This document summarizes a research study on the effect of poor performance in mathematics on the academic performance of grade 11 students in Casay National High School. The study aims to determine the relationship between poor math performance and overall academics, identify factors affecting poor math performance, and state whether a significant relationship exists. The conceptual framework outlines the input, process, and expected output. The theoretical framework discusses theories such as constructivism and attribution theory that will guide the study. The literature review covers previous research finding a connection between teaching methods and math performance.

1. THE EFFECT OF POOR PERFORMANCE IN
MATHEMATICS TO THE ACADEMIC
PERFORMANCES OF GRADE 11 STUDENTS
OF CASAY NATIONAL HIGH SCHOOL S/Y
2022-2023
Department of Education
Region V
Division of Camarines Sur
Casay National High School
Casay, Lupi, Camarines Sur

2. ALLAM, YVONNE ZYRA
MAGALLON, KEAN CHARLIE
SARMIENTO, MARVIN
PEPILLO, MELVIN
SEBELLO, ERWIN
LANZUELA, LEANNE MAY
CALINOG, MARIEL
ABEJUELA, CHRISTIAN CARL
The researcher

3. CHAPTER I

4. INTRODUCTION
Bright future of a country depends upon the educational system that builds morality
and behaviors of its citizens which in depths requires attractive investment in education
at global scale is considered as the optimal instrument that is used for the integration
of the individuals with the society for the sake of developing national goals and
achieving high levels of progress, promotion of unity, self-actualization and strive for
political constancy, social evolution, economic welfare, scientific standards, cultural
consciousness and technological progress and for acquiring such multi tasks
mathematics is studied as fundamental component of education.

5. INTRODUCTION
In spite of the significant role that mathematics plays, most of the students find it
difficult subject to pass and continue it at graduate levels and one of the most
common reasons behind this discontinue and failure in mathematics directly
indicates attention of educators towards poor mathematical background at Senior
High School countries have benefited holistically from its well versed educational
population while most of the countries need to be well educated people not only in
the traditional fields but also in the scientific and technical fields that are required on
utmost basis for the progress of a country.

6. INTRODUCTION
Education in mathematics is a bed rock and an indispensable tool for scientific
technological and economic advancement of any nation. Mathematics works as a
tool to understand many other subjects and languages. In a broad sense, it forms the
basis of many of the sciences, such as science, physics, engineering and astronomy.
Mathematics is taught to motivate the masses which allows for advancement in
technology as well as in science and technology. Things ranging from the
hydrogen bomb to compact discs would not have been possible to build without
knowledge of mathematics and imparting such a magnifying, and dynamic series of
logical based knowledge is to be done through developing and promoting positive
mathematical attitudes amongst students regardless of their cultural and social
differences.

7. INTRODUCTION
Mathematics is the common knowledge that is required in taking admission for
engineering, technical, social sciences and even musical education. Mathematical
knowledge plays a crucial role in understanding the contents of other school
subjects such as science, social studies and even music and art. Science and
technology play a vital role in the economic growth and development of a country
which ultimately will set a stream line of a modern civilization. Mathematics serves
all most in all fields of science and technology. Mathematics and science have
inverse relationship. The discipline of science cannot take even a step forward
without the help of mathematics. High mathematical achievements drag the
scientific patterns and schemes towards high societal standards that ultimately
convert the dark way of progress into bright way of progress.

8. INTRODUCTION
Achievements in science and technology largely depend on the broad range of
mathematical discipline. Likewise, there is an inverse relation between mathematical
achievements and high achievers while low achievers need to be exposed to
comprehensive counseling and remedial programmers based on their individual
levels of capabilities, abstract abilities and special programs. The concept of learning
by doing coined by John Dewey works well in learning abstract and logical concepts
of mathematics. Most of the times in opponent situations self-worth protective
students knowingly and consciously withdraw their efforts of achieving high
performance in mathematics as low ability of low achievers reveal inefficiency that
hearts self-worth theory.

9. INTRODUCTION
Despite noticeable unsatisfactory performance in mathematics, a review of the
related literature above indicated a significant gap in the area of study, factors
leading to poor performance in mathematics subject and the type of samples
involved. These areas required in-depth investigation to enlighten the factors for
poor performance in mathematics subject. These areas required in-depth
investigation to enlighten the factors for poor performance in mathematics subject.
The researcher considered the influence of school management system to the whole
process of teaching/learning and students’ performance in mathematics, which
existed, insignificant in the reviewed literatures.

