Volume 6, Issue 1, January – 2021 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Factors Affecting Performance in General

Mathematics of Grade Eleven Students in Talumpok
Integrated School: Basis for Intervention Activities
An Action Research
RONNIE R. LANDICHO
Secondary School Teacher I
Talumpok Integrated School

Abstract:- This study aims to determine the Factors best action that could be done to improve the academic
Affecting Performance in General Mathematics of performance in General Mathematics subject in grade
Grade Eleven students in Talumpok Integrated School: eleven. Moreover, the result of this research will be
Basis for Intervention Activities to improve academic useful for the subject teacher in formulating intervention
performance in the subject. activities and other supplementary materials improve
student performance in mathematics. This research is a
This action research covered the analysis of data heuristic.
gathered through a research-made questionnaire
focusing on factors affecting student performance in This study employed the descriptive method of
General Mathematics like student-related factors such research to determine the factors affecting student
as; interest and study habits, and teacher-related factors performance in General Mathematics: Basis for
such as; personality traits, teaching skills, and intervention activities.
instructional materials used by the teacher.
Keywords:- Ranking, Weighted Mean, Percentage, Interest,
The respondents of the study are Grade Eleven Study Habits, Teacher Traits, Teaching Skills And Teaching
STEM and ICT students with the total of 28 Materials.
participants, 19 are females and 9 are males. Majority of
the respondents are 17 years old which is 67.86 percent I. INTRODUCTION
of the total sample size, males which is also 67.86
percent, and 71.43 percent of the respondents are from Mathematics is generally considered as the most
ICT strand. important subject at school levels all over the world. All the
major commissions and committee report on education since
The factors that affect student performance are independence emphasized the importance of mathematical
study habit and interest which are both under student- knowledge and its utilitarian values. In spite of all these
related factors. Propose action is supplementary reports and recommendation still in the Philippines, many
activities since respondents showed low interest in the students struggle with mathematics and become disaffected
subject. Supplementary activities that will practice good as they constantly bump in two obstacles to engagement. It
study habits such as games and other related activities is an agreeable fact that, amongst the subject taught in
that will boost student interest in the subject. In schools, mathematics is considered as one of the toughest
addition, the lack of workbook/textbooks as instructional subjects. But the reason behind this might be different in
materials highly affects the academic performance of the different situations. Lot more studies were conducted in this
respondents. area and researches come up with their recommendations as
well. But still, the problem of low performance in
The research did not include parents, and even the mathematics appears to be pertinent in all levels of school
other subject teachers, the guidance counselor, as well as education. This is a serious issue to be tackled possibly by
the principal of the school, as respondents. The study did the teachers concerned and even the Department of
not cover the other factors affecting student Education.
performance outside the school. The research is limited
to the honest responses of the respondents to the items of During my experience of teaching at Talumpok
the questionnaire. Integrated School, I got an opportunity to see how my
students in grade eleven are performing. The interaction
The result of the action research concerning on the with the students, also gave me a chance to verify how they
factors affecting student performance in General are performing in the subject. Then I thought of finding out
Mathematics will highly contribute in determining the

