Amos Thesis

Mathematical Skills and Performance 1
Chapter 1
Introduction
Background of the Study
Every child follows its own unique way to learn and
process information. They learn material in different ways.
Some learn by oral repetition, some may learn by writing it
out, while others may learn through practical work.
Learning is in fact a personal journey of discovery.
Nobody or nothing should determine or curb the learning
process except the learner. People learn in many different
ways. Every individual has a unique style of processing and
digesting information. This is known as their learning
style. Our learning styles are as individual and unique as
our characteristics.
Each individual has their own learning style. Some
students like to be guided, the rest may prefer to study in
group and some can perform better if they are given the
chance to be freely involve in their learning activities.
Some students get actively involve, being observant and
listening to the music while learning.
Some students are visual learners, while others are
auditory or kinesthetic learners. Visual learners learn
visually by means of charts, graphs, and pictures. Auditory
learners learn by listening to lectures and reading.

Kinesthetic learners learn by doing. Students can prefer
one, two, or three learning styles. Because of these
different learning styles, it is important for teachers to
incorporate in their curriculum activities related to each
of these learning styles so that all students are able to
succeed in their classes.
Every teacher and every parent hopes that their
students will succeed in school. Teachers and parents have
the same final goals and objectives to promote and ensure
that these children are enabled to perform academically.
Most parents can name their child’s learning style, and by
the first school quarter, teachers should be able to do the
same.
As proponents of educational reform continue to gain
traction, it becomes more important to better understand
what factors impact student learning in the classroom. As an
educator and being a part of the school, the teacher take
pride in accomplishment of its students. Likewise, there is
a need and a responsibility for teachers to continue to
explore, discover, and validate the factors which contribute
to their success.
The proficiency and capability of a student to make
good in certain educational fields can be ascribed to
certain elements, one of which is the development of his/her

mathematical skills (Glorial, 2005). For students to succeed
in the study of mathematics, they must believe that they can
“do” mathematics, and it is worth “doing”.
Learning styles and Mathematical skills are factors to
be considered as predictors of mathematics performance.
Hence, the researcher, who is a mathematics teacher, wanted
to find out the relationship of learning styles and
mathematical skills to mathematics performance of students.
The researcher also believed that through this study
mathematics performance of students will be enhance if these
two factors are carefully examined.
It is therefore, essential that educators reinforce or
enhance the students’ skills and their ability to “do”
mathematics now and in the future, and their need to learn
continually.
Statement of the Problem
The main objective of this study was to determine the
relationship of learning styles and Mathematical skills to
Mathematics performance of Grade 8 students in the
Municipality of Alimodian during the school year 2016-2017.
Specifically, this study sought answers to the
following questions:
1. What is the students’ dominant learning style as an
entire group and when classified according to (a) sex, (b)

family structure and (c) parent’s highest educational
attainment?
2. Is there a significant difference in the students’
dominant learning style when classified according to (a)
sex, (b) family structure and (c) parent’s highest
educational attainment?
3. What is the students’ level of mathematical skills
as an entire group and when classified according to (a) sex,
(b) family structure and (c) parent’s highest educational
attainment?
level of mathematical skills when classified according to
(a) sex, (b) family structure and (c) parent’s highest
5. What is the students’ mathematics performance as an
family structure and (c) parent’s highest educational
attainment?
mathematics performance when classified according to (a)
7. What is the students’ mathematics performance when
classified according to learning styles?

8. Is there a significant relationship between
students’ mathematical skills and mathematics performance?
Hypotheses of the Study
The following alternative hypotheses were tested:
1. There is a significant difference in the students’
educational attainment.
(a) sex, (b) family structure and (c) parent’s highest
4. There is a significant relationship between
students’ mathematical skills and mathematics performance.
Significance of the Study
Results of this study will be beneficial to the
following:
Students. Through the findings of the study, students
will be able to adapt their preferred learning style which

will lead to the improvement of their studies and academic
achievement to the best of their abilities.
Mathematics Teacher. Through this study, Math teachers
will learn new ways of teaching Mathematics. In addition,
this study will provide teachers an insights on how to deal
students who came from different types of family and from
with different learning styles.
School Heads. The results of the study will give the
school head ideas in providing necessary trainings to
improve their teachers’ mathematical strategy skills which
may result to improve students’ achievement in mathematics.
They may be able to plan, organize, and support intervention
programs and activities, along with these variables, to
achieve higher levels of mathematics performance among the
students.
Department of Education Officials. Results of this
study will provide the Department of Education insights as
to how students’ achievement in Mathematics could be
improved. Department of Education has control over the way
education should be imparted. Findings of this study will be
used as basis for some curriculum reforms in the department.
Parents. Result of this study will be the basis of
parents on how to help their child to increase their
academic performance.
Future Researchers. Results of this study will be used
by future researchers as a basis for the study that they
will conduct in the future.
Scope and Limitations of the Study
This study focused on learning styles and mathematical
skills to improve students’ performance in Mathematics. The
participants of this study was the Grade 8 students, of six
(6) Secondary schools in the Municipality of Alimodian,
Iloilo. The researcher used Slovin formula to select the
participants. The researcher administered the VAK Learning
Styles Self-Assessment Questionnaire to the participants to
identify their learning styles. After administering the VAK
Learning Style Self-Assessment Questionnaire, another set of
instrument was given to the participants to find out their
Mathematical Skills level. The study was conducted during
the school year 2016-2017.
For this study, the descriptive-correlational research
design was used. The instruments used in gathering the
needed data was a VAK Self-Assessment Questionnaire adapted
from http://www.varklearn.com/english/page.asp?p=helpsheets
and Mathematical Skills Test made by the researcher. The
VAK Self-Assessment questionnaire was divided into two
parts. Part I elicited the personal profile of the students,
as the independent variables which included the gender,

family structure and parent’s highest educational
attainment. Part II focused on the learning styles of
students.
Mathematical Skills Test instrument focus on the
mathematical ability of the students.
The statistical tools used to analyze and interpret the
data gathered were frequency, percentage, means, t-Test,
One-Way ANOVA, Mann-Whitney U test, Kruskal Wallis and
Pearson’s r.
Definition of Terms
The following terms are conceptually and operationally
defined for clarity and better understanding of this study.
Learning Styles. Learning style is the manner in which
students of all ages are affected by sociological needs,
immediate environment, physical characteristics, emotionally
and psychologically inclinations (Painter, 2009, as cited by
Bacalangco, 2011).
In this study, learning styles refer to the preference
of students to learn best such visual (spatial), auditory
(aural), and kinaesthetic/tactile (physical).
Mathematics Performance. Refers to the actual behavior
emitted by a person or group when given learning task
(Ellington and Hans, in Esona, 2001, as cited by Cerbo,
2008).
In this study, the term referred to the grade of the
participants in Mathematics 8 in the second quarter
reflected on their form 138 or report card.
Mathematical Skills. Refers to something well
especially as a result of long practical experience or
particular technique (Grolier, New Webster’s’ Dictionary,
1992, as cited by Cerbo, 2008).
In this study, mathematical skills refers to the
students’ scores in Mathematical Skills Test. The
Mathematical Skills Test included both comprehension,
computation and analysis and application.
Relationship. The way in which two or more people or
things are connected. (Merriam Webster Dictionary, 2017.)
In this study, relationship refers to the connection
between students’ learning styles and mathematical skills to
mathematics performance.
Students. A student who is studying at a school,
college or university. (Oxford Word Power Dictionary, Third
Edition 2006.)
In this study, it refers to the grade 8 students who
enrolled in different secondary schools in the Municipality
of Alimodian, namely; Alimodian National Comprehensive High
School, Adriano Cabardo National High School, Bancal
National High School, Dalid National High School, Gines

