CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents the relevant literature and studies that will provide further details about the research background. By synthesizing existing knowledge and literature, this review aims to provide a robust theoretical framework for understanding the phenomenon under investigation. Foreign Literature A student’s ability to perform early math skills before formal schooling can predict their math achievement in the future. By teaching students these skills before first grade, students enter School with a foundation of skills to build on in order to do more advanced math. The Kindergarten Common Core skills, representing, relating and operating on whole numbers and describing shapes and 12 space, which are early math skills, are essential for the skills students will learn up to third grade including operations, place value and geometry (Ramani & Eason, 2015). According to Hagman, J. E., Johnson, E., & Fosdick B. K., (2017) a number of student factors associated with students experiencing negative opportunities to learn, such as student gender, lacking previous calculus experience, and reports of poor and non-student-centered teaching. Factors weakly associated with instructor reports of lack of time were a common final and reporting that approximately half of the students lacked the ability to succeed in the course. According to Ribner, A., et al. (2017) Math is a subject that builds on it starting in early childhood. A student who fails a sixth-grade math course has a 60% chance of dropping out prior to high school graduation. According to Harris, B., & Petersen, D. (2019) if students have the chance to be exposed to and learn early math skills at a young age, they are more likely to succeed in school. Students who enter Kindergarten low in math skills tend to continue to perform below their peers in later grades. Teaching math skills in early childhood are important because it is during that time that children are the most open to learning. Early math and numeracy skills build on children’s natural curiosity, inquiry and exploration of the world around them. According to Desoete, A., & De Craene B. (2019) Metacognitive strategies are important in the Mathematics classroom because it helps students in knowledge 13 acquisition, connecting previously learned knowledge and skills to the current lesson, forming habits of mathematical thinking such as observing patterns, formulating conjecture, acquiring computational skills and problem-solving skills, and mathematical reasoning . The study revealed that the causes of poor performance in mathematics among senior secondary school students are multifaceted and include causes located in personal status, erroneous beliefs, students, teachers, teaching methods, language competence, teaching and learning materials, parents and family members, schools, policies, society, infrastructures, and government. The poor performance in mathematics among senior secondary school students is negatively impacting their access to tertiary institutions for higher education in order to effectively take part in future national developments and worse of all pushing them to commit crimes as they cannot secure jobs in the highly competitive job market (Yahya Muhammed Bah, 2022) Local Literature In the Philippines, mathematics is a general education subject in primary and higher education where learners are expected to gain understanding and appreciation of its principles as an applied-using appropriate technology in problem-solving, 14 critical thinking, communicating, reasoning, making connections, representations, and decisions in real life (K to 12 Basic Education Curriculum). According to Aljemedin Sakilan Jaudinez (2019) low performance of students has been attributed to students’ lack of mastery of basic skills, stigma, and language used which could be aggravated with books that are user-unfriendly and erroneous. According to Jay-Cen Amanonce (2020) mathematics requires critical thinking and problem solving skills which are indispensable in gauging college readiness of entering tertiary students. National Achievement Test mean percentage score in Mathematics was below the standards (DepEd, 2019). Learners’ achievement in mathematics has been declining over the years, as the results released by PISA and TIMMS (OECD, 2019; Mullis et al., (2019) Foreign Study According to Paula Varaidzai Makondo & Davison Makondo (2020), the study was set up to determine the causes of poor academic performance in Mathematics at ordinary level. The results showed that teaching methods, pupils, teachers and parents’ negative attitudes towards mathematics, lack of teaching experience by some teachers and instability of teachers and lack of adequate 15 resources are some of the causes of poor academic performance in Mathematics at ordinary level. A number of recommendations have been made which include motivation of students and staff development workshops. This paper reports an overview of contemporary research on early childhood mathematics teaching and learning presented at recent mathematics education research conferences and papers included in the special issue (2020–4) of ZDM Mathematics Education. The research covers the broad spectrum of educational research focusing on different content and methods in teaching and learning mathematics among the youngest children in the educational systems. Particular focus in this paper is directed to what lessons can be drawn from teaching interventions in early childhood, what facilitates children’s mathematical learning and development, and what mathematical key concepts can be observed in children. Together, these themes offer a coherent view of the complexity of researching mathematical teaching and learning in early childhood, but the research also brings this field forward by adding new knowledge that extends our understanding of aspects of mathematics education and research in this area, in the dynamic context of early childhood. This knowledge is important for future research and for the development of educational practices. (Björklund C., Heuvelpanhuizen, Kullberg A., 2020). This is a survey research related to find the "causes of low