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Volume 6, Issue 1, January – 2021 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
various reasons for their low performance in mathematics. inside and outside school that affect students’ quality of
Thus I decided to conduct this action research. academic achievement. These factors may be termed as
student factors, family factors, school factors and peer
II. BACKGROUND OF THE STUDY factors. There is a range of factors that affect on the quality
of performance of students (Waters &Marzano, 2016). A
Many studies and reports already come up with series of variables are to be considered when to identify the
various reasons for Low performance in mathematics. affecting factors towards quality of academic success.
Among those are student-related factors such as interest and Identifying the most contributing variables in quality of
study habits towards mathematics and teacher-related factors academic performance is a very complex and challenging
such as , personality traits, teaching skills, and instructional job.
materials displayed by the teacher.
The students in public schools belong to a variety of
As a classroom teacher it is my obligation to ensure backgrounds depending upon their demography. This
that learning takes place among my students through diversity is much vast and complex as ever before in
appropriate strategies and develop deep sense of interest in Philippine culture. Teachers also affect the student
mathematics. This study highlights student and teacher performance. The guidance from the parents and the
related factors which contribute to the academic teachers indirectly affect the performance of the students
achievement of students. From the discussion with the (Hussain, 2016).
Principal, Teachers and Students, interpretation of the
assessment result and exposure gained through classroom According to Effandi and Normah (2016), a student
observation helped me to operationally concentrate and needs to think and make decisions using appropriate
study on some indicators on student related factors like strategies to solve mathematical problems. They added that
interest and study habits of the students, and teacher related students’ success in achieving their goals encourage them to
factor such as personality traits, teaching skills and develop positive attitudes towards mathematics and other
instructional materials displayed by the mathematics problem solving activities. Willingness to solve
teacher. mathematical problems compared to average and weak
students.
Many researchers found out that, the attitude towards
study of mathematics had the highest correlation with Students’ commitment in mathematics refers to
mathematics achievement. The study conducted by Zadoo students’ motivation to learn mathematics, their confidence
and Rana (2016), came up with the finding that study habits in their ability to succeed in mathematics and their
and academic achievement are possibly correlated. emotional feelings about mathematics. Students’
commitment in mathematics plays a key role in the
Hadi and Al-Ommar (2015) while studying about acquisition of math skills and knowledge. Education Matters
different factors contributing academic achievement, found (2015).
out that student level variables (prior achievement and self
concept) were more important than school level factors According to Effandi and Normah (2016), students’
(school gender, number of students in school, and teacher’s attitudes towards mathematics are very much related to their
satisfaction). attitude towards problem solving in general. They added that
negative attitudes need to be overcome, so that later in life,
In this era of globalization and technological students will not suffer from poor problem-solving skills. It
revolution, education is considered as a first step for every is important to master problem solving skills as these skills
human activity. It plays a vital role in the development of are essential for dealing competently with our everyday life.
human capital and is linked with an individual’s well-being
and opportunities for better living. It ensures the acquisition Therefore, students’ interest in mathematics is
of knowledge and skills that enable individuals to increase believed to play a significant role in mathematics
their productivity and improve their quality of life. This achievement and might be one of the factors that influence
increase in productivity also leads towards new sources of students in mathematics achievement.
earning which enhances the economic growth of a country.
The quality of students’ performance remains on top priority Keeping in view all these discussions, researcher
for educators. It is meant for making a difference locally, conducted this study to examine the effect of different
regionally, nationally and globally. The students’ factors on the students’ performance of grade eleven in
performance (academic achievement) plays an important Talumpok Integrated School.
role in producing the best quality graduates who will
become great leader and manpower for the country thus Thus, the result of this action research will be the basis
responsible for the country’s economic and social of the researcher for the best intervention activities to be
development (Ali et.al, 2016). made such as formulating supplementary activities
generating instructional materials for the improvement of
Educators, trainers, and researchers have long been the student’s performance in General Mathematics
interested in exploring variables contributing effectively for specifically for Grade eleven level.
quality of performance of learners. These variables are

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 Volume 6, Issue 1, January – 2021 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
III. STATEMENT OF THE PROBLEM Furthermore, the future researchers may use this piece
of work as a reference regarding factors affecting student
This study aims to determine the Factors Affecting performance and probably as a guiding tool in making
Performance in General Mathematics of Grade Eleven another research project as part of their related studies.
students in Talumpok Integrated School: Basis for
Intervention Activities to increase academic performance. VI. FRAMEWORK OF THE STUDY

Specifically, this study sought to answer the following Factors affecting student’s performance are classified
questions; into two, the student-related factors such as interest and
study habits and teacher-related factors include personality
Among the factors, what could possibly affect the traits, teaching skills and instructional materials displayed
performance of the respondents in General Mathematics: by the mathematics teacher
1. Student-related factors;
1.1. Interest; For better understanding of this research, the
1.1b. Study habits; researcher provided the conceptual framework, including the
2. Teacher-related factors; conceptual model that shows the variables taken into
2.1. Personality traits; consideration.
2.2. Teaching skills;
2.3. Instructional materials; and Figure 1:- Research Paradigm on Factors Affecting
3. What intervention activity could be done to increase Student Performance in General Mathematics in
academic performance in General Mathematics of Grade Talumpok Integrated School:
Eleven students in Talumpok Integrated School in S.Y.
2019-2020?  Basis for Intervention Activities

IV. SCOPE, DELIMITATION, AND LIMITATION

OF THE RESEARCH

This action research covered the analysis of data

gathered through questionnaire on factors affecting student
performance in General Mathematics. The respondents of
the study are Grade Eleven students in Talumpok Integrated
School for the S.Y. 2019-2020 with the total of 28
respondents, 9 are females and 19 are males.