10. STATEMENT OF THE PROBLEM
1. What is the effect of poor performance in Mathematics to the academic
performances of Grade 11 Students?
2. What are the factors that affect the poor performance in the mathematics of
Grade 11 students?
3. Is their significant relationship between poor performances in mathematics and
academic performances of Grade 11 Students?

11. PURPOSE OF THE STUDY
1. Determine the effect of poor performance in mathematics to the academic
performance of Grade 11 Students.
2. Identify the factors that affect the poor performance in mathematics of grade 11
students.
3. State the significant relationship between poor performance in mathematics and
academic performance of grade 11 Students

12. HYPOTHESIS OF THE STUDY
 Null Hypothesis
H0: There is no significant relationship between the poor performance in
mathematics and academic performances.
 Alternative Hypothesis
H1: There is significance relationship between poor performance in mathematics
and academic performances.

13. SIGNIFICANCE OF THE STUDY
Students
 This study will provide insight to the students on how the poor performance
in Mathematics of Grade 11 Students affects their academic performances.
Teachers
 This study will suggest to the teachers to innovate their teaching strategies for
the students to learn more effectively.

14. SIGNIFICANCE OF THE STUDY
Parent
The parent will be benefited in this study because it gives them an awareness
of their children’s capacities and supporting their children will be evident of the
parents know the learner’s necessity.
Researchers
Data findings on their study could bring insight to the researchers.
Furthermore, it could serve as the basis for the future recommendation and could
for further improvements of their academic performances. Any credible/relevant
information can be applied and shared to other students or researchers regarding
to the poor performance of the Grade 11 Students in mathematics and it effect in
their academic performances.

15. SIGNIFICANCE OF THE STUDY
Future Researchers
The future researchers will be benefited through this study it will give them
references in their research to find a better consistent and precise result to
investigate and explore further on relationship between poor performance in
mathematics and academic performances. This study can inspire, motivate,
convince, persuade and challenge them to do a certain study useful to address a
problem and enable them to be more productive as they serve as a guide in doing
a research study.

16. SCOPE AND DELIMITATION
This study cannot be generalized and cannot go beyond the current informants.
As such, it is confined only the poor performance in mathematics to the acade6mic
performances of Grade 11 Students from public school of Casay National High
School from the Division of Camarines Sur.
The study is dependent on the ability of the informants and participants to
describe their experiences on their challenges encounter and their coping
mechanism. Informants and participants have varied experiences and therefore, may
be subjective. Since administrative permission is necessary to gain access to
informants, parents, and school head will be informed of the study and its purpose.

17. CHAPTER II

18. REVIEW OF RELATED LITERATURE
Jameel and Ali’s (2016), to understand the grassroots factors to such a poor
performance study pinpointed that student’s poor performance in mathematics was
connected to the teacher’s classroom practices.
Over the past decades, researchers and academics have improved their
knowledge of effective teaching methods in the field of mathematics. Here, the use
of an appropriate teaching approach exerts a powerful influence on the performance
and learning of mathematics (Scherer, Siddiq, and Viveros 2020).

19. REVIEW OF RELATED LITERATURE
 Despite various research studies conducted in recent years (Hillmayr et al. 2020),
the impact of mathematics teaching has not been fully discovered because many
studies differ from their results. When you search for factors that lead to poor
performance in Africa, many studies overemphasize student motivation and poor
mathematical attitudes due to poor teaching strategies (Kelechi, 2018; Yawman &
Appiah-Kubi, 2018; Mji & Makgato, 2006).
 Numerous studies have shown that some teaching methods affect the performance
of mathematics through the motivation of students and their attitude (Salingay &
Tan, 2018; Jolif, 2018; Fan, 2012). Carter (2016) believes that students are
encouraged to learn when there is an opportunity to interact with the material,
especially those who have difficulties in understanding mathematical concepts easily.

20. REVIEW OF RELATED LITERATURE
Learning mathematics should start with doing things that learners are familiar
with, not with unfamiliar meanings and mathematics concepts. It was suggested by
Oche (2012) that students should be exposed to real and effective activities to
improve their attitude towards the subject. Therefore, to improve mathematics
performance, teachers should use new teaching methods that are practically oriented
classrooms.
The use of real objects through pictures to symbols helps students with
difficulties in learning mathematics (Salingay and Tan 2018).

21. REVIEW OF RELATED LITERATURE
It is for this reason that Hiebert and Grouws (2007) suggested the use of
concrete materials to overcome any difficulties students may have in learning
mathematics. In addition, Yeo et al. (2019) and Sarfo et al. (2014) suggested the
use of the CPA approach in helping students to understand Algebra and to improve
students’ cognitive understanding of fractions. Salingay and Tan (2018) used CPA
incorporated with a teacher-led explanatory approach (TLE) to improve student
performance and were more effective than TLE. Unfortunately, very few countries
in Africa (Jolif, 2018; Kurniawan et al., 2020) have adopted and implemented the
CPA approach in their curriculum.

22. REVIEW OF RELATED STUDIES
Standardized test in South and East Africa, South Africa and Botswana share
lower performance in mathematics compared to other STEM subjects (Maniraho
2017). In the West Africa standardized test, mathematics has become the least
performed subject for many years (Zalmon and Wonu 2017). Based on Malawian
students’ performance in national examinations, the pass rates in mathematics have
been lower than in many other subjects (Balmaceda et al. 2018).

23. REVIEW OF RELATED STUDIES
In Kenya, 18% of students who enrolled for the 2018 Kenya Certificate of
Secondary Education (KCSE) examinations obtained more than grade C in
Mathematics and 82% obtained below grade D and this was almost the same as in
previous years (Jolif 2018).
In Uganda, Kiwanuka et al. (2015) reported that although mathematics is one
of the core subjects taught from nursery to secondary level, students often do poorly
in the subject in national examinations.

24. REVIEW OF RELATED STUDIES
 Although Rwanda did not participate in any regional or
international examinations to have a comparative picture in terms
of students’ performance in mathematics (Maniraho 2017); the
results of national examinations published by the Rwanda
Education Board in 2019 show that 52.6% of high school students
fail mathematics.
 This failure of mathematics in international (see Table 1), regional
and national examinations raised many questions about the state of
teaching and learning of the subject in Africa.

25. CONCEPTUAL FRAMEWORK
CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT
* The effect of
poor performance
mathematics of
grade 11 students.
*The significant
relationship
between poor
performance
mathematics and
academic
performances.
I. Formulating the
statement of the problem.
II. Designing aims and
objectives.
III. Identifying literature
and gap analysis.
IV. Conducting the
survey.
V. Analysis and
interpretation.
The Effect of Poor
Performance in
Mathematics to the
Academic performances Of
Grade 11 Students of Casay
National High School S/Y
2022/2023
Figure 1: Conceptual Framework

26. CONCEPTUAL FRAMEWORK
 The conceptual framework is composed the input, process, output of the
study. The input focus on the students as respondents in terms of their poor
performance in mathematics.
 The process of this study involves of preparation of the title and other
resources, formulating the statement of the problem, designing aims and
objectives, identifying literature and gap analysis, conducting survey and
analysis and interpretative data.

27. THEORETICAL FRAMEWORK
The Effect of Poor
Performance in
Mathematics to the
Academic
Performances of Grade
11 Students of Casay
National High School
S/Y 2022-2023
Sociocultural
Theory
Perspective
V
ygotsky
(1994)
Constructivist
Theory
Perspective
Heibert and
Carpenter
(1992)
Attribution
Theory by
(Weiner 1972)
Constructivism
Theory
Piaget(1971)
V
ygotsky
(1978)

28. THEORETICAL FRAMEWORK
Plato and Socrates’ Perspectives on teaching and learning methods
Maganga (2013), as he made a study on Plato and Socrates work, he found that
the knowledge of geometry have been in possession even before the birth of a
child.
Communication is important in developing in mathematical understanding,
within a sociocultural perspective, students who share their reasoning about ideas
with others and listen to others share their thinking create understanding of
culturally established mathematical practices.

29. THEORETICAL FRAMEWORK
 Vygotsky (1994) wrote that communication is a cultural tool. He said that
language is a cultural tool, a human instrument of communication Sierpinska
(1998). For Vygotsky, individuals come to learn the meanings of a culture by
internalizing the meaning and being transformed by them as they learn to speak
the language of the culture. Thus, students create and develop mathematical
meanings as they learn to explain and justify their thinking to others.

30. THEORETICAL FRAMEWORK
 This research was framed within cognitive (Piaget, 1971) and social (Vygotsky,
1978) constructivism theory in order to understand the teacher and learner factors
that contribute to poor performance by learners in mathematics at Kwagga West.
 A constructivism theory place the student in an active role in the learning
process. Learning is not “swallowed whole” but lesson material is modified and
transformed based on the student’s cognitive structures, social interaction,
previous learning, and environment. Interaction with, and manipulate of
mathematical programmers is seen as critical to the development of mathematical
knowledge, which is in a state of development and modification (Kuhn, 1974).

31. THEORETICAL FRAMEWORK
 New knowledge should be presented in the context of real-life rather than abstract
applications. Knowledge should be presented in a manner that does not change
learners’ cognitive models drastically (Biggs & Tang, 2011, p. 77).
 Furthermore, the adoption of constructivist learning theory was motivated by the
idea of the zone of proximal development (ZPD), a principle of constructivism that
emphasizes a learner’s ability to perform simple tasks when working with a teacher,
parent, or capable peers, but which is frustrated when performing the task alone
without support (Wass & Golding, 2014).

32. THEORETICAL FRAMEWORK
 Social constructivism applied in mathematics teaching implies that
mathematics is taught by emphasizing problem solving, where the
interaction will take place among teachers and learners and learners
themselves. Learners must be encouraged to create their own
strategies for problem solving (Vygotsky, 1978).
 Heibert and Carpenter (1992) propose a framework for
considering understanding from the constructivist perspective
which would shed light on analyzing a “range of issues related to
understanding mathematics”.

33. THEORETICAL FRAMEWORK
 Mathematical ideas become tangible learning to express their ideas
to one another, students can begin to appreciate the nuance of
meaning that natural language often masks, but that the precise
language of mathematics attempts to distinguish (Lo, Wheatley
and Smith, 1994; Silver, Kilpatrick Post and Behr,1987).

34. THEORETICAL FRAMEWORK
 The study will be based on the Attribution Theory by (Weiner
1972) which identifies a number of perceived causes or
explanations of academic success, characterized as internal,
external, stable and unstable (Anderson W .L 1991 ). These
categories may be used to characterize the different attributions of
success and failure in terms of specific factors such as ability, task
difficulty, effort, and luck.

35. THEORETICAL FRAMEWORK
 (Otieno, K 1997) In mathematics participation and achievement
for both males and females’ attribution style interacts with many
other internal influences, such as confidence, perception of the
usefulness of mathematics and fear of success and greatly
influences them.

36. THEORETICAL FRAMEWORK
 (Bames. Et al (I 984) Looking at these components potentially
offers a valuable insight into understanding why gender differences
in mathematics occur. Confidence, which has generally been
accepted as a belief about one's competence in mathematics, has
been identified as one of the most important affective variables
(Reyes, 1984), influencing the students' approach to new material
including a determining factor of their persistence. The student will
persist if confident of finding a solution or eventually gaining
understanding; likewise, a confident student is more likely to
participate in mathematical courses at a higher level.

37. THEORETICAL THEORETICAL
 Fennema and Sherman (1976) produced the Fennema-Sherman
mathematics Attitude Scales which measured confidence using a
confidence subscale; they also measured the students' mathematics
achievement. Their results showed that when a gender difference in
mathematics achievement in favor of males was found, it was
accompanied by a gender difference in confidence, also in favor of
males. These gender differences in confidence existed even when
there were no differences in achievement.

38. ASSUMPTION OF THE STUDY
This study was guided by the following assumptions:
1. The poor performance in mathematics may affect the students’ academic performances.
2. The poor performance of student has a factor that affect students’ poor performance in
mathematics.
3. Students’ poor performance in mathematics will affect their learning negatively that may
lead to low performance on mathematics. “The general assumption of this study was to
find out the Effect of Poor Performance in Mathematics to the Academic Performances of
Grade 11 Students of Casay National High School S/Y 2022/2023.”

39. DEFINITION OF TERM
 For clearer understanding of some terms used in the study, the researcher presented the
Conceptual and Operational definition of the following:
 Academic performances- The extent to which the students, or teachers, or
institution has attained their short- or long-term educational goal.
 In our research academic performances is our Dependent Variable.

40. DEFINITION OF TERM
 Standardized test- Is test that is administered and scored in
consistent or “standard” manner. Standardized tests are designed in
such a way that the questions and interpretations are consistent and
are administered and scored in predetermined standard manner.