathematics.
International Multilingual Journal of Science and Technology (IMJST)
ISSN: 2528-9810
Vol. 8 Issue 6, June - 2023
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IMJSTP29120889 6388
TABLE 5. LEVEL OF ACADEMIC PERFORMANCE OF THE RESPONDENTS IN GENERAL MATHEMATICS
Level
Numerical Range
f
%
Outstanding
90-100
88
31.77
Very Satisfactory
85-89
91
32.85
Satisfactory
80-84
59
21.30
Fairly Satisfactory
75-79
18
6.50
Did not Meet the Expectations
Below 75
21
7.58
Total
277
100.00
Mean
86.19
St. Dev.
6.22
TABLE 6. TEST OF SIGNIFICANT RELATIONSHIP BETWEEN THE RESPONDENTS’ MATH INTEREST AND
THEIR ACADEMIC PERFORMANCE IN GENERAL MATHEMATICS
Variables
r-value
Strength of
Correlation
p - value
Decision
Result
Math Interest and
Academic
Performance in
General
Mathematics
0.318*
Weak Positive
0.000
Reject Ho
Significant
*significant at p<0.05 (two-tailed)
The test of significant difference among the
academic performance of the respondents from Asian
College of Technology when grouped according to
their academic strand, can be seen in Table 7. This
uses one-way ANOVA at 0.05 level of significance.
The computed mean square value between academic
strands is 667.893 while the computed mean square
value within the academic strands is 34.126. These
resulted in a computed F-value of 19.570 and a p-
value equal to 0.000 which is less than the 0.05
significance level.
The results suggest that the null hypothesis is
rejected which means there is a significant difference
among the academic performance in General
Mathematics of the respondents in Asian College of
Technology when grouped according to their
academic strand. This implies that students enrolled in
one strand perform significantly better in General
Mathematics than the students enrolled in the other
two strands.
To further analyze the data, the average General
Mathematics grade per strand was computed.
Students enrolled in GAS significantly had lower
academic performance compared to those enrolled in
ABM and STEM. This is supported by studies
conducted in the Philippines. The first one is by
Cerbito (2020) which showed that their STEM
students had the highest academic performance
means score among all academic strands. Moreover,
a study by Nazareno et al. (2021) found that students
in the STEM strand have outstanding performance in
all core subjects which include mathematics. Similarly,
those in ABM strand displayed outstanding to very
satisfactory performance while those in GAS showed
satisfactory to fairly satisfactory performance.
According to Dumapias and Tabuzo (2018), STEM
students tend to perform better in mathematics than
students from other strands because they are more
interested in mathematics. They observed that there is
a moderately high relationship between the
confidence and interest of the respondents in math
and their interest in pursuing the STEM strand.
International Multilingual Journal of Science and Technology (IMJST)
ISSN: 2528-9810
Vol. 8 Issue 6, June - 2023
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IMJSTP29120889 6389
TABLE 7. TEST OF SIGNIFICANT DIFFERENCE AMONG THE ACADEMIC PERFORMANCE OF THE RESPONDENTS
WHEN GROUPED ACCORDING TO THEIR ACADEMIC STRAND
Source of
variation
Sum of
squares
df
Mean
square
F-value
p-
value
Result
Between
groups
1335.787
2
667.893
19.570*
0.000
Significant
Within groups
9351.073
274
34.128
Total
10686.859
276
*Significant at p< 0.05
B. Results of the data gathered from Don Vicente
Rama Memorial National High School
1) Level of Interest
Table 8 shows that the respondents agree on the
positively worded statements specifically item
numbers 7, 10, and 26. These items express the
respondents’ interest in mathematics, and that they
want to learn all about mathematics. Furthermore, the
respondents strongly agree with statement numbers
16 and 22 which are also positively worded
statements. These show that the respondents want to
learn more about mathematics because knowing a lot
is helpful for them.
Moreover, the respondents also agree with the
negatively worded statements namely item numbers
2, 14, and 18. These show that they are wasting their
time when working on mathematics. They tend to stop
working and do something else. They also prefer easy
mathematics. On the other hand, they disagree with
item number 27. This conveys that they do not
struggle with mathematics.
