Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings; the conclusions made and the

recommendations offered.

Summary

This study was conducted in Laguna State Polytechnic University, Siniloan,

Laguna, with a total of one hundred fifteen respondents of laboratory high school.

Descriptive method was used in this study. The researcher used a checklist-questionnaire

method in order to reveal the relationship of the variables.

The special problem was conducted to determine the factors affecting

Mathematics Performance of Laboratory High School at Laguna State Polytechnic

University Academic Year 2009-2010. It aims to find out the appropriate answers to the

following questions: What is the extent of the student-related factors in terms of interest

and study habits? What is the extent of teacher-related factors as evaluated by the

students in terms of personality traits, teaching skills and instructional materials? What is

the level of students’ mathematics performance? Is there significant relationship between

students’ mathematics performance and student-related factors? Is there significant

relationship between students’ mathematics performance and teacher-related factors?

Through this problems stated, the researcher came up with the following null

hypothesis: Ho There is no significant relationship between the students’ mathematics

performance and student-related factors in terms of interest and study habits. Ho There is

no significant relationship between students’ mathematics performance and teacher-

related factors in terms of personality traits, teaching skills and instructional materials.

After administering the questionnaire, the researcher used weighted mean and

rank to determine the extent of student-related factors in terms of interest and study

habits; and extent of teacher-related factors in terms of personality traits, teaching skills

and instructional materials. Mean, median, mode, standard deviation, skewness, kurtosis

were used to determine the level of performance of students in Mathematics. And to test

the significance of input and output variables, pearson-r were used.

Conclusions

Based on the data gathered, the overall weighted mean of level of interest in

mathematics was 3.90 and interpreted as “often”. Study habits had an average weighted

mean of 3.60 and also interpreted as “often”. Personality traits had an average weighted

mean of 4.50 and interpreted as “always”. Teaching skills had an average weighted mean

of 4.41 and interpreted as “often”. Instructional materials had an average weighted mean

of 2.98 and interpreted as “sometimes”.

In terms of level of performance of the students in mathematics, the students

obtained the mean grade of 88.23 with verbal interpretation of “Satisfactory” and

standard deviation of 4.84.

Through the test of significance, the researcher came up with the following

conclusion; there is no significant correlation between student interest in mathematics

and their performance in mathematics. Their computed z-value is 0.54 which is less than

the tabular z-value of 2.10 at α = .05. There is no significant correlation between study

habits and their performance in mathematics. The computed z-value is -0.47 which is less

than the tabular z-value of -2.10 at α =0.05. This means that the performance of the

students in mathematics does not affected by the student-related factors in terms of

interest and study habits.

There is no significant relationship between teacher-related factors such as

personality traits, teaching skills and instructional materials and the performance of the

students in mathematics. Their computed z-values are -0.10, 0.98 and -1.04 which are

less than the tabular z-value of -2.10, 2.10 and -2.10 respectively. Thus, teacher-related

actors do not affect the performance of the students in mathematics.

Recommendations

Based on the conclusions made, the following recommendations are given: that a

more concentrated research on relationship to Mathematics be made by the future

researchers to determine a more focused result on the relationship; that teachers use more

interactive teaching techniques that would boost interest in mathematics; that a more

thorough research on study habits be made by future researchers to determine its effect on

student performance.