This document summarizes a study on the relationship between pupils' interest, study habits, and achievement in mathematics. It provides background on Singapore's high performance on international assessments and factors influencing Philippine students' poor performance. The study aims to determine the correlation between grade 4-6 pupils' mathematics achievement and interest and study habits at Inopacan Central School. It discusses related literature and the research methodology, which will use a quantitative descriptive correlational design and qualitative phenomenology design with 94 pupils and 4 math teachers as respondents.

2. CHAPTER 1. Introduction
Developing countries have superb
educational systems that contributed
much in the welfare of their people
(Hardcastle, 2010).

3. SINGAPORE

4. CHAPTER 1. Introduction
Singapore has been at or near the top of
international leagues tables that measure
children’s ability in reading, math and science.

5. SINGAPORE
-TIMSS
-PISA

6. Source: https://qz.com/847879/timss-2015-the-worlds-best-students-in-science-and-math/

7. Source: https://qz.com/847879/timss-2015-the-worlds-best-students-in-science-and-math/

8. The Programme for International Student Assessment (PISA)
is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations of 15-year-
old school pupils' scholastic performance on mathematics, science, and reading. It was first performed in 2000 and then repeated every three
years.

9. CHAPTER 1. Introduction
Dr. Watkins emphasized Chinese
children should be emulated in schools
among all students.
 SECRET: good home study habit
Performance of students in
mathematics at the end of secondary
education has not improved in the past
decade

10. CHAPTER 1. Introduction
lack of proper foundation on mathematics
makes the student suffer in all spheres of
life.
Despite its importance and influence, it is a
subject most feared by students of the
primary school.

11. CHAPTER 1. Introduction
In 2010, almost 70% of college
graduates of our country failed in
board examinations.

12. CHAPTER 1. Introduction
Subsequently, various factors
have been adduced for this poor
performance .

13.  With this, it is essential for schools to determine
factors which affect these characteristics adversely,
propose remedial measures and employ strategies for
the development of good study habits and study
attitudes.
CHAPTER 1. Introduction

14. CHAPTER 1. Introduction
With the advent of the new K to 12
curriculum surely we can expect
reformation.

15. CHAPTER 1. Rationale of the Study
The lack of interest and poor study habits
are one of the most frequently voiced
causes for concern in the debate
surrounding education.
Both interest and study habits serve as
important determinants for successful
learning and advanced achievement.

16. CHAPTER 1. Rationale
 When TIMSS was first conducted in 1995 among 42 countries, the
Philippines placed 30th in mathematics.
0
50
100
150
200
250
300
350
400
450
500
International
Average
Philippines
1995 TIMMS RESULT FOR 4TH GRADERS
Series 1 Series 2 Column1

17. TIMMS 1999
Philippines- RANKED
36TH out of 38
participating countries.

18. CHAPTER 1. Rationale
The Philippines has not improved
its ranking since 1999 and did
not participate in the 2007 and
2011 TIMSS.

19. CHAPTER 1. Rationale
An analysis was found out that those Singapore
students who spent less than three hours studying
and who had weak study habits had lower PISA
2009 mathematics scores (Shaljan
Areepattamannil, et.al 2013).
All of Singapore’s students are taught to study from
a very early age. The education system is designed
to train them even as early as 9 years old

20. Republic Act 10533 or
otherwise known as the
“Enhanced Basic Education
Act of 2013” was adopted
in the Philippines.

21. CHAPTER 1. Rationale
 Education Assistant Secretary Elena Ruiz said that DepEd
is trying to do its part. “The K to 12 curriculum in
mathematics has been designed to address the gaps in
mathematics.
 A number of researchers have examined the role of non-
cognitive variables such as study skills (Fazal, S. et.al,
2012), study motivation and attitudes (Sarwar et.al,
2010) on academic achievement.

22. CHAPTER 1. Rationale
 Moreover, a literature review by Nagaraju (2004) pointed
out that, for good academic success, good study habits
and attitudes are important.
 National Achievement Test (NAT) are quite dismaying. In
2006 only 25.3%, or only about one-fourth of schools
nationwide, were able to reach the desired 75% cut-off
score in mathematics. The mean percentage score in
math was only 44.

23. MPS for the 1st QUARTER @ ICS
76.4
76.6
76.8
77
77.2
77.4
77.6
77.8
78
Category 1 Category 2 Category 3
Chart Title
Series 1 Series 2 Series 3
GRADE 4 GRADE 5 GRADE 6

24. CHAPTER 1. Rationale
With this, the researcher feels the need to
determine the correlation between pupil’s
interest and study habits in terms of their
Math achievement to have a clearer
understanding on how their low
achievement in Math must be addressed.

25. CHAPTER 1. Theoretical Framework
The study is anchored on several theories:
 Social Cognitive Theory propounded by
Albert Bandura,
 BF Skinner’s Operant Conditioning Theory,
 Piaget’s Developmental Constructivism
Theory
 and Martin Ford’s Motivational Systems
Theory.

26. Legal Bases
 DepEd Order No. 42 s. 2016
-Policy Guidelines on Daily Lesson Preparation for the K to 12
Basic Education Program
 DepEd Order No. 14 s. 2013
-Strengthening the K to 12 Basic Education Program Delivery
System for Elementary Education
 DepEd Order No. 12, s. 2015
-Early Language Literacy and Numeracy Program
 DM No. 220, s. 2016
-Developmentally Appropriate Practices in the Early Language
Literacy and Numeracy Training Program

27. FIGURE 1. A conceptual paradigm showing the relationship of
pupils’ mathematics achievement and pupil-related factors.

28. CHAPTER 1. Statement of Problem
This study aims to determine the
relationship between pupil-related factors
such as the interest and study habits in
terms of the achievement in Mathematics
from grade four to six pupils of Inopacan
Central School for the second quarter of
school year 2017-2018.

29. CHAPTER 1. Statement of Problem
Specifically, it seeks to answer the following questions:
 1. What is the profile of the extent of pupils’ interest and study habits?
 2. What is the profile of the level of pupils’ achievement in Mathematics?
 3. Is there a significant relationship between pupils’ Mathematics achievement and
3.1 interest, and
3.2 study habits?
 4. Is there a significant relationship between study habits and interest towards
Mathematics?
 5. What are the factors that affect pupils’ interest and study habits?
 6. What strategies/interventions can help increase the interest and develop good
study habits among the learners?

30. CHAPTER 1. Statement of Hypothesis
The following are the null hypotheses of
this study:
1. There is no significant relationship between pupils’
Mathematics achievement and interest.
2. There is no significant relationship between pupils’
Mathematics achievement and study habits.
3. There is no relationship between study habits and interest.

31. CHAPTER 1. Significance of the Study
The result of the study is deemed significant to
the following stakeholders with the following
reasons:
School Administrators
Curriculum Planners
Math Teachers
Pupils
Parents
Future Researchers

32. CHAPTER 1. Scope and Delimitations
* This study covers only Grade four to grade six
pupils and Mathematics teachers of Inopacan
Central School.
*It will be conducted in 2nd Quarter of School year
2017-2018.

33. CHAPTER 1. Definition of Terms
Interest
Mathematics Achievement
Study Habit.

34. CHAPTER 2:
REVIEW OF RELATED
LITERATURE

35. CHAPTER 3. Review of related Literature
McCleod (1992) said that attitude toward
mathematics is related to mathematics
success in the classroom. Conversely,
student’s achievement can influence a
student’s attitude as well.

36. CHAPTER 3. Review of related Literature
 Tata (2013) made his study in Nigeria and came out with
findings that, students’ negative attitude toward
mathematics, fear of mathematics, ineffective teaching
method and inadequate teaching materials were some of
the causes of poor performance in Mathematics.
Developing positive attitude, motivation and proper
guidance toward this subject and provision of relevant
teaching materials could make students perform better
in Mathematics.

37. CHAPTER 3. Review of related Literature
 Zachariah Kariuki Mbugua, et.al (2012)’s study on
“Factors Contributing To Students’ Poor
Performance in Mathematics” found out that the
cause of most failures in Mathematics might not be
due to insufficient or inadequate instruction but by
active resistance by the learners. This argument
suggests that favorable attitudes and good study
habit towards Mathematics should be developed
for achievement in the subject to improve.

38. CHAPTER 3. Review of related Literature
Sawar et al. (2009) in their analysis on
“Study Orientation of High and Low
Academic Achievers at Secondary School
Level on Pakistan” revealed that the high
achievers had better study orientation,
study habit than the low achievers.

39. CHAPTER 3. Review of related Literature
According to Zulcarnain,et.al (2000),
students' attitudes need to be fostered
throughout the process of teaching and
learning in order to have a good
achievement.

40. CHAPTER 3. Review of related Literature
Crede and Kuncel (2008) concluded to
establish effective study, students require
study skills, motivation, study habits, and
study attitude.

41. CHAPTER 3. Review of related Literature
Many students are unsuccessful in their
examinations not because they are short of
knowledge or ability, but because they do
not have adequate study habits and study
skills (Menzal, 1982).

42. CHAPTER 3. Review of related Literature
Good students are not
born but are made by
regular and deliberate
practice of fine study
habits for which there is
no alternative.

43. CHAPTER 3. Review of related Literature
According to (Kizlik 2001) development of
good study habits in children depends upon
the collective efforts of parents and
teachers.

44. CHAPTER 3:
RESEARCH
METHODOLOGY

45. Chapter 3: RESEARCH DESIGN
Quantitative approach
- Descriptive Correlational Design
Qualitative Approach
- Phenomenology Design

46. Chapter 3: RESPONDENTS OF
THE STUDY
 94 Grade four to six pupils
 4 Math teachers

47. Chapter 3: RESEARCH
ENVIRONMENT
 Inopacan Central School
 Sto. Rosario St., Inopacan, Leyte
 3 heterogeneous classes from Kinder-Grade 6
 3 SPED classes
 29 teachers under Mrs. Teresita M. Antolin

48. MAP OF Inopacan Central School
Inopacan Central School

49. Chapter 3: RESEARCH
INSTRUMENT
Quantitative (Pupils)
- Modified Questionnaire Checklist of Jennilyn F.
Balbosa (2010)
Qualititative (Math Teachers)
- Focus Group Discussion

50. Chapter 3: RESEARCH
PROCEDURE
 Submitted a concept paper
 Prepared research Instrument
 Secured Request Letter
 Random Sampling
 Meeting
 Actual Survey
 Data Gathering
 Data Analysis and Interpretation
 Final Presentation to the Panel

51. BIBLIOGRAPHY
APPENDICES