It is evident that the respondents are undecided on
16 out of 27 statements describing their interest in
learning mathematics. Overall, the aggregated
weighted mean of 3.27 implies that Don Vicente
Rama Memorial National High School respondents
are moderately interested in mathematics just like the
students from ACT. Also, the same areas of concern
are observed.
To ensure that students won’t get bored or mad
and think that they are just wasting their time when
working on mathematics, the teachers need to be
equipped with skills on the improvement of instruction.
This can be done by conducting training on different
teaching strategies applicable to different areas in
mathematics.
To increase the students’ interest and passion in
mathematics, math competitions can be conducted.
This will encourage them to value intellectual pursuits
and nurture their mathematical talents.
2) Level of Academic Performance
Table 9 shows that 82 out of 248 respondents from
Don Vicente Rama Memorial National High School,
which comprised 33.06% percent, have very
satisfactory performance in General Mathematics.
Eighty or 32.26 percent have satisfactory performance
while 60 or 24.19 percent have outstanding
performance. Furthermore, 25 or 10.08 percent have
fairly satisfactory performance while one or 0.40
percent did not meet expectations. Overall, the
academic performance of the respondents from
DVRMNHS in General Mathematics is very
satisfactory, with a mean of 85.69 and standard
deviation of 5.25.
To further improve the academic performance of
the students in General Mathematics, cooperative
learning can be done. This will enable knowledge
sharing among students in a comfortable setting.
Cooperative learning, according to Karali et al., is
effective in increasing the academic achievement of
the students in mathematics.
3) Relationship Between Interest and Academic
Performance
As shown in Table 10, using the Pearson product
moment correlation test, the p-value is 0.001 which is
less than the 0.05 significance level. This suggests
that there is a significant relationship between the
mathematics interest and academic performance in
General Mathematics of the Don Vicente Rama
Memorial National High School respondents, therefore
rejecting the null hypothesis.
However, correlation coefficient r-value is 0.219
which suggests that the correlation is negligible
positive. This implies that the interest of the
respondents will not significantly predict their
academic performance in General Mathematics. The
result is contrary to that of Asian College of
Technology. One study supporting this finding is by
Wong and Wong (2019). Correlational analyses
showed that interest was not significantly correlated to
mathematics performance among the students.
The test of significant difference among the
academic performance of the respondents from Don
Vicente Rama Memorial National High School when
grouped according to their academic strand can be
seen in Table 11.
International Multilingual Journal of Science and Technology (IMJST)
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IMJSTP29120889 6390
TABLE 8. LEVEL OF INTEREST OF THE RESPONDENTS TOWARDS LEARNING MATHEMATICS
S/N
Indicators
WM
Verbal
Description
1
I like to answer questions in Math class.
3.23
Moderate
2
I am wasting my time on math.
3.86
High
3
I work more math problems than what I have to.
2.86
Moderate
4
I like math.
3.33
Moderate
5
I am bored when working on math.
3.40
Moderate
6
I spend more hours working on math.
2.96
Moderate
7
I am interested in math.
3.51
High
8
I would rather be working on something else besides math.
2.74
Moderate
9
I work on math in my spare time.
2.77
Moderate
10
Knowing a lot about math is helpful.
4.18
High
11
I give up easily when working on math.
3.11
Moderate
12
I want to talk about math with my friends.
3.17
Moderate
13
I feel good when it comes to working on math.
3.10
Moderate
14
When working on math, I want to stop and start working on
something else.
4.00
High
15
I spend more time than most of my classmates working on
math.
2.72
Moderate
16
I want to know all about how to do math problems.
4.21
Very High
17
I am always thinking of other things when working on math.
2.83
Moderate
18
I prefer easy math over math that is hard.
3.77
High
19
I feel excited when a new math topic is announced.
3.16
Moderate
20
I get mad easily when working on math.
3.31
Moderate
21
I am too involved in math.
2.95
Moderate
22
I want to learn more about math.
4.21
Very High
23
I have difficulty paying attention when working on math.
2.64
Moderate
24
I choose to work on math.
2.95
Moderate
25
I spend as little as possible when working on math.
3.00
Moderate
26
I want to know all about math.
4.11
High
27
I struggle with math.