However, the research did not include parents, and

even the other subject teachers, the guidance counselor, as
well as the principal of the school, as respondents. The study
did not cover the other factors affecting student performance
outside the school.
Figure 1 shows the paradigm of the study. The
The research is limited to the responses of grade researcher follows the input-process-output process to attain
eleven students of Talumpok Integrated School. The study the objectives of the action research. The input consists the
was limited also to the honest responses of the respondents factors affecting student performance which are student-
to the items of the question. related factors and teacher related factors. Process includes
the survey questionnaire as a tool to know the factors
V. SIGNIFICANCE OF THE RESEARCH affecting student performance in General Mathematics.
Moreover, the output entails the proposed intervention
The result of the action research concerning on the activities to improve academic performance in the subject.
factors affecting student performance in mathematics will
highly contribute in determining the best action that could VII. PROBLEM ANALYSIS
be done to improve the achievement in General Mathematics
in grade eleven level. The result of this study will greatly  Research Design
benefit the students, mathematics teachers and the school. This study employed the descriptive method of
The result will show the factor/s that highly contribute to research to determine the factors affecting student
student performance that could be used as basis of the performance in mathematics. Best (2003)describes the
mathematics teachers in choosing and implementing descriptive research as a design for investigation to gather
strategies that best suit to student needs. Moreover, the information about the present conditions of relationship that
result of this research will be useful in formulating exist, practices that prevail, beliefs and processes that are
intervention activities to improve student performance in going on, effects that are being felt, or trends that are
mathematics. developing. This design fits this study as it assessed the
performance of the students.

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 Subject of the Study IX. ACTION TAKEN
There were 28 student participants selected from grade
eleven STEM and ICT strands in Talumpok Integrated 1. Profile of the Respondents
School in the S.Y. 2019-2020. Interpretation and analysis of the data require
information about the profile of the student-respondents in
 Data Gathering Procedures terms of age, sex and their chosen strand.
A researcher-made questionnaire was utilized to gather
data on factors affecting student’s performance in General 1.1. Age. Table 1 shows the distribution of the respondents
Mathematics. according to age.

 Data Analysis/Statistical Treatment Table 1:- Profile of the Respondents according to Age
The researcher utilized simple statistical tool. To Age Frequency Percentage Ranking
quantify the responses of the respondents, the researcher
16 7 25.00 2
used weighted mean. Likert scale is used in the responses of
respondents on factors affecting student performance in 17 19 67.86 1
General Mathematics with a verbal interpretation of the 18 2 7.14 3
following: Total 28 100

It can be seen from the table that majority of the

respondents are 17 years old comprising of 19 or 67.86
percent of the total sample, followed by students who are 16
years of age garnering a percentage of 25.00 percent. The
third on the rank are those with age of 18 with 2 respondents
or 7.14 percent of the total sample. It simply implies that
most of the students in grade eleven are in the age of 17.
According to Bloom (2006), the older students generally
focus “on specific problems and practical applications of
ideas”. These students work best when they can reflect on
A data matrix was prepared which was programmed
for the respondent’s assessment on factors affecting student what they learn and apply it to other activities.
performance among grade eleven students of Talumpok
1.2. Sex. Table 2 shows the distribution of respondents
Integrated School.
based on gender.
 Weighted Mean.
This was used to determine the overall average of Table 2:- Profile of the Respondents according to Sex
responses of the study respondents. It’s product of the Sex Frequency Percentage
frequency of the responses. Male 19 67.86
Female 9 32.14
Ranking. This was used to determine which item in the Total 28 100
questionnaire was first in the assessment, which is second
and so on. It can be noted from the table that 19 or 67.86 percent
Frequency. In this research, it was used to determine the of the respondents were male and the remaining 9 or 32.14
actual number of the respondents to a specific item in the percent were female. It can be deduced that there were more
questionnaire. It also referred to the number of all tally male rather that female respondents. It simply implies that
marks for each category the number of male students in grade eleven in Talumpok
Integrated School is greater than the female.
Percentage. This was used to determine the relationship
between two magnitudes especially as part of a whole. This 1.3. Chosen Strand. Table 3 shows the distribution of
is the numerical analysis to describe and compare the respondents according to their chose strand whether a STEM
magnitudes of the given data. It could be defined as part per or ICT.
hundred part of the total sampling population.
Table 3:- Profile of the Respondents according to Strand
VIII. FORMULATING INFERENCE Strand Frequency Percentage
STEM 8 28.57
The factors affecting student performance in
ICT 20 71.43
mathematics are student-related factors such as interest and
study habits, and teacher-related factors which includes Total 28 100
personality traits, teaching skills and instructional materials.