National High School and Sinamay National High School for
the School Year 2016-2017.
Chapter 2
Review of Related Literature and Studies
This chapter presents a review of literature and
studies related to Learning Styles and mathematical skills

and their relationship to Mathematics Performance of the
students.
Review of related literature presents six parts: (1)
Student’s Learning Style Preferences (2) Gender and
Mathematics Performance (3) Family Structure and Mathematics
Performance (4) Parents Highest Educational Attainment and
Mathematics Performance (5) Learning Style and Mathematics
Performance (6) Mathematical Skills and Mathematics
Performance
Student’s Learning Style Preferences
Learning styles were wildly defined as the
individual method of students frequently used for receiving,
collecting, processing, and interpreting to become
knowledgeable (Kolb, 1984; McCarty, 1987; Davis, 1993).Duff
and Duff (2002) consistently defined the meaning of learning
style as the student’s behavior expressed from individual
capability and perception in cognitive, affective, and
psychomotor domains when the student interacted with their
classroom and school environments. Many research results
dominantly explained closely relationships between learning
styles, academic achievements, skills, and characteristics.
Each student can learn in various styles, but they can
easily do the best from only one which they were dexterous
(Kinshuk et al., 2009). The student whose style was in the

preferable learning situation would certainly be able to
understand and recognize, in contrast, the negative learning
outcomes highly appeared for the student who doesn’t like
the learning environment in which they aren’t able to use
their strong abilities and difficulties to understand
(Finson et al., 2006). Some interesting research results are
Lovelace (2005) and Dunn et al. (2009) who found positive
statistical significant on size from the learning styles to
the student’s achievements during medium to large. Moreover,
the student has got the opportunity to be over 75% which is
a high score contrary to students in their classroom if they
learned by the favorable learning environments. Not only in
the academic achievement progress for the group of
profitable students, but also in the essential skills and
learning characteristics, for examples; class participation,
problem–solving strategies, self-efficacy, learning
strategies, attitude towards learning, learning motivation,
and relationship to others skills (Yunfei and Carol, 2002;
Vermunt and Vermetten, 2004; Tanabe, 2006; Metalidou and
Platsidou, 2008; Kinshuk et al., 2009; Dunn et al., 2009).
This empirical knowledge has become a firmly bases for
researchers to expand prior research limitation to the
specific education contexts. The well-known theorists that
had been implemented were the Learning Styles by Kolb

(1976), VAK Learning Styles by Dunn and Dunn (1975),
Learning Style ID by Gardner et al. (1997), Learning Style
Profiles (LSP) by Jackson (2002), Index of Learning Styles
by Felder and Silverman (1989), Learning Styles by Honey and
Mumford (1982), and Thinking Styles by Sternberg (1998).
Overall findings had supported that teachers be aware and
also take part in the learning styles of the teaching method
designs
Although learning styles are specific to an individual,
there are patterns that emerge when learning styles are
investigated through group categorizations, such as gender
and race. Researchers have consistently found that there
are significant differences in learning styles between males
and females. For example, Matthews (1994) found that,
although males and females prefer learning in ways that are
more applied, females are more independent in their learning
styles than males. Several researchers who have found the
same pattern have echoed these results (Litzinger, Lee, &
Wise, 2005; Severiens & Ten Dam, 1994). Additional research
confirms that females tend to prefer accommodating or
diverging learning, which focuses on concrete methods of
knowledge acquisition, whereas males prefer traditional and
analytical learning, which focuses on the use of abstraction
(Matthews, 1996; Orhun, 2007).

Students have individual learning style preferences
including visual (V; learning from graphs, charts, and flow
diagrams), auditory (A; learning from speech), read-write
(R; learning from reading and writing), and kinesthetic (K;
learning from touch, hearing, smell, taste, and sight).
These preferences can be assessed using the VARK
questionnaire. We administered the VARK questionnaire to
undergraduate physiology majors enrolled in a capstone
physiology laboratory at Michigan State University; 48 of
the 86 students (55.8%) who returned the completed
questionnaire voluntarily offered gender information. The
responses were tallied and assessed for gender difference in
learning style preference; 54.2% of females and only 12.5%
of males preferred a single mode of information
presentation. Among the female students, 4.2% of the
students preferred V, 0% of the students preferred A, 16.7%
of the students preferred printed words (R), and 33.3% of
the students preferred using all their senses (K). In
contrast, male students were evenly distributed in
preference, with 4.2% of the students preferring A, R, or K,
respectively, while 0% of the students preferred V.
Furthermore, 45.8% of female and 87.5% of male respondents
preferred multiple modes [female: 2 modes (12.5%), 3 modes
(12.5%), and 4 modes (20.8%); males: 2 modes (16.7%), 3

modes (12.5%), and 4 modes (58.3%)] of presentation. In
summary, a majority of male students preferred multimodal
instruction, specifically, four modes (VARK), whereas a
majority of female students preferred single-mode
instruction with a preference toward K. Thus, male and
female students have significantly different learning
styles. It is the responsibility of the instructor to
address this diversity of learning styles and develop
appropriate learning approaches (Wehrwein, 2007).
Carbon (2014), in her research journal, found out that
mathematics teachers when taken as an entire group and when
classified according to field of specialization, educational
level and length of service was tactile or kinesthetic in
terms of their teaching styles. This is to justify that
majority of the students preferred visual learning style in
learning, because students are active participants through
visualizing on what the teachers are doing inside the
classroom where teaching and learning process are happening.
Vaishnav (2013), conducted a study on Learning Style
and Academic Achievement of Secondary School Students, It
was conducted on three learning styles-visual, auditory and
kinesthetic (VAK). A sample of 200 students of class 9th,
10th and 11th standard of Maharashtra state was selected for
the study. Findings of the study reveal that, kinesthetic

learning style was found to be more prevalent than visual
and auditory learning styles among secondary school
students. There exist positive high correlation between
kinesthetic learning style and academic achievement. The
main effects of the three variables - visual, auditory and
kinesthetic are significant on academic achievement
Gender and Mathematics Performance
Historically, mathematics has always been viewed as a
masculine field, although women have also made great
contribution to formation and development of the main
hypothesis in mathematics. In this field, traditional
social influences have had a great influence in causing the
current imbalance between men and women in their tendency
towards learning and performance in mathematics. Women have
always been know as to have greater mathematical stress or
avoid mathematics (Bon Stetter, 2007). Tobiaz (1993, quoted
from Fornd and Borman, 2008) acknowledged that the
differences between men and women in terms of their
mathematical experience cannot be attributed to their
instinct. As a matter of fact, the results of a study
conducted by Schodfield (1982, quoted from Bon Stetter,
2007) on 1896 elementary students of grades 3 to 5 in
Australia indicated a significantly stronger relationship

between attitude towards mathematics and educational
progress among boys in all three levels.
Cowdry and Ress (in de Juan, 1994, as cited by Glorial,
2008), confirmed that gender is an obvious salient
individual characteristics that influences mathematical
ability. It is commonly observed that boys usually have
fewer difficulties than girls do with course that emphasize
problem solving such as physics, chemistry, and higher
mathematics.
A meta-analysis was conducted by de Juan (1994) to
ascertain the significance of gender difference across the
categories of ability, education, calendar year,
mathematical skills and achievement. The finding revealed
that males were better than the females in term of
mathematical concept while females were better than males in
computation and problem solving.
Significant differences were noted in the general
problem-solving performance of the male and the female
pupils as well as their performance in solving standard
textbook and process problems. The female pupils perform
better than their male counterparts.
Problem-solving performance differ with gender. Exposed
to similar learning environment, the female pupils performed
better in problem solving than the male pupils. Gender

seemed to influence problem-solving performance; hence, it
should be considered when planning instructional strategies
for problem solving. In addition, both sexes exhibited
similar positive belief about their ability to solve time
consuming problems and usefulness of problems are important
in mathematics, with the female group exhibiting a higher
positive belief in this area.
Other studies suggest that when it comes to math, girls
and boys are similarly capable. A 2008 analysis by Hyde and
colleagues reported that in children from grades two to 11,
there was no gender difference for math skills. And in 2009,
Hyde and Janet Mertz, PhD, reported that while more boys
than girls score at the highest levels in mathematics, that
gender gap has been closing over time. In fact, they
reported that the gap is smaller in countries with greater
gender equality, suggesting that gender differences in math
achievement are largely due to cultural and environmental
factors.
Also in 2005, Elizabeth Spelke, PhD, a psychologist at
Harvard University, and colleagues reviewed 111 studies and
concluded that gender differences in math and science
ability have a genetic basis in cognitive systems that
emerge in early childhood. Nevertheless, the studies
suggested that men and women on the whole possess an equal