2.13
Low
Aggregate Weighted Mean
3.27
Moderate
Legend: 4.21-5.00-Very Hig; 3.41-4.20-High; 2.61-3.40-Moderate; 1.81-2.60-Low; 1.00-1.80-Very Low
TABLE 9. LEVEL OF ACADEMIC PERFORMANCE OF THE RESPONDENTS IN GENERAL MATHEMATICS
Level
Numerical Range
f
%
Outstanding
90-100
60
24.19
Very Satisfactory
85-89
82
33.06
Satisfactory
80-84
80
32.26
Fairly Satisfactory
75-79
25
10.08
Did not Meet the Expectations
Below 75
1
0.40
Total
248
100.00
Mean
85.69
St. Dev.
5.25
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IMJSTP29120889 6391
TABLE 10. TEST OF SIGNIFICANT RELATIONSHIP BETWEEN THE RESPONDENTS’ MATH INTEREST
AND THEIR ACADEMIC PERFORMANCE IN GENERAL MATHEMATICS
Variables
r-value
Strength of
Correlation
p - value
Decision
Result
Math Interest and
Academic
Performance in
General
Mathematics
0.219*
Negligible
Positive
0.001
Reject Ho
Significant
*significant at p<0.05 (two-tailed)
TABLE 11. TEST OF SIGNIFICANT DIFFERENCE AMONG THE ACADEMIC PERFORMANCE OF THE
RESPONDENTS WHEN GROUPED ACCORDING TO THEIR ACADEMIC STRAND
Source of
variation
Sum of
squares
df
Mean
square
F-value
p-
value
Result
Between
groups
1082.694
2
541.347
23.631*
0.000
Significant
Within groups
5612.661
245
22.909
Total
6695.355
247
*Significant at p< 0.05
The test uses one-way ANOVA at 0.05 level of
significance. The computed mean square value
between academic strands is 541.347 while the
computed mean square value within the academic
strands is 22.909. This resulted in a computed F-value
of 23.631 and a p-value equal to 0.000 which is less
than the 0.05 significance level.
The results suggest that the null hypothesis is
rejected which means there is a significant difference
among the academic performance in General
Mathematics of the respondents in Don Vicente Rama
Memorial National High School when grouped
according to their academic strand. This implies that
the academic strand the respondent is enrolled in
causes statistically significant differences in their
General Mathematics grades. The result is the same
as that of Asian College of Technology.
To further analyze the data, the average General
Mathematics grade per strand was computed.
Students enrolled in ABM significantly had lower
grades compared to those enrolled in GAS and
STEM. One possible factor is the grading scales and
practices of the teachers. Only one teacher handles
all GAS and STEM classes while another teacher
handles all ABM classes. According to Olmos (2018),
grades often fluctuate between teachers as they
implement all methods into their grades, in different
ways.
C. Results of the data gathered from the Two
Identified Schools
1) Level of Interest
As shown in Table 12, the respondents agree on
the negatively worded statements specifically item
numbers 2, 14, 18, and 20. The weighted means
describe that they get mad easily and are wasting
their time when working on mathematics. They tend to
be bored and stop working to do something else.
Furthermore, they prefer easy mathematics over hard
math.
However, the weighted mean of item number 27
suggests that respondents do not agree, meaning
they are not struggling with mathematics. This can be
explained by them agreeing to the positively worded
statements specifically item numbers 4, 7, 10, 16 and
26. This suggests that they like mathematics, want to
know all about it and that their knowledge of math is
important. Furthermore, Item number 22 gave a very
high verbal description which means that respondents
strongly agree with the statement. They want to know
all about math.
However, it is evident in 15 out of the 27 indicators
with moderate rating ranging from 2.77 to 3.31 and
the aggregated weighted mean value of 3.34 that they
have moderate interest in learning mathematics.
Although they show interest in math but there are
things that hold them back which affect their attitude
towards it. It can be noted that the two schools have
the same set of areas that need intervention as
evidenced by their responses to each indicator.
Therefore, the implications and related literature are
just the same and can be read from the ACT and
DVRMNHS tables.
2) Level of Academic Performance
Table 13 shows that 173 out of the 525
respondents or 32.95 percent had very satisfactory
academic performance in General Mathematics. They
got grades between 85 and 89. One hundred forty-
eight respondents or 28.19 percent had outstanding
performance, with grades ranging from 90 to 100
International Multilingual Journal of Science and Technology (IMJST)
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IMJSTP29120889 6392
while 139 respondents or 26.48 percent got grades
from 80 to 84 which indicates satisfactory
performance. Furthermore, 43 or 8.19 percent had
fairly satisfactory performance and 22 or 4.19 percent
did not meet the expectations because their grades
are below 75.