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It can be noticed that 20 out of 28 or 71.43 percent of The factors affecting student performance are
the total respondents came from ICT strand. While only 8 classified into two, the student related factors and teacher-
respondents or 28.57 percent were from the STEM strand. It related factors.
only implies that majority of the grade eleven students were
from ICT strand. I. Student-related Factor
A. Interest. Table 5 shows the indicating factors on interest
2. Factors Affecting Student Performance in General among students in mathematics.
Mathematics

Table 4:- A. Interest

A. Interest Weighted Mean Rank Verbal Interpretation

1. I make myself prepared for the math subject. 2.38 4 Rarely

2. I listen attentively to the lecture of my math teacher. 2.84 3 Sometimes
3. I actively participate on classes’ discussion, answering 2.28 5 Rarely
exercises and/or clarifying things I did not understand.
4. I want to get good grades in test, quizzes, written works and 4.63 1 Always
performance.
5. I get frustrated when the discussion is interrupt or the teacher 3.06 2 Sometimes
is absent

It can be noticed that the interest of the students is to interested to the subject, has a poor commitment in General
always get good grades in test, quizzes, written works and Mathematics and not motivated to learn the subject.
performance which obtained an average weighted mean of Education Matters (2008), students’ commitment in
4.63 and ranked first. Second in rank is students get mathematics refers to students’ motivation to learn
frustrated when the discussion is interrupted or the teacher is mathematics, their confidence in their ability to succeed in
absent with the average weighted mean of 3.06. Next to it is mathematics and their emotional feelings about
students rarely listen attentively to the lecture of my math mathematics. Students’ commitment in mathematics plays a
teacher with the average weighted mean of 2.84. The fourth key role in the acquisition of math skills and knowledge
in rank is students rarely prepared for the math subject Education Matters 2008). This means that interest is a very
which obtained the average weighted mean of 2.38. On the important factor in order to achieve academic performance
other hand, students participates rarely on class discussions, in General Mathematics.
answering exercises and/or clarifying things they did not
understand with the average weighted mean of 2.28 and B. Study Habits. Table 6 shows the indicating factors on
ranked fifth. It only means that respondents were not study habits among students in General Mathematics.

Table 5:- B. Study Habits

B. Study Habits Weighted Mean Rank Verbal Interpretation
1. I do my assignments regularly. 2.34 8 Rarely
2. I exert more effort when I do difficult assignments. 1.47 10 Never
3. I spend my vacant time in doing my assignments or studying my lessons. 2.46 5 Rarely
4. I study the lessons I missed if I was absent from the class. 2.87 2 Sometimes
5. I study and prepare for quizzes and tests. 3.48 1 Sometimes
6. I study harder to improve my performance when i get low grades. 2.51 4 Sometimes
7. I spend less time with my friends during school days to concentrate more on 2.37 6.5 Rarely
my studies.
8. I prefer finish my studying and my assignments before watching any 2.37 6.5 Rarely
television program.
9. I see to it that extracurricular activities do not hamper my studies. 2.53 3 Sometimes
10. I have specific place of study at home which i keep clean and orderly. 2.17 9 Rarely

Among the indicating factors on study habits, the first extracurricular activities do not hamper their studies with the
in rank is respondents sometimes study and prepare for weighted mean of 2.53 and ranked third. Next to it is
quizzes and tests with the weighted mean of 3.48. Second in sometimes students study harder to improve their
rank is students sometimes study the lessons they missed if performance when they get low grades which had an
they were absent from the class with the weighted mean of average weighted mean of 2.51. It also revealed that fifth in
2.87. However, students also sometimes see to it that rank is students rarely spend their vacant time in doing their