aptitude for math and science. In fact, boy and girl infants
were found to perform equally well as young as 6 months on
tasks that underlie mathematics abilities.
As regard to teaching, teachers may pay more attention
to male students because they aggressively seek, give, and
obtain information (Linn & Hyde, 1989), as cited by Glorial,
2005. This characteristics provides male students with more
opportunities to get advance information on a subject. It
was also hypothesized that teachers see this aggression as
intelligence, not as a gender-based difference. Because this
happens at an early age, female students are quickly
excluded from getting advanced information. The long-term
effect of this type of teaching is that females have to be
more aggressive throughout life to get as much their male
counterparts in terms of career and salary advancement.
Franden (1989), as cited by (Glorial, 2005),
investigated another study on gender differences in
mathematics and science education determining if the myth is
true that females are less capable of doing mathematics than
males. During the course of reviewing literature, it became
clear that the myth is as much a social issue as an
educational issue. The educational issues are: (1) the way
in which students are taught mathematics and science and (2)
the way in which students are tested as well as the testing

procedures and questions. The social issue is what students
learn in their social environments, i.e., at home or in
workplace. Examining the roots of gender differences in
learning may help find a solution to the problem that women
are dramatically underrepresented in mathematics and
science-based careers.
Marcia C. Linn, a leading researcher on gender
differences in mathematics education, has studied this
subject over twenty years. In earlier studies, she found
that there were some gender differences in mathematical
processing and that boys did this well than girls. She found
in her later studies, however, this was not the case, that
the gap had closed substantially (Linn & Hyde, 1989, in
Glorial, 2005). In fact, even though middle school students
think that boys are better that girls in mathematics and
science, this is not true. They are at least equal and, in
many cases, the girls surpass the boys. Linn now claims that
the main gender difference is in the confidence level of the
student (which may be influenced by gender).
Hmbari (1990, quoted from Bon Stetter, 2007) realized
that although women report greater mathematical stress than
men, their mathematical performance in the middle grades of
school is much better than their male peers. On the other
hand, there is a great gap between male and female students

of high school degree in terms of their scores in
mathematics in scholastic aptitude test. Compatibly, male
students have been nearly 50 scores above their female
peers.
The gender gap in mathematics in early childhood and
elementary school is not too visible. But in some
educational stages in the middle courses before high
school, female students start to believe that successful
study of mathematics is beyond their capability (Liyahi &
Give, 2001; all the above-mentioned issues are quoted from
Bon Stetter). Hyde, Zema and Lemon (1990, quoted from
Fuson, 2007) stated that gender differences influence
progress in mathematics, especially when students go to
higher grades of education and college. Hyde et al did not
find any significant difference in educational development
in mathematics among the 2 genders in the first high school
level, yet a growing progress trend was witnessed in the
performance of men compared to women in the second high
school course and college. Sax (1994, quoted from Fuson,
2007) suggested that women’s progress in mathematics is
greatly dependent upon their self-confidence and
grandstanding in mathematical situations. Kaprimo (1990,
quoted from Fuson, 2007) suggested that women’s lack of
confidence in their capabilities is due to the fact that

they are taught they are not as capable as men in the field
of mathematics. Greshaw (1996, quoted from Routi, 2008)
showed that 33% of girls (compared to 10% of boys) report
they have never been encouraged by their teachers to pursue
and meditate on mathematical problems.
Family Structure and Mathematics Performance
Are the parents of each child (student) actually their
first teacher? Do parents actively participate in their
child’s education and support the overall goal of educating
their child to their fullest potential? Do parents and
school systems work together effectively to help each child
to achieve academically? In other words, are parents,
educators, communities, students, and all other stakeholders
striving for the same educational goals and maximizing
efforts to succeed academically?
Lareau (2003) described this type of partnership as
cultural capital, and Lareau’s (2003) research showed a
positive correlation between the combined efforts of
families with educators. In fact, the family unit plays an
integral part in the development of the child and his/her
ability to achieve academically. Hampden-Thompson (2009)
concluded that students from single-family homes perform
lower overall than their two-parent family counterparts,
which suggests that the parent variable was vastly

important. Redford, Johnson, and Honnold (2009) concluded
that students from the traditional two-parent, binuclear
home (meaning those students who live in a household
comprised of both their biological parents) outperformed
other students who did not have this common factor.
Belfanz and Byrnes (2012) found that students who did
not attend school regularly or had excessive absences were
often living within situations involving housing
instability, including homelessness, movement, temporary
dislocation, inability to pay rent, and lack of parental
support. Chang and Romero (2008) reported students with
chronic absences in kindergarten performed lower
academically in the first grade than their counterparts.
Research in Ohio schools showed a moderate to strong
negative correlation of absenteeism to academic achievement,
and students whose home lives were less supportive
experienced similar lesser academic gains (Roby, 2004).
There have been many studies focused on the impact of
divorce and broken families and the effects this phenomenon
has on the children in the family, especially regarding
their education (Potter, 2010; Esmaeili and Yaacob, 2011;
Amato, 2000). Hampden-Thompson (2009), after reviewing
multiple studies, pronounced there is strong evidence that
indicates that children who reside in single parent families

may be at an educational disadvantage. Understandably,
circumstances are often outside the control of a single
parent, especially in situations that have resulted from the
death of a parent, abuse from one parent where exiting the
home is the most viable option, and other severe cases
including abandonment, illness, and incarceration. The
purpose of reviewing family structure in this report was
solely to better understand how a student’s family situation
might impact his or her learning.
Considering parental involvement and support as a
primary focus led to a report by Redford et al. (2009) which
showed a positive correlation between traditional families
and student achievement via what Lareau (2003) explained as
cultural capital. Both researchers based their studies on
the overall belief that parental divorce and the broken home
negatively impacted student academic achievement.
Consequently, students from traditional, binuclear (both
biological parents), married, heterosexual homes fared much
better, especially those with involved parents who shared
the common educational goal of the school for the student.
Research also indicated the same type of correlation
when academic achievement was compared with student family
support (Belfanz & Byrnes, 2012; Lareau, 2003; Redford et
al., 2009). By combining the two independent variables,

attendance and family structure, while comparing achievement
results from state mandated mathematics testing, a better
understanding of the impact of the combination of these
variables could possibly be better understood. Lareau
(2003) stated the importance of all stakeholders working
together to best help the student succeed academically,
which in turn supports the need to better understand
variables that impact this outcome and for families, school
boards, schools, and teachers to bridge these gaps as they
become apparent
The role of parenting is significant to individual
student success. Evans (2005) stated that for most children,
the nature of their schooling was not nearly as significant
as the nature of the parenting they received, socioeconomic
status, or the media culture that surrounded them. In other
words, the family structure played an enormous role in the
student’s readiness to learn while at school.
Empirical data suggesting that children in two parent
homes perform better suggests multiple explanations for the
disparity. The two primary factors impacting this disparity
are economic resources and parental involvement (Hampden-
Thompson, 2009.
Hampden-Thompson (2009) conducted a study of two
biological parent families compared with single parent

families across eighteen countries and found the most
significant academic performance gap existed in the United
States. According to the same study, this could be
attributed to decreased family resources because two parent
families have higher academic and cultural involvement and
increased parental involvement. Lareau (2003) determined
that parenting practices had profound effects on academic
success and continued by defining concerted cultivation as
the parenting practices that align with school or
educational systems and goals, thus offering an academic
advantage to the student. When parents were involved with
schools and both parents and the school were supporting the
learning of the student with a combined effort communicating
mutual goals for the student academically, the student
responded favorably by sharing this vision for the success,
and positive results followed.
Hampden-Thompson (2009) and Lareau’s (2003) data showed
a significant concern with fractured families and the
academic achievement of students in the United States.
Furthermore, it could be theorized from this research that
the parent-child relationship was instrumental when
attempting to emphasize to the student the importance of
educational goals and outcomes.