In general, the academic performance of the
respondents is very satisfactory as shown in the mean
value of 85.97 with a standard deviation of 5.76.
Since the academic performance of the students
from the two schools is generally the same, similar
interventions can be made. These interventions can
be seen below the ACT and DVRMNHS tables for
level of academic performance.
3) Relationship Between Interest and Academic
Performance
As shown on table 14, the correlation coefficient r-
value is 0.281 and p-value 0.000, which is less than
the 0.05 significance level. This suggests that over-all,
at 0.05 level of significance, there is a significant
relationship between the mathematics interest and
academic performance in General Mathematics of the
Asian College of Technology and Don Vicente Rama
Memorial National High School respondents. The null
hypothesis, therefore, is rejected.
However, the r-value 0.281 is very small. It
indicates a negligible positive correlation. The
relationship is perceived to be significant based on the
p-value although there is close to zero correlation
because the sample size is large enough to make a
small effect significant. Since this study has large
sample size and convenience sampling is used, we
focus our interpretation on the R-value and not on the
p-value. The closer the value of r to zero, the greater
the variation (Laerd Statistics, 2020). Therefore, this
implies that math interest and academic performance
in General Mathematics are not correlated. This
means that the level of interest in math cannot predict
the respondent's academic performance in General
Mathematics.
TABLE 12. LEVEL OF INTEREST OF THE RESPONDENTS TOWARDS LEARNING MATHEMATICS
S/N
Indicators
WM
Verbal
Description
1
I like to answer questions in Math class.
3.31
Moderate
2
I am wasting my time on math.
3.98
High
3
I work more math problems than what I have to.
2.89
Moderate
4
I like math.
3.43
High
5
I am bored when working on math.
3.56
High
6
I spend more hours working on math.
3.04
Moderate
7
I am interested in math.
3.61
High
8
I would rather be working on something else besides math.
2.92
Moderate
9
I work on math in my spare time.
2.77
Moderate
10
Knowing a lot about math is helpful.
4.19
High
11
I give up easily when working on math.
3.21
Moderate
12
I want to talk about math with my friends.
3.25
Moderate
13
I feel good when it comes to working on math.
3.17
Moderate
14
When working on math, I want to stop and start working on
something else.
3.99
High
15
I spend more time than most of my classmates working on math.
2.82
Moderate
16
I want to know all about how to do math problems.
4.16
High
17
I am always thinking of other things when working on math.
2.92
Moderate
18
I prefer easy math over math that is hard.
3.74
High
19
I feel excited when a new math topic is announced.
3.20
Moderate
20
I get mad easily when working on math.
3.43
High
21
I am too involved in math.
3.01
Moderate
22
I want to learn more about math.
4.21
Very High
23
I have difficulty paying attention when working on math.
2.77
Moderate
24
I choose to work on math.
3.11
Moderate
25
I spend as little as possible when working on math.
2.91
Moderate
26
I want to know all about math.
4.12
High
27
I struggle with math.
2.34
Low
Aggregate Weighted Mean
3.34
Moderate
Legend: 4.21-5.00-Very High; 3.41-4.20-High; 2.61-3.40-Moderate; 1.81-2.60-Low; 1.00-1.80-Very Low
International Multilingual Journal of Science and Technology (IMJST)
ISSN: 2528-9810
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IMJSTP29120889 6393
TABLE 13. LEVEL OF ACADEMIC PERFORMANCE OF THE RESPONDENTS IN GENERAL MATHEMATICS
Level
Numerical Range
f
%
Outstanding
90-100
148
28.19
Very Satisfactory
85-89
173
32.95
Satisfactory
80-84
139
26.48
Fairly Satisfactory
75-79
43
8.19
Did not Meet the Expectations
Below 75
22
4.19
Total
525
100.00
Mean
85.97
St. Dev.