performance in mathematics." The objectives of this study were to find the causes of low 16 performance in mathematics at secondary level and to recommend the solution to mitigate the low performance of secondary students in mathematics learning. The major findings of the study were pre-knowledge of students, practice and participation, teacher's training and implication, method, motivation and materials, teaching learning environment of the school directly affect on student's mathematics performance. Thus it is concluded that low performance is the function of weak academic foundation of students, poor assessment and promotion practices. Finally the study suggests teachers should identify pre-mathematical knowledge of students before teaching every unit and also should focus on better teaching learning activities from lower level of school not only in class eight or SEE, teacher training should be given in demand base, the ministry of education should provide training on use of ICT and materials to the mathematics teacher and also should encourage to use of ICT and teaching material in class room. and parents should attention about their children (Pradeep Rijal, 2020). Mathematics is seen by society as the foundation of scientific technological knowledge that is vital in social-economic development of a nation. In fact, studies suggest that mathematics as a subject affects all aspects of human life at different levels. This paper is a rapid systematic review of factors affecting students’ achievement in mathematics. We searched literature on student achievement in mathematics. We used ERIC database and supplemented with Google Scholar and 17 random Google search. Twenty six articles met the final selection criteria and were reviewed. The teaching methods, teachers’ attitude, students’ attitude towards mathematics were noted as key factors in almost all articles reviewed. There seemed to be consistency too that parents can exert a positive influence on their children’s mathematical performance, classroom environment, students’ previous mathematics achievement and gender related factors. Student achievement at secondary level determines whether they will opt to or qualify to study statistics at university. From this review, it is imperative that these factors be addressed early in the students’ career so as to have more student enrollment for statistics at tertiary institutions (Ayebale, L., Habaasa, G., Tweheyo, S.,2020) According to Mabena et. al., (2021) Learners’ mathematics performance globally and locally has been a major concern. Learners are generally not performing well in mathematics. This is also true of learners in Kwagga West Circuit, Nkangala district in Mpumalanga province of South Africa. Performing badly in the subject negatively affects them, preventing them from progressing to the next grades. This research employed a qualitative case study design with observation and semistructured interviews with a sample of three school management team (SMT) members, six teachers, nine learners, and three parent component members of the school governing body (SGB) to determine factors affecting learner performance in mathematics in the senior phase. The results showed that numerous factors influenced learners’ confidence and performance. The factors found to have an impact on mathematics performance were learner related, such as ill-discipline, 18 language barriers and learner attitudes. Teachers’ factors included lack of pedagogical content knowledge and skill, and lack of appropriate professional training. Finally, the study offers suggestions for further research and recommendations regarding learners, teachers, schools, school management teams, the parents, as well as for the national education ministry. Local Study Students’ learning of and performance in mathematics is affected by a number of factors, including students’ attitude towards the subject, teachers instructional practices, and school environment. This study was conducted to investigate students’ attitudes towards learning mathematics in Tanzania. It also sought to ascertain reasons for the liking or disliking mathematics and the relationship between attitude and performance. We employed the ABC Model and the Walberg’s Theory of Productivity to investigate students’ attitudes towards mathematics and associated factors. The quantitative and qualitative data were collected from 419 primary school students, 318 secondary school students, and 132 College students from 17 schools and 6 colleges in mainland Tanzania using a survey. The collected data were analyzed using percentages, means, standard deviations, ANOVA, correlation, regression and thematic analysis. The results show that initially students exhibit a positive attitude towards mathematics, but their attitude becomes less positive as the students move forward to higher levels of 19 education. A significant positive weak correlation between students’ attitude and performance was established. Mathematics’ enjoyment and attitude significantly predicted students’ performance in our data. The factors influencing the students’ liking or disliking of mathematics constituted student’s aptitude attribute, instructional and social psychological environmental factors. Furthermore, the results show that failure in examinations is attributed to teacher didactic strategies, institutional resources, poor learning and examination strategies, and failure to understand instructions. The results provide insights for future research and inciting changes in teaching- learning practices that would promote mathematics enjoyment and subsequent better performance in the subject (Mazana et al., 2018). According to Jaudinez, A. S. (2019). Teaching Senior High School Mathematics: Problems and Interventions. Results underscore that teaching SHS Mathematics is geared towards learner-centered, contextualized and relevant curriculum. Deficiencies along suggested teaching strategies, mathematical and technology tools, performance-based activities and training have prompted teachers to become flexible and resourceful in exhausting all means to effectively deliver the intended curriculum. Lessons which were inappropriate or repeated from basic education have been disregarded which decongested the contents and competencies. Low performance of students has been attributed to students’ lack of mastery of basic skills, stigma, and language used which could be aggravated with books that are user-unfriendly and erroneous. Discussions, implications, and recommendations are given. 