Considering concerted cultivation consist of factors
including parent involvement, the student’s involvement in
extra school activities, and reading materials at home, one
of the more profound factors and the only predictor of the
student’s grade point average was how often the parent and
child discussed the expectations for grades (Lareau, 2003).
This illustrates the significance of shared expectations and
communication within the relationship of parent and child in
a shared academic construct.
Dumais (2002) and Lareau (2003) both referred to
habitus, which is one’s view of the world and place within
it, as imperative to student educational expectations.
Another study by Davis-Kean (2005) found that parental
expectations had a positive correlation between parent
education and student achievement. The home life and
feeling of belonging in the family was evidence to solidify
the importance of the parent and child relationship on
reinforcing the self determination to succeed. Children
model the behaviors and expectations given to them by their
parents by acting similarly, in other words, if parents
exhibited a strong work ethic and drive to succeed, then the
child was more prone to do the same. When parents
communicated the expectation of their student performing
well at school and then backed this message up with actions

of care, concern, and support, studies showed an overall
positive correlation to improved and sustained academic
achievement.
From the research literature, it would appear there is
a correlation between attendance, family structure, and
achievement.
Parents Highest Educational Attainment and Mathematics
Performance
Parents play an important role in their children’s
learning. Aside from being actively involved in their
children’s education, parents also provide a home
environment that can affect learning. Parents serve as a
model for learning, determine the educational resources
available in the home and hold particular attitudes and
values towards education. Although it is difficult to
examine the home environment of each student, the
educational attainment and occupation of parents serve as an
indicator of the values and resources with which parents
create this environment.
For Canada as a whole, the average math scores of
students whose parents had high school or less were
significantly lower than the average scores of students
whose parents had college or university. For example, the
gap in average performance between students who had at least

one parent with a university degree compared to those whose
parents had no more than a high school education was about
two-thirds of a proficiency level.
However, while there is a positive relationship between
the educational level of the parents and student performance
in mathematics, there also is considerable overlap in the
performance of students from different educational
backgrounds. In fact, many students whose parents had a high
school education or less scored higher than students whose
parents had a university degree. For example, one-quarter of
the students who scored in the top 15% of students had
parents who had at most a high school education. Similarly,
one-quarter of those in the bottom 15% of students had at
least one parent with a university degree.
Given the wide range of student performance within each
group, it is clear that the success of many students appears
to be dependent on factors other than their parents’ level
of education.
However, Larreau, 2003, revealed the same result in his
study that some pupils whose parents’ education level was
low still performed better than pupils whose parents were
better educated. It would mean that pupils whose parents do
not read with them can find other people to read with or to
encourage them. So pupils whose parents are less educated

could befriend other children whose parents are better
educated to learn from those parents.
There has been a great deal of research concerning
parental involvement including the influence of the level of
parental educational attainment; much of this research was
conducted among parents who enroll their children in public
school (Abel, 2008; Brody, 1995; Kroeger, 2005).
Economist Steven D. Levitt sifted through data from the
1990s U.S. Department of Education Early Childhood
Longitudinal Study (ECLS) which measured the achievement of
over twenty thousand kindergarten through fifth grade
American students. In his detailed study of the correlations
shown in the ECLS data, he concluded the real predictor of
educational achievement is who the parents are. Academically
successful children tend to belong to educated middle-class
parents while academically challenged students tend to come
from minority backgrounds and low SES status (Levitt &
Dubner, 2006).
Studies have shown that the parental level of
educational attainment has both direct and indirect effects
on student achievement (Alomar, 2006; Kaplan, Liu, & Kaplan,
2001). Kaplan (2001) found the mother’s educational
attainment significantly affected the achievement of the
child and provided a more positive education experience. He

suggested that these mothers themselves had been raised at a
high SES level and that for generations the same families
had produced the same levels of educational outcomes.
Lee and Green (2001) conducted a qualitative study
involving ten Hmong high school seniors in the United
States. Half the students studied were high achieving
students; the other half were low achieving students.
Significantly, the parents of the high achieving students
had higher levels of educational attainment than the parents
of the low achieving students.
Derrick-Lewis (2001) studied 413 students and parents
in East Tennessee to examine specific parental involvement
practices and their influence on student achievement. She
found the parental level of educational attainment
influenced both parental involvement and student
achievement.
Parent level of educational attainment also has a
significant correlation with the achievement gap (Lee,
2006). This supports Levitt’s (2006) suggestion that the
real predictor of educational achievement is who the parents
are.
There is evidence that parents‟ education will affect
students‟ academic achievement in schools. According to
Grissmer (2003) parents‟ level of education is the most

important factor affecting students‟ academic achievement.
Taiwo (1993) submits that parents‟ educational background
influence the academic achievement of students. This,
according to him, is because the parents would be in a good
position to be second teachers to the child; and even guide
and counsel the child on the best way to perform well in
education and provide the necessary materials needed by the
child. This was supported by Musgrave (2000) who said that a
child that comes from an educated home would like to follow
the steps of his or her family and by this, work actively in
his or her studies. He said further that parents who have
more than a minimum level of education are expected to have
a favored attitude to the child’s education and to encourage
and help him or her with school work. They provide library
facilities to encourage the child to show examples in
activities of intellectual type such as reading of
newspapers, magazines and journals. They are likely to have
wider vocabulary by which the children can benefit and
develop language fluency.
There is no doubt that parents’ attitudes help to
condition their children’s attitudes. A parent who shows
complete regard for education might have some effect upon
his or her children’s education progress. Many studies have
examined the relationships among those constructs and

students’ achievement. Schunk, Pintrich and Meece (2008)
affirm the fact that there is a consistent finding of
motivation being related to achievement behaviors. In a
nutshell the influence of socioeconomic and educational
background of the parents on their children education cannot
be undermined.
Educational Background of the parents on the other hand
is found to be not an influential factor on their
children’s’ education. According to Ersado (2005),
educational level of household members is influential
particularly on children and it determines their access to
schooling. The notion is widely accepted as the most
consistent determinant of child education. Also higher
parental or household head level of education is associated
with increased access to education. (Ainsworth et al, 2005;
Al Samarrai & Peasgood, 1998; Ersado, 2005; Connelly &
Zheng, 2003; Grant & Hallman, 2006; Hunter & May, 2003;
Duryea, 2003; Rose & Al Samarrai, 2001; Seetharamu, 1984
cited in Chugh, 2004). Parental education and retention in
school has been linked together by putting forward many
reasons and opinions of scholars. It has been observed that
non-educated parents cannot provide the support or often do
not appreciate the benefits of schooling (Juneja, 2001;
Pryor & Ampiah, 2003).

Learning Styles and Mathematics Performance
Learning is a lifelong process and is a continuous and
never ending one. Teacher must assess individual learning
style preferences and then adapt their delivery technique to
improve the pace of learning according to learning styles of
their students. Learning styles can help students learn more
easily and effectively (Prabhakar and Swapna, 2009; Kinshuk
et al., 2009). This is because when students understand
their strengths and weaknesses, they can learn with greater
motivation. The level of learning achieved by a learner is
one of the most important factors which indicate the success
of a learning environment. Several studies have shown that
academic performance of students is related to their
learning styles (Rasimah et al., 2008). Irrespective of the
instrument used many studies have shown that learning style
plays an important role in the academic performance of
students. The accommodation of students learning styles in
the learning environment have resulted in improved test
scores while a mismatch in learning characteristics and
learning environment resulted in poor students’ achievement.
(Andrews, 1990; Dunn et al., 1995; Klavas, 1994). This is
probably accurate as an account of the traditional core of
the concept, of learning styles. However, the term has
always been used in a wide variety of ways to describe

differences in the way people learn. Several other studies
found that the existence of a definite relationship between
specific aspects of learning styles and measured learning
outcomes in terms of academic achievement. Learning style
also plays a role in classroom performance. Thus, conclusion
from different studies was that as scores in learning styles
moves up the scale from dependent to independent so does
academic achievement, which are indicators to academic
success. (Porter and Cano, 1996; Diaz and Cartnal, 1999;
Cano, 1999; Rayneri and Gerber, 2004).
A related study of Posecion, Belo, and Abioda (1999; in
Ibabao, 2000, as cited by Cerbo, 2008), investigated the
possible association between learning style and scholastic
achievement among level 1 Nursing students at West Visayas
State University. A standardized personal learning style
inventory prepared and published by the Center of New
Discoveries and learning (1999) was used to find out the
students’ learning styles, and the students’ permanent
records filed at the WVSU Registrar’s Office served as the
bases for their scholastic achievement. Statistics used were
means, standard deviations, the One-Way Anova, and the
Pearson’s r at 0.05 alpha level. The study found out that
the students’ learning style was kinesthetic, and scholastic

achievement and learning style were positive and
significantly related.
Borja (in Prizas, 1996, as cited by Cerbo, 2008) also
tried to ascertain the association of learning style and
achievement in Science and Technology subject. Results
revealed that there was a significant association between
learning style and achievement.
The study conducted by Arellano (1997), as cited by
Cerbo, 2008, also dealt with the different dimensions of
learning styles of the students and their association with
the students’ achievement in mathematics. In the emotional
dimension, high achievers are highly motivated and more
persistent compared to the average and low achievers. They
prefer to do mathematics exercises or assignments and to
study their mathematics lessons on their own. High achievers
are highly motivated to be teacher dependent compared to the
average and low achievers. It is understandable that
children who are achievers are more capable of directing
themselves than the underachievers. The average achievers
are more relaxed and confident in their mathematics class
than the high achievers. Low achievers are more active in
participation than the other ability groups. They often
volunteer to show their solutions on board. In the cognitive
dimension, the high achievers are easily affected by the

teaching method of the teacher more than the average and low
achievers. They are also more field-dependent than the
average achievers, that is, they prefer that the new lesson
be related to topics/lessons already taken up.
The study of Pangantihon (2003) on the “Influence of
Learning and Perceived Teacher Competence on Mathematics
Performance” revealed that most of the students had
dependent cognitive learning style and confidence emotional
learning styles and they have fair performance in
mathematics. No significant difference existed in the
mathematics preferences among the students when grouped
according to cognitive and emotional learning style.
One of the first correlational studies that revealed
relationships between academic achievement and preferences
for learning at a given time during the days was conducted
by Clara Amelia Murray (2008). While comparing the learning
styles of seventh and eighth grade, low achievers in a
public middle school, she discovered that many of the female
low achievers preferred learning in the evening, whereas
male counterparts were afternoon preferents. Those initial
data suggested a need to further examine the relationships
between biologically-based time preferences and school
achievement.
In the study of Mutua Meshack Nzesei, 2015, findings on
the relationship between learning styles and academic
achievement of the secondary school students showed that
there is a positive relationship between the two variables.
Since there were seven (7) learning style dimensions,
ranging from the unimodal to trimodal, the correlation was
strong, consistent among the male and female students and
also significant among the trimodal (VAK) learners.
According to Dunn and Dunn (1986), multi-style learners tend
to achieve more and score better than learners with one or
two learning styles. As such, it is inferred that learning
styles do make an impact on the students ‘overall academic
achievement. Such finding highlights the importance of
recognizing students ‘varying learning styles. Teachers
should be aware of the usefulness of learning styles for
effective learning to take place. Most educational
psychologists would agree that multiple learning styles can
significantly enhance academic achievement (Felder, 1995).
Dunn and Dunn (1986) state that in most cases, a successful
learner learns in several different ways. However, students
with naturally one or two learning styles can improve
significantly when taught through other learning styles.
This is particularly imperative in the present study since
the unimodal (V, A and K) and bimodal (VA, VK, and AK)
indicated a positive relationship between the two variables,
but the relationship was not statistically significant. To
this end therefore, it is essential for teachers to know the
effective way of teaching. By this way, teachers can come
close to providing optimal learning environment for most
students in their classrooms (Felder, 1995). These facts
reveal that each learning style has its own strengths and
weaknesses. Some students learn in many ways, while others
might only favor one or two. Those students with multiple
learning styles tend to 73 gain more and obtain higher
scores compared to those who rely solely on one style (Dunn,
Beaudry and Klavas, 1989).
Sabri Ahmad (2014) conducted a research paper entitled
“Learning Styles towards Mathematics Achievements among
Higher Education Students” and he found out that there is no
significant difference between learning style towards
mathematics achievements. The difference of learning style
between students doesn’t give an impact on mathematic
achievements. There could be other possible predictor of
academic performance.
Gappi (2008), in her study entitled, Relationships
between Learning Style Preferences and Academic Performance
of Students. She conducted the ILS questionnaire to find out
whether learning style preferences of the students differ

with age, gender and academic program; and determine the
relationship between the learning style preferences and the
students’ academic performance. The participants of the
study consisted of all the freshman students who were
accepted during the first trimester of the academic year
2012-2013. The results demonstrated that generally the
students are fairly well balanced in all four dimensions
presented in the ILS questionnaire. Results showed that
there was no significant effect of gender, age and academic
program on the learning style preferences of the students.
Based on the result, there was no correlation between the
academic achievement and the learning style preferences of
the students.
Mathematical Skills and Mathematics Performance
In the light of the prominent role of mathematics among
subject matters in school, it is not surprising that much
educational and psychological research has been devoted to
the identification of factors that enhance the learning and
teaching of mathematics. The majority of studies confirmed
that cognitive student characteristics explain a large part
of the observed variance in achievement. Motivational and
emotional factors, such as attitude, anxiety, interest, or
task motivation (McLeod, 1990), were often found to be less
important (Aiken, 1970, 1976; Scheider & Bos, 1985;

Steinkamp & Maehr, 1983; Wilson, 1983). Cited by Schiefele,
U et al., 1995) in the study of Glorial, 2005.
Cerbo (2008), in his study found that mathematical
skills were factors found to significantly affect the
students’ performance in Contemporary Mathematics. These
variables seem to bring about the impact in the students’
performance in the subject, such that, these skills
necessary and vital in promoting student performance in the
subject.
Considering the grades and GPA factors, several authors
such as Linuwih (1999), as cited by Cerbo, (2008), found
that there is a positive correlation between first year GPA
with students’ mark in mathematics at STTB, DANEM and prior
test given to freshmen, and that there is no relationship
between first year GPA with high school status (government
and private), location of high school (in Surabaya or
outside Surabaya) and year of graduation from high school
(1996 or 1997).
Hofileńa, H.A. (2002) in her study “Correlates of
Mathematics Performance among the Bachelor of Science in
Statistics and Research Students at WVSU” showed that there
significant differences existed in the BSSR students’
mathematics performance and students’ attitude towards

mathematics when grouped according to high school GPA (in
favour of the high GPA group).
In the study conducted by Schiefele U., University of
Bundeswehr, Munich and Mihaly Csikszentmihalyi, University
of Chicago (2005), relationship among interest, achievement,
motivation, mathematical ability, the quality of experience
when doing mathematics and mathematics achievement were
examined. One hundred eight freshmen and sophomores (41
males, 67 females) completed interest rating, an achievement
motivation questionnaire, and the Preliminary Scholastic
Aptitude Test. These assessments were followed by one week
of experience sampling. Mathematics grades were available
from the year before the study started, from the same year
and from the following three years. In addition, a measure
of the students’ course level in mathematics was included.
The result showed that quality of experience when doing
mathematics was mainly related to interest in the subject.
Grades and course level were most strongly predicted by
level of ability. Interest was found to contribute
significantly to the prediction of grades for the second
year and to the prediction of course level. Quality of
experience was significantly correlated with grades but not
with course level.

Natividad, 1984, as cited by Cerbo, 2008), in his study
of the third year mathematics students, pointed out that
students’ performance was influenced by variable name:
parents’ occupation, and educational attainment, socio-
economic status, family structure, and school variables,
like teacher-student relationship and peer groups.
The importance of mathematical skills to student
performance in other quantitative disciplines is widely
recognized, however. Studies have found that high Scholastic
Aptitude Test (SAT) or American College Test (ACT)
mathematics scores or having taken calculus have a
significant and beneficial effect on student grades in
economics courses (Johnson and Kuennen 2004).
Further, Ballard and Johnson (2004) find that mastery of
very basic mathematics concepts- of the kind covered in
remedial or developmental mathematics courses-are positively
and statistically significantly related to student success
in introductory economics. Grillo, Latif, and Stolte
(2001) find mathematics skills are important for
pharmacology students, and document the importance of math
skills for finance majors.
Researchers realize that while advanced statistics is
very much a mathematical discipline, introductory statistics
is generally considered not to be a mathematics course, and

the amount of mathematics used in the course can vary widely
amongst instructors. Some instructors require students to be
able to compute certain statistical measures by hand,
maintaining that the students' ability to do the calculation
themselves strengthens their understanding of the meaning of
the statistic, while others will rely on calculators or
software packages to do the calculations, stressing instead
the ability of the student to correctly interpret the
meaning of the calculation. Naturally an instructor who
requires a large amount of technical computations in
statistics will find mathematical skills to be an important
factor in their students' success, but the importance of
mathematics skills may go beyond merely the ability to do
the calculations, and also influence the ability to analyze
data, reason quantitatively, and interpret the results of
numerical computations. For example, while only arithmetic
is needed to compute a standard deviation, other basic
mathematics skills, such as understanding ratios, may be
important in the ability to understand what the standard
deviation measures, understand when to apply it and how
to interpret the results of the computation, whether done by
hand or the result of pushing a key on a calculator or
computer. Hence, regardless of the level of computational
rigor required by the instructor, basic mathematics skills

may be an important determinant of student success in
introductory statistics.
Theoretical Framework
The present study is embedded on the VAK [Visual (V),
Auditory (A) or Kinesthetic (K)] theory originally developed
by Neil Flemings (2001). Based on this theory, several
scholars have developed learning style inventories which can
be applied in research and classroom setup including Barsch,
J. and which categorizes learners based on their sensory
perceptions. One family of learning style models that has
gained popularity recently has been those which have
emphasized sensory modalities as a means of providing
stimuli to the learner, known as VAK (Coffield, Moseley,
Hall, & Ecclestone, 2004). This model comprises of three sub
modes: Visual (V), Auditory (A) and Kinesthetic (K).
According to Sternberg (2007), learning will be more
effective if it is tailored around the learning style
approaches by the learners. The instructor/teacher should
therefore establish the 42 learning style preference of
his/her learners in order to design an effective
instruction. Doyran (2000) puts this in the context of
language [English] teaching, arguing that the English class
should take into account the visual, auditory and
kinesthetic learner by designing instructional methods that

involve these modalities in a typical class. Only then, can
we believe that each learner has been reached at his/her
learning point of need.
Based on the VAK theory, instructors should ensure that
activities are designed and carried out in ways that offer
each learner the chance to engage in manner that suits them
best. Since the students ‘needs in a typical classroom are
much diverse, the English teacher will have to employ
different instructional methods which help each of the
individual learners interact with the content in a manner
that he/she understands it well. For example, the teacher
should utilize lecture and recorded conversation methods to
cater for the auditory learner; flip charts and PowerPoint
presentations to meet the visual learner and writing/note
taking and dramatization to meet the kinesthetic learner.
By doing this, the learners will be met at their point
of learning: they will discover their preferred learning
styles and strategies, strengths and weaknesses in learning
contexts and leverage on those opportunities for better
academic achievement and ultimately acquire life-long
learning attitude (Mutua Meshack Nzesei, 2015).
Thorndike (in Cabardo, 1995, as cited by Cerbo, 2008)
commented that almost everything in arithmetic should be
taught in such a way that one’s skill must be developed,

specifically the student’s mathematical skill. This research
is anchored on Fennema and Sharman’s theory (1978), which
explains that students must be active participants in
learning and doing mathematics which are both important
components in building an affinity to mathematics and on
Stephen P. Robbins’ (1995) contention that performance is
influenced by personal and environmental variables.
Likewise, this study was linked to the National Council
of Teachers of Mathematics position (1994), which states
that success in mathematics is more dependent on effort and
opportunity to learn than an innate ability (Cerbo, 2008).
Conceptual Framework
This study found out the level of mathematics
performance of Grade 8 students who enrolled in different
secondary schools in the municipality of Alimodian, for
school year 2016-2017.
The antecedent variables were sex, family structure and
parents’ highest educational attainment.
Sex was categorized as male and female.
Family structure was classified as intact and
dispersed.
Lastly, for parents’ highest educational attainment,
they were categorized as elementary level or those who have
reached elementary level or have graduated, high school

level or those who reached high school level or have
graduated, and college level or who have reached college
level or graduated. The researcher assumed that the
participants with parents who had highest educational
attainment would have a high level of mathematics
performance.
The independent variables were learning styles and
mathematical skills.
Learning styles was categorized to visual, auditory and
kinesthetic.
Mathematical skills was labeled as High Mathematical
Skill, Average Mathematical Skill and Low Mathematical
Skill.
The dependent variable was Mathematics performance.
Mathematics performance was categorized as Outstanding,
Very Satisfactory, Satisfactory, and Fairly Satisfactory.

Below is a schematic diagram showing the relationships
of the variables in the study.
Antecedent Variables Independent Dependent

Variables Variable
Personal Data:
Sex:
 Male Learning
 Female Styles
Family Structure
 Intact
 Dispersed
Parents’ Highest
Educational Mathematics
Attainment Performance
 Elementary
Level
 High School
Level
 College Mathematical
Level Skills
Figure 1. A schematic diagram showing the relationship among
the variables
Chapter 3
Research Methodology
This chapter presents the research design and the
methodology used to achieve the research objectives. This
includes the respondents of the study, the research
instrument, the data gathering and processing procedures,
and the statistical tools used to analyze the data gathered.
Research Design
The descriptive-correlational research design was used
in this study. According to David (2002), the descriptive
type of research finds answer to the questions who, what,
when, where and how. It describes a situation or a given
state of affairs in terms of specified aspects or factors.
The researcher deemed this design appropriate to this
research because its main purpose is to determine the
relationship between the students’ learning style and
mathematical skills to their mathematics performance among
Grade 8 students.
Respondents of the Study
This study utilized all Grade 8 students who enrolled
in different secondary schools in the municipality of

Alimodian, Iloilo who were enrolled during the school year
2016-2017.
A fish bowl method was employed by the researcher in
selecting the participants of the study from the 828
students who enrolled in grade 8 curriculum in the
municipality of Alimodian, Iloilo. The slovin formula was
used by the researcher to get the actual number of the
participants. Out of 828 grade 8 students, 270 of them are
the participants of the study.
These data are shown in Table 1.
Table 1
Distribution of the Respondents
Name of School N n %
Alimodian NCHS 391 127 47

Bancal NHS 103 32 12
Dalid NHS 84 27 10
Gines NHS 80 27 10
Sinamay NHS 80 27 10
Adriano Cabardo NHS 90 30 11
Total 828 270 100
Data Gathering Procedure
The researcher prepared two sets of instruments that
was used in the study.
The VAK Self-Assessment Questionnaire adapted from
http://www.swinburne.edu.au/stuserv/workshops/onlinematerial
s/Web%20Effective%20Study%20Skills_files/1VAK%20
assessment.pdf, April 7, 2016. The instrument was made up of
30 questions with 3 choices while the researcher-made
Mathematical Skills Test which was composed of 40 multiple
choice test includes basic computations, comprehension and
application and analysis in Mathematics. After it was
checked by the panel of experts or validators, the VAK Self-
Assessment Questionnaire and researcher-made Mathematical
Skills Test were reproduced according to the number of the
participants of the study. The researcher requested
permission from the school heads of different high schools
in the municipality of Alimodian to conduct the study. Upon
approval, the data gathering instruments were personally
administered to the respondents. After the administration,
the researcher retrieved it immediately for tabulation.
After the second grading period, the researcher
gathered the students’ performance in mathematics through
their grade in mathematics reflected on their form 138 or
report card.
Research Instrument
The data needed for the study were gathered through by
the use of standardized test, the VAK Self-Assessment
Questionnaire to determine the learning style of the
participants and the researcher-made Mathematical Skills
Test to determine the level of mathematical skills of the

participants and the participants’ grade in Math 8 during
the second grading period as their mathematics performance.
The VAK Self-Assessment questionnaire was adapted from
http://www.swinburne.edu.au/stuserv/workshops/
onlinematerials/Web%20Effective%20Study%20Skills_files/1VAK
%20assessment.pdf, April 7, 2016, the questionnaire was
modified by the researcher, part I of it entails a personal
profile of the participants, which includes; name, sex as
categorized into male and female, Family Structure that was
divided into two category, the Intact and Dispersed and the
Parents’ Highest Educational Attainment and was labeled as
College level, High School level, and Elementary level, and.
Part II of the questionnaire was made up of 30 questions on
how the participants behave on a certain situations which
will describe their learning style. Each questions or
situations has three choices mark as a, b, and c. After
answering all 30 questions the answers of the participants
was tallied, whatever letter gets the frequent answer will
be the basis of assessing the participants’ learning style.
Letter a, means the participants are visual, letter b, means
the participants are auditory and letter c, means the
participants are kinesthetic.
A researcher-made “Mathematical Skills Test” in
Mathematics was used to determine the level of mathematical

skills of the participants. The instruments was made up of
40 multiple choice test which includes comprehension,
computations, and analysis and application in mathematics.
The result was tallied and labeled as Low Mathematical
Skill, Average Mathematical Skill and High Mathematical
Skill. The scale and description used to interpret the data
is shown below
Scale Description
26.01 - 40 High Mathematical Skill
13.01 - 26.00 Average Mathematical Skill
0 - 13.00 Low Mathematical Scale
The Mathematics Performance of the participants was
determined through their grade in math 8 during the second
grading period reflected on their form 138 or report card.
The performance of participants was categorized into Fairly
Satisfactory, Satisfactory, Very Satisfactory, and
Outstanding as what is reflected to their form 138 or report
card. The scale and description to interpret the data was
followed from the DepEd Order no. 8, series of 2015. Shown
below
Scale Description
90 - 100 Outstanding
85 - 89 Very Satisfactory
80 - 84 Satisfactory
75 - 79 Fairly Satisfactory
Validity of the Instrument
To establish the validity of the instrument, the
initial draft of the test was reviewed by the thesis adviser
and was presented for face and content validation and item
inspection to a panel of experts in the field of
mathematics, test and measurement, and statistics. The panel
of experts inspected each item based on appropriateness on
suitability, relevance, clarity of language used,
correctness of sentences, and others. The corrections,
recommendations and suggestions for the refinement of the
instrument was incorporated in the final draft of the
instrument.
Reliability of the Instrument
Reliability refers to the consistency of the responses
or scores obtained by an individual in a test to whom the
instrument is administered and the consistency of scores
given to the items included in the questionnaire. The data
gathered for this study was subject to appropriate computer-
processed Statistics employing the Statistics package for

Social Sciences by using Cronbach's Alpha in SPSS Statistics
of (Fraenkel and Wallen, 2007).
Upon the approval of the thesis adviser and thesis
committee, the Mathematical Skills Test was administered to
30 Grade 8-SSC students of Leonora S. Salapantan National
High School. The purpose of the trial testing is to
determine the consistency and homogeneity of the test
instruments; for this, the researcher used split-half method
in getting the reliability of the instrument. According to
Smith (2007), as cited by Con-el (20015), if the computed
reliability coefficient is 0.80 or more but not more than 1,
then the instrument would be reliable.
The researcher prepared sixty (60) items multiple
choice test, after the administration of the instrument, the
responses of the participants was scored and tallied. The
split-half method was used to determine the reliability of
the instrument. After computing the reliability, the result
shows that the instrument is reliable since the computed
reliability (r) is equal to 0.935. Item analysis was also
made to determine good items in the instrument, out of 60
items there are 47 items that are need to be retained and
revise. Only items with indices of difficulty ranging from
0.21 to 0.60 and discrimination index of 0.21 to 1.0 are

good test items that will be retained (Ebel and Frisbie; in
Maheshwari, 2013), as cited by Con-el 2015.
After the completion of 40 good items, the test was
administered to the 270 grade 8 students enrolled in the
municipality of Alimodian.
Data Processing Procedure
After the validity and reliability of the test was
establish, permission to conduct the study was secured from
the DepEd Division Superintendent of Iloilo and the School
Heads of different high schools in the municipality of
Alimodian, Iloilo.
The needed data for this research was obtained through
a VAK Self-Assessment Questionnaire, researcher-made
Mathematical Skills Test and the Math 8 grade of the
participants in the second grading period reflected on their
form 138 or report card. Results of the VAK Self-Assessment
Questionnaire will serve as the tool in determining the
learning style of the participants. And the scores obtained
in the Mathematical Skills Test was the basis of the level
of Mathematical Skills of the participants. The grade in
Math 8 that was reflected in the form 138 or report card of
the participants served as the basis of the level of
performance in mathematics.
The data gathered were computer-processed, tabulated,
analyzed, and interpreted using the Statistical Package for
the Social Sciences (SPSS) software. To facilitate the
analysis, the researcher used the raw data scores using the
following scoring guide as basis:
Scoring of the Variables
There are 30 items in the VAK Self-Assessment
Questionnaire. Each items has 3 choices marks as a, b, and
c. The responses of the participants was tallied, whatever
choices get a frequent response will be the learning style
of the participants.
Choices Meaning
a Visual Learner
b Auditory Learner
c Kinesthetic Leaner
Another set of instrument is a researcher-made test.
There are 40 multiple choice items in the researcher-made
Mathematical Skills Test. Each question has three choices
mark as a, b, and c. One point is given to every correct
responses of the participants. The correct answers were
totaled to get the mean. Correct answers in the
questionnaire were scored as follows:

Scale Description
26.01 - 40.00 High Mathematical Skill
13.01 - 26.00 Average Mathematical Skill
0 - 13.00 Low Mathematical Skill
The Statistical Tools
The data gathered for this study were processed to
appropriate computer-processed Statistics employing the
Statistics package for Social Sciences (SPSS) software. All
inferential statistical test were set at 0.05 alpha level of
significance.
Frequency Count. Frequency count was used to determine
the distribution of the participants enrolled in grade 8
curriculum in the Municipality of Alimodian, Iloilo for the
school year 2016-2017. It is also used to find out the
dominant learning style of the participants.
Percentage. Percentage was used to determine the ratio
of the sample size in each high schools to the total
population of grade 8 students in the municipality of
Alimodian, Iloilo. Also, it was used to find out the ratio
of each learning style of the participants.
Mean. Mean was used to describe the mathematical skills
and mathematics performance of the participants.
t-test for independent samples. The t- test for
independent samples was used to determine the significance

of the differences on the students’ mathematical skills and
mathematics performance when classified as to specified
variables.
One-Way ANOVA. The One-Way ANOVA was used to determine
the significant differences in the students’ level of
mathematical skills and performance in Mathematics when
classified according to parents’ highest educational level.
Mann-Whitney U. The Mann-Whitney U test was used to
determine the significant difference in the students’
dominant learning style when classified as to sex and family
structure.
Kruskal-Wallis. The Kruskal-Wallis test was used to
determine significant difference in the students’ dominant
learning style when classified according to parents’ highest
Pearson’s r. The Pearson’s r was used to determine the
relationship between the students’ mathematical skills and
mathematics performance.
Chapter 4
Data Presentation, Interpretation, and Analysis
This chapter presents the analyses and interpretations
of data gathered to determine the mathematics performance of
grade 8 students in the municipality of Alimodian for the
school year 2016-2017. Specifically, it sought answers to
the following questions:
1. What is the Dominant Students Learning Style as an
family structure, and (c) parent’s highest educational
attainment?
sex, (b) family structure, and (c) parent’s highest
3. What is the students’ level of mathematical skills as
an entire group and when classified according to (a) sex,
(b) family structure, and (c) parent’s highest educational
attainment?
(a) sex, (b) family structure, and (c) parent’s highest
5. What is the students’ mathematics performance as an
family structure, and (c) parent’s highest educational
attainment?
sex, (b) family structure, and (c) parent’s highest
7. What is the students’ mathematics performance when
classified according to learning styles?
8. Is there a significant relationship between
mathematical skills and mathematics performance?
Students’ Dominant Learning Style When Taken as an Entire
Group and When Classified According to Sex, Family Structure
and Parent’s Highest Educational Attainment
Data in Table 2 reveal that, as an entire group,
majority (118 or 44%) of the students manifested “visual”
learning style as their dominant style in learning. This was
followed by a students with “kinesthetic” learning style (94
or 35%), and “auditory” learning style (58 or 22%).
When classified according to sex, male students
manifested “visual” (48 or 41%) learning style as their
dominant style in learning, this was followed by
“kinesthetic” learning style (43 or 38%) and “auditory”

learning style ranked last with (23 or 21%). Female students
manifested “visual” (70 or 45%) learning style as their
dominant style in learning, this was followed by
“kinesthetic” (51 or 33%) learning style, and lastly the
“auditory” (35 or 22%) learning style became their least
preferred learning style.
Majority (102 or 42%) of the students belonging to
intact families manifested “visual” learning style as their
dominant style in learning. Eighty-seven (87 or 36%)
employed “kinesthetic”; 53 (22%) falls in auditory learning
style.
On the part of those belonging to dispersed families,
most of the students manifested “visual” learning style as
their dominant style in learning (16 or 57%). Seven (25%)
employed “kinesthetic” and (5 or 18%) falls in “auditory”
learning style.
Students with college level parents manifested
“kinesthetic” learning style (53 or 41%)as their dominant
style in learning followed by “visual” (51 or 39%); and
“auditory” learning style (26 or 20%).
For students whose parents are high school level,
“visual” learning style become dominant (57 or 49%),
followed by “kinesthetic” learning style (33 or 28%); and

“auditory” learning style was less dominant among those
students (26 or 23%).
Students with parents whose educational attainment was
elementary level manifested “visual” (10 or 42%) learning
style as their dominant style in learning. Others employed
“kinesthetic” (8 or 33%); and “auditory” (6 or 25%) learning
styles.
Carbon (2014), in her research journal, found out that
mathematics teachers when taken as an entire group and when
classified according to field of specialization, educational
level and length of service was tactile or kinesthetic in
terms of their teaching styles. This is to justify that
majority of the students’ preferred visual learning style in
learning, because students are active participants through
visualizing on what the teachers are doing inside the
classroom where teaching and learning process are happening.
Wehrwein (2007) administered the VARK questionnaire to
undergraduate physiology majors enrolled in a capstone
physiology laboratory at Michigan State University. Among
the female students, 4.2% of the students preferred Visual,
0% of the students preferred Auditory, 16.7% of the students
preferred printed words, (Read and Write), and 33.3% of the
students preferred using all their senses (kinesthetic).

In contrast to the present result, Vaishnav (2013),
conducted a study on Learning Style and Academic Achievement
of Secondary School Students, findings of the study reveal
that, kinesthetic learning style was found to be more
prevalent than visual and auditory learning styles among
secondary school students.
Students learn in different ways. Many factors
influence students’ learning – such factors include (but are
not limited to) students’ learning style preferences, their
interest in the material under study, and the learning
environment. A student’s learning style preference refers to
the way they respond to stimuli in a learning context, and
to their characteristic way of acquiring and using
information. These learning styles recognize that
individuals learn in different ways, and thus that the
students in any course will place a variety of different
interpretations onto their lessons (Bailey and Garratt
2002).
Table 2
Students’ Dominant Learning Style When Taken as an Entire

Category Visual Auditory Kinesthetic Total
f % f % f %
Entire Group 118 44 58 21 94 35 270
Sex
Male 48 41 23 21 43 38 114
Female 70 45 35 22 51 33 156
Family
Structure
Intact 102 42 53 22 87 36 242
Dispersed 16 57 5 18 7 25 28
Parent’s
Highest
Educational
Attainment
College 51 39 26 20 53 41 130
Level
High
School 57 49 26 23 33 28 116
Level
Elementary 10 42 6 25 8 33 24
Level
Difference in the Students’ Dominant Learning Style When
Classified According to Sex and Family Structure
The Mann Whitney U-test results in Table 3 reveal that
there is no significant difference in the students’ dominant
learning style when classified according to sex and family
structure, U(-.699) = .484, p>.05 and U(-1.485) = .138,
p>.05 respectively. It shows that students’ learning style
do not differ significantly in both sexes. In addition, it

also shows that despite of students’ family structure their
learning style do not correlate significantly.
The result contradicts many researchers who have
consistently found that there are significant differences in
learning styles between males and females. For example,
Matthews (2004) found that, although males and females
prefer learning in ways that are more applied, females are
more independent in their learning styles than males.
Several researchers who have found the same pattern have
echoed these results (Litzinger, Lee, & Wise, 2005).
Table 3
Mann-Whitney U Test Result in the Difference of Students’ Dominant Learning Style

When Classified According to Sex and Family Structure
Category n Mean U Z Sig. Remarks

Rank Value value (2-tailed))
Sex
Male 114 139.11 Not
8480.000 -.699 .484 significant
Female 156 132.86
Family
Structure
Intact 242 137.73 Not
2848.000 -1.485 .138 significant
Dispersed 28 116.21
Difference in the Students’ Dominant Learning Style When
Classified According Parent’s Highest Educational Attainment
The Kruskal Wallis (W)test results in Table 4 reveal
that the students did not differ significantly in their

learning style when classified according to parent’s highest
educational attainment, W(3.805) = 0.149, p>0.05. The result
implies that parent’s highest educational attainment was not
significantly related to the learning style of students.
Regardless the parents level of education, students have
their own style in learning and their preference style was
not affected by their parents’ education level.
Table 4
Kruskal Wallis Test Results in the Difference of Students’

Dominant Learning Style When Classified According to
Parent’s Highest Educational Attainment
Category n df Mean W Sig. Remarks

Rank (2 tailed)
Parents
Highest
Educational
Attainment
College 130 143.96

Level
High School Not

Level 116 2 125.88 3.805 .149 Significant
Elementary 24 136.17
Level
Students’ Level of Mathematical Skills When Taken as an
Entire Group and When Classified According to Sex, Family
Structure and Parent’s Highest Educational Attainment
The data in Table 5 reveal that the students had
“average” mathematical skills, when taken as an entire group
or when classified according to sex, family structure and
parent’s highest educational attainment that obtained a mean

scores which fell within the 13.01-26.00 range except those
students who have parents who reached elementary level which
fell in range of 00.00-13.00 which means “low” mathematical
skills.
Based on the results of the data gathered parent’s
highest educational attainment of students greatly affects
their level of mathematical skills.
Regardless parents level of education, this study found
out that the education level of parent’s influences pupils’
mathematical skills positively. Although, students whose
parents with low level of educational attainment perform
their mathematical skills properly, it is found out that
students whose parents have high level of educational
attainment increased their mathematical skills and can
perform their task positively.
Table 5
Students’ Level of Mathematical Skills When Taken as an

Entire Group and When Classified According to Sex, Family
Structure and Parent’s Highest Educational Attainment
Category n Mean Description
Entire Group 270 15.00 Average Mathematical

Skills
Sex
Male 114 14.82 Average Mathematical
Skills
Female 156 15.13 Average Mathematical

Skills
Family
Structure
Intact 242 14.81 Average Mathematical