5.76
TABLE 14. TEST OF SIGNIFICANT RELATIONSHIP BETWEEN THE RESPONDENTS’ MATH INTEREST
AND THEIR ACADEMIC PERFORMANCE IN GENERAL MATHEMATICS
Variables
r-value
Strength of
Correlation
p - value
Decision
Result
Math Interest and
Academic
Performance in
General
Mathematics
0.281*
Negligible
Positive
0.000
Reject Ho
Significant
*significant at p<0.05 (two-tailed)
It is noted from tables 12 and 13, that the level of
interest in mathematics of the respondents is
moderate yet their academic performance in General
Mathematics is very satisfactory. These findings are
supported by Wong and Wong (2019). According to
their study, correlational analyses showed that interest
was not significantly correlated to mathematics
performance among the students. The students,
despite having lower level of interest towards
mathematics, could still perform better in mathematics
test because they were driven to learn for extrinsic
reasons like avoiding negative consequences from not
performing well and that their learning activities in the
classroom were more structured. This is further
supported by the study conducted by Herrera (2019)
which showed that there are many variables related to
the academic performance in General Mathematics
like class size, peer factor, age, and academic strand.
The findings above were based on the weighted
mean of the indicators of the math interest level of the
respondents. Since the relationship of math interest
and academic performance is perceived to be
statistically significant although there is negligible
positive correlation, the researchers further studied
the gathered data. Instead of using the weighted
mean of the indicators, the corresponding verbal
description was used. These were tested for
correlation using chi-squared test. For very high level
of math interest, most of the respondents had
outstanding academic performance in General
Mathematics. For moderate to high level of math
interest, many respondents had very satisfactory
performance. Furthermore, for very low to low math
interest, there are only few observations, so the
relationship was not strongly established. Therefore,
math interest level can predict academic performance
only for better performing students.
Table 15 shows the test of significant difference
among the academic performance of the respondents
from the two identified schools when grouped
according to their academic strand.
Using one-way ANOVA at 0.05 level of
significance, the computed mean square value
between academic strands is 575.190 while the
computed mean square value within the academic
strands is 31.150. The ratio of the between groups
and within groups mean squares resulted in a
computed F-value of 18.465 and a p-value equal to
0.000 which is less than the 0.05 significance level.
International Multilingual Journal of Science and Technology (IMJST)
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IMJSTP29120889 6394
TABLE 15. TEST OF SIGNIFICANT DIFFERENCE AMONG THE ACADEMIC PERFORMANCE OF THE
RESPONDENTS WHEN GROUPED ACCORDING TO THEIR ACADEMIC STRAND
Source of
variation
Sum of
squares
df
Mean
square
F-
value
p-
valu
e
Result
Between
groups
1150.380
2
575.190
18.465
*
0.000
Significant
Within groups
16260.191
522
31.150
Total
17410.571
524
*Significant at p< 0.05
The results suggest that the null hypothesis is
rejected which means there is a significant difference
among the academic performance in General
Mathematics of the respondents in the two identified
schools when grouped according to their academic
strand. This implies that the academic strand the
respondent is enrolled in causes statistically
significant differences in their General Mathematics
grades. So those enrolled in STEM have significantly
different grades than those enrolled in ABM and GAS.
Moreover, Table 16 shows the test of significant
difference among the academic performance of the
respondents when grouped according to the type of
school they are enrolled in.
Using t-test for independent samples with 0.05
level of significance, the computed mean of the
performance of the respondents enrolled in a public
school is 85.73 with a standard deviation of 5.21 while
the computed mean for those enrolled in a private
school is 86.19 with a standard deviation 0f 6.22. The
mean difference is –0.47. The difference was tested
using t-test with a computed t-value of –0.933 and a
p-value equal to 0.351 which is greater than the
significance level.
The result suggest that the null hypothesis must
not be rejected which means that there is no
significant difference between the academic
performance of the respondents when they are
grouped according to the type of school, they are
enrolled in. The comparison between the performance
of students for private and public schools is common.
The opinion that private schools are better than public
schools is also common. In a study by Owaduge
(2015), results revealed that private schools perform
better than public schools in terms of students. In
another study by Kishan, et al. (2021), it was stated
that private school education quality is much better
than public school education. However, Pianta and
Ansari (2018) suggest that while private school
students may perform better than public school
students, the difference between their performances is
eliminated completely when family income and
parents’ level of educational attainment is controlled. It
can be noted that while there are two types of schools
considered in this study, the family income and the
educational attainment of the parents of the
respondents in both types of schools are in the same
range.
TABLE 16. TEST OF SIGNIFICANT DIFFERENCE AMONG THE ACADEMIC PERFORMANCE OF THE
RESPONDENTS WHEN GROUPED ACCORDING TO THE TYPE OF SCHOOL ENROLLED
Source of
Difference
Mean
Standard
Deviation
Mean
Difference
Computed
t- value
p-
value
Decision
Result
Public
85.73
5.21
-0.47
-0.933
0.351
Do not
reject Ho
Not
Significant
Private
86.19
6.22
*significant at p<0.05
IV. CONCLUSION AND RECOMMENDATIONS
Based on the findings of the study, it can be
concluded that the level of interest in mathematics is
significantly related to performance in General
Mathematics, especially among those with higher
levels of academic performance. It can also be
concluded that the STEM and ABM students have
better performance in General Mathematics than GAS
students. Student performance, in general, is affected
by many factors which includes student’ learning
skills, parental background, peer influence,
competence of teacher, and learning environment
(Briones, et al., 2021). More importantly, students,
whether interested in a subject or not, will strive to
perform well if they are driven by external reasons like
avoiding negative consequences or because of a goal
that they want to achieve.
Based on the findings and conclusions of the
study, the following are recommended:
1. For further studies,
1.1 conduct a replicate study on the level of
interest and performance in General Mathematics in
other research environments like in schools where
family income and the educational attainment of the
International Multilingual Journal of Science and Technology (IMJST)
ISSN: 2528-9810
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IMJSTP29120889 6395
parents of the respondents are not in the same
range,
1.2 improve the sampling size as the sample size
in this study may have been too large. In large sample
sizes, there is a tendency for small differences to be
exaggerated into significant differences, even if they
are not clinically significant, which may mislead the
researchers and result to wrong conclusions, and
1.3 use other factors which may affect the
students’ performance in General Mathematics such
as teacher competency, instructional strategies and
techniques, curriculum and even environment and
school facilities.
2. To increase the level of math interest and
improve the academic performance in General
Mathematics of grade 11 students, the following are
proposed:
2.1 conduct of math competitions and the formation
of math clubs to help motivate and increase the
interest of those students who are not much interested
in mathematics.
2.2 implementation of peer learning programs to
foster an environment of camaraderie among students
and will also enable knowledge sharing in a more
comfortable setting so their mathematical skills will
improve.
2.3 regular faculty meetings, curriculum
development seminars and colleague mentoring to
enable the teachers to be more equipped in teaching
the subject.
ACKNOWLEDGMENT
The researchers would like to extend their deepest
and sincerest gratitude to all the people who helped
them in any manner, who have shared the effort,
knowledge, guidance, support, inspiration, and
encouragement to make this research a reality:
Dr. Emerson D. Peteros, their thesis adviser, for
sharing his time and expertise, valuable comments,
and suggestions, and for giving them direction to the
fulfillment of their research;
Members of the panel, Dr. Rosein A. Ancheta, Dr.
Rebecca DC. Manalastas, Dr. Reylan G. Capuno, Dr.
Porferio M. Almerino, Dr. Ramil P. Manguilimotan, Dr.
Lilibeth C. Pinili, and Dr. John V. de Vera for their
brilliant comments and suggestions for the
improvement of this work;
Mr. Jervin T. Alegado and Dr. Evelyn R. Pielago,
the principals of the senior high school department of
the Asian College of Technology and Don Vicente
Rama Memorial National High School, respectively,
for their full cooperation in allowing the researcher to
conduct the study in their schools;
Faculty and students of ACT and DVRMNHS, for the
assistance in the gathering of data and for giving time
and effort in terms of providing the authors all the
needed information for this study;
Dr. Hedeliza A. Pineda, for her thoughtfulness,
guidance, encouragement and overwhelming support
in all aspects to push the researchers to finish their
study;
Engr. Buenaventura D. Jakosalem Jr., Mrs. Libeeth
B. Guevarra and Dr. Daisy A. Romeo, the “mayor’s”
family, for the expertise, guidance, support and
inspiration;
The researcher’s family and close friends, for their
love, care, patience, prayers and moral support;
And above all, to our Almighty God, for the
provision of wisdom, guidance, and knowledge in
exploring things, for the courage and strength to
surpass all trials encountered along the way, for the
determination to pursue the study and for showering
the researchers’ countless blessings which made the
study possible.
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