20 Factors Affecting Mathematics Performance of Junior High School Students. Self-concept in mathematics can be defined as student ratings of their skills, ability, enjoyment, and interest in mathematics is seen as an essential factor in their achievement in math. This study assessed the self-concept and academic performance in Math of the Grade 10 students of a public national high school, Cebu, Philippines. The study employed descriptive correlational research. One hundred eighty-three respondents were asked to answer a survey questionnaire in order to measure their self-concept. Their academic performances were assessed using their grades in Math. The assembled information was dealt with measurably utilizing recurrence, percentage, weighted mean, t-test, and Pearson r. Results revealed that they had a moderate level of self-concept towards learning Mathematics. No gender difference was found on the self-concept of the respondents, but there was a significant relationship between self-concept and the respondents’ academic performance in Mathematics. Hence, a Math performance enhancement plan is highly recommended for adoption and evaluation (Peteros et al., 2019) The study aimed to determine if differentiated instruction effectively addresses learning gaps in mathematics. In particular, it explored how it can improve the student’s learning gaps concerning mathematical performance and confidence. The study employed a quasi-experimental design with 30 purposively-selected Grade 10 participants divided into differentiated (n = 15) and control groups (n = 15), ensuring the utmost ethical measures. The mean and standard deviation were used to 21 describe the participants’ performance and confidence. Independent samples t-tests were used to determine the significant differences in the performance and confidence between the two groups. In contrast, dependent samples t-tests were used to determine the significant differences in each group’s pre and posttest performance and confidence. Findings bared that the differentiated instruction successfully addressed students’ performance in mathematics even in a short period. It also increased the participants’ confidence when answering fundamental problems. Continuing differentiated instruction activities are recommended since it benefits students who struggle in mathematics, particularly in answering fundamental operations. Differentiated teaching activities in mathematics can boost academic achievement and engagement and prepare students for future success while fostering a positive and inclusive classroom culture that values individual learning needs and preferences (Aguhayon H., Tingson R., & 3 Pentang J., 2023) Filipino students performed poorly in the 2018 Programme for International Student Assessment (PISA) mathematics assessment, with more than 50% obtaining scores below the lowest proficiency level. Students from public schools also performed worse compared to their private school counterparts. We used machine learning approaches, specifically binary classification methods, to model the variables that best identified the poor performing students (below Level 1) vs. better performing students (Levels 1 to 6) using the PISA data from a nationally representative sample of 15-year-old Filipino students. We analyzed data from students in private and public schools separately. Several binary classification 22 methods were applied, and the best classification model for both private and public school groups was the Random Forest classifier. The ten variables with the highest impact on the model were identified for the private and public school groups. Five variables were similarly important in the private and public school models. However, there were other distinct variables that relate to students’ motivations, family and school experiences that were important in identifying the poor performing students in each school type. The results are discussed in relation to the social and social cognitive experiences of students that relate to socioeconomic contexts that differ between public and private schools (Bernardo, A. B. I., et al., 2022) Conceptual Framework Figure 1. INPUT PROCESS 1. What are the 1. Formulate a Research title. demographic profiles of the respondents in terms of: 1.1Age 1.2 Sex 1.3Strand 2. How may the weak mathematical foundation of the respondents be assessed in terms of: 2. Validation of title. 3. Making and signing of request letter. 4. Development and checking of Chapter 1. OUTPUT Conclusion Recommendation 23 2.1 Prior Education 2.2 Teaching Methods 2.3 Student individual characteristics 3. How may the academic performance of respondents assessed in terms of: 3.1 Quizzes 3.2 Group Activity 3.3 Oral Recitation 3.4 Major Examination 4. Is there any significant consequences of weak mathematical foundation on the academic performance of the respondents? 5. What are recommending solutions for this study? 5. Development and checking of Chapter 2. 6. Preparation and Validation of Questionnair e. 7. Distribution and collection of the self-made questionnaire . 8. Arrange, analyze and interpret the data collected using the different statistical tools. FEEDBACK 24 Figure 1 show the Conceptual Framework of the study. The input consists of demographic profile of the respondents. The statement of the problem 2, How may the weak mathematical foundation of the respondents be assessed in terms of: Prior Education, Teaching Methods, Student individual characteristics. The statement of problem 3, How may the academic performance of respondents assessed in terms of: Quizzes, Group Activity, Oral Recitation and Major Examination. Statement of the problem 4, Is there any significant consequences of weak mathematical foundation on the academic performance of the respondents? and the statement of the problem 5, what are the recommend solution for this study.