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Volume 6, Issue 1, January – 2021 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
assignments or studying their lessons which obtained 2.46 mathematics is very much related to their attitude towards
weighted mean. While item numbers 7 and 8 indicating problem solving in general. They added that they need to
factors obtained the same weighted average of 2.37 and at overcome negative attitude, so that later in life, students will
6.5 in rank. Then ranked 8th is students rarely do their not suffer from poor problem-solving skills. It is important
assignments regularly which gained weighted mean of 2.34. to master problem solving skills as these skills are essential
Second to the last with the computed weighted mean of in dealing competently with everyday life. Indeed, positive
2.17 is item number 10 which is rarely students have attitude towards mathematics and proper good habits will
specific place of study at home which they keep clean and highly contribute to improve the academic performance in
orderly. And last, students never exert more effort when mathematics.
they do difficult assignments. This obtained the weighted
mean of 1.47. II. Teacher-related Factor

It only entails that they are not practicing good study A. Personality Traits. Table 7 shows indicators on
habits and have no positive attitude towards General personality traits possessed by the General Mathematics
Mathematics to improve their performance. According to teacher.
Effandi and Normah (2009), students’ attitude towards

Table 6:- A. Personality Traits

A. Personality Traits Weighted Mean Rank Verbal Interpretation
My Mathematics teacher...
1. Has a good relationship to students and teachers. 4.97 1 Always
2. Show smartness, confidence and firmness in making decisions. 4.52 2 Always
3. Imposes proper discipline and is not lenient in following the prescribed 4.42 3 Often
rules.
4. Has an appealing personality with good sense of humor. 4.24 4 Often
5. Is open to suggestions and opinions and is worthy of praise. 4.18 5 Often

It can be noted that the teacher in General Mathematics weighted mean of 4.42. While fourth in rank is the teacher
in grade eleven has a good relationship with students and always has an appealing personality with good sense of
teachers which obtained the highest average weighted mean humor which gained a weighted mean of 4.24.
of 4.97 and ranked first. Teacher also affects the student
performance. The guidance from the parents and the Moreover, the General Mathematics teacher should
teachers indirectly affect the performance of the students always be open to suggestions and opinions. Thus, this
(Hussain, 2016). According to Effandi and Normah (2009), indicating factor obtained the lowest average weighted mean
a student needs to think and make decisions using of 4.18 and ranked fifth. This shows that the mathematics
appropriate strategies to solve mathematical problems. They teacher should ask students some suggestions and opinions
add that students’ success in achieving their goals encourage and maintain a good relationship among students and other
them to develop positive attitude towards mathematics and teachers.
other problem solving activities. Second in rank is the
teacher always shows smartness, confidence and firmness in B. Teaching Skills. Table 8 shows indicating factors on
making decisions which obtained 4.52 weighted mean. Next teaching skills displayed by the General Mathematics
is the teacher always imposes proper discipline and is not teacher.
lenient in following the prescribed rules with the computed

Table 7:- B. Teaching Skills

B. Teaching Skills Weighted Mean Rank Verbal Interpretation
My Mathematics teacher...
1. Explains the objectives of the lesson clearly at the start of each period. 4.54 1 Always
2. Has the mastery of the subject matter. 4.39 2 Often
3. Is organized in presenting subject matters by systematically following 4.30 4 Often
course outline.
4. Is updated with present trends, relevant to the subject matter. 4.27 5 Often
5. Uses various strategies, teaching aids/devices and techniques in presenting 4.36 3 Often
the lessons.

Based on the data presented, item number 1 got the objectives of the lesson clearly at the start of each period.
highest average weighted mean of 4.54 and ranked first. It This is followed by the second statement with an average
means that the mathematics teacher always explains the weighted mean of 4.39 which shows that the teacher has the

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Volume 6, Issue 1, January – 2021 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
mastery of the subject matter. Third in rank is the teacher remains at top priority for educators. It is meant for making
think of other various strategies, teaching aids/devices and a difference locally, regionally, nationally and globally. The
techniques to be used in presenting the lessons since it students’ performance (academic achievement) plays an
obtained the average weighted mean of 4.36. Then teacher is important role in producing the best quality graduates who
organized in presenting subject matters by systematically will become great leader and manpower for the country thus
following course outline with the weighted mean of 4.30. responsible for the country’s economic and social
Thus, lowest in rank is the teacher is often updated with development (Ali et.al, 2009). Therefore, teaching skills of
present trends, relevant to the subject matter which obtained teacher would have positive impact on student’s
the average weighted mean of 4.27. performance in mathematics.

These indicators would possibly help students improve C. Instructional Materials. Table 9 shows the indicators on
their academic achievement in mathematics and ensure instructional materials used by the General mathematics
quality education. The quality of students’ performance teacher.

Table 8:- C. Instructional Materials

C. Instructional Materials Weighted Rank Verbal
My Mathematics teacher uses... Mean Interpretation
1. Marker and whiteboard in explaining the lessons 4.45 1 Always
2. Workbooks/textbooks 1.00 5 Never
3. PowerPoint presentations 3.58 2 Often
4. Visual aids 2.29 3 Rarely
5. Mathematics materials, tools and equipment 2.15 4 Often

In can be noted that the instructional material always 1.3. Chosen Strand. Majority of the respondents consisting
used by the mathematics teacher is chalk and blackboard in of 20 or 71.43 percent came from ICT strand.
explaining the lessons which got an average weighted mean
of 4.45 and topped in rank. This is followed by the third 2. Factors Affecting the Performance of the Respondents
indicator which is PowerPoint presentations with the in General Mathematics.
average weighted mean of 3.58. Third in rank is the teacher
rarely used visual aids with the weighted mean of 2.29. Next 2.1. Student-related factors
to it is the teacher rarely used mathematics materials, tools
and equipment which gained 2.15 weighted mean. 2.1a. Interest
Moreover, the table shows that workbook/textbooks Getting good grades in test, quizzes, written works and
obtained the lowest weighted average of 1.00. This means performance obtained the highest weighted mean of 4.63
that the mathematics teacher often used the marker and and active participation on classes’ discussion, answering
whiteboard and PowerPoint in presenting the lesson. In exercises and/or clarifying things they did not understand
addition, the use of workbook/textbooks and other got the lowest weighted mean of 2.28.
instructional materials, tools and equipment would possibly
a great help to obtain the desired level of academic 2.2b. Study Habits
performance in General Mathematics. Studying and preparing for quizzes and tests has the
highest weighted mean of 3.48 while exerting more effort
X. FINDINGS when doing difficult assignments obtained 1.47 weighted
mean which is the lowest in rank.
The analysis and interpretation yielded the following
findings: 2.2. Teacher-related Factors

1. Demographic Profile of the Respondents 2.2a. Personality Traits

The following were the findings of the study. Good relationship to students and teachers obtained the
highest weighted mean of 4.97 on the other hand open to
1.1. Age. Majority of the respondents were 17 years of age suggestions and opinions and worthy of praise got the
comprising of 17 students, followed by students who were lowest weighted mean of 4.18.
16 years old which composed of 9 respondents, then the
third are students who were 18 which comprises only 2 2.2b. Teaching Skills
respondents. Explaining the objectives of the lesson clearly at the
start of each period revealed the highest weighted mean of
1.2. Sex. The study consists of 19 or 67.86 percent males 4.54, however, the teacher should be updated with present
and 9 or 32.14 percent females. trends, relevant to the subject matter with the average
weighted mean of 4.27 which is the lowest in rank.

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2.2c. Instructional Materials In light of the findings and conclusions, the following
The instructional materials always used by the recommendations are offered:
mathematics teacher is the marker and whiteboard with the 1. Intervention activities that will gain the interest among
weighted mean of 4.45 while the use workbook/textbooks students such as graphing software and ICT integration.
got the lowest weighted mean of 1.00. 2. Factors that affect student performance such as interest
and study habits can be used as a basis of the teacher in
3. Action making the lesson more interesting and provide activities to
Based on the findings, the researcher should come up have a good study habits, thus the teacher should be updated
with an intervention that could help improve student with the new trends and strategies relevant to the subject
performance in General Mathematics such as supplementary matter and asking for the assistance from the school head in
activities since respondents showed low interest in the providing workbook/textbooks for the students as their
subject. Supplementary activities which will practice good reference material.
study habits and boost interest on the subject. The teacher 3. Similar studies can be done to determine if there is
may also use some activities such as games and other related improvement on the student performance in mathematics.
activities that will boost student interest. The use of
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