Teacher-Related Factors of Sophomore Students’ Achievement in Mathematics in Three (3) National High Schools in Maragondon District
Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction Over the years, educational researchers have investigated many factors considered to affect student learning. At the heart of this line of inquiry is the core belief that teachers make a difference. Indeed, teacher plays an important role in the intellectual development of the students, using various assessments and teaching styles to improve students’ performance in school subjects. School subjects’ performance is determined by giving an achievement test. The results of which are used to determine their achievement level, strengths and weaknesses in each subject area. The Department of Education (DepEd) offered a tool to assess students’ performance through the National Achievement Test (NAT). The NAT, administered by the National Education Testing and Research Center (NETRC) of DepEd, aims to determine students’ abilities on five subject areas: Mathematics, English, Science, Filipino and Araling Panlipunan. According to Philippine Human Development Report (PHDR), a study funded by the UN Development program and New Zealand, achievement levels measured by national tests are “alarmingly” and “pathetically” low. The PHDR stressed that as compared with the test results in Math of Filipino students in the 1920s, “which approximated that of American children, current day performance in this subject is dismal”. Moreover, only 25.3 percent of schools crossed the 75-percent level in Math. Students from about half of the schools did not even learn 60 percent of what they ought to in this subject. (Philippine Daily Inquirer, 2009)
Background of the Study Based on the statistical reports of National Achievement Test from 2006 – 2009, the three national high schools, namely, Maragondon National High School, Bucal National High School and Pulo ni Sara National High School, in the district of Maragondon showed relatively low in their academic performance. It was found out as well that Mathematics subject
THE PROBLEM AND ITS BACKGROUND
Introduction Over the years, educational researchers have investigated many factors considered to affect student learning. At the heart of this line of inquiry is the core belief that teachers make a difference. Indeed, teacher plays an important role in the intellectual development of the students, using various assessments and teaching styles to improve students’ performance in school subjects. School subjects’ performance is determined by giving an achievement test. The results of which are used to determine their achievement level, strengths and weaknesses in each subject area. The Department of Education (DepEd) offered a tool to assess students’ performance through the National Achievement Test (NAT). The NAT, administered by the National Education Testing and Research Center (NETRC) of DepEd, aims to determine students’ abilities on five subject areas: Mathematics, English, Science, Filipino and Araling Panlipunan. According to Philippine Human Development Report (PHDR), a study funded by the UN Development program and New Zealand, achievement levels measured by national tests are “alarmingly” and “pathetically” low. The PHDR stressed that as compared with the test results in Math of Filipino students in the 1920s, “which approximated that of American children, current day performance in this subject is dismal”. Moreover, only 25.3 percent of schools crossed the 75-percent level in Math. Students from about half of the schools did not even learn 60 percent of what they ought to in this subject. (Philippine Daily Inquirer, 2009)
Background of the Study Based on the statistical reports of National Achievement Test from 2006 – 2009, the three national high schools, namely, Maragondon National High School, Bucal National High School and Pulo ni Sara National High School, in the district of Maragondon showed relatively low in their academic performance. It was found out as well that Mathematics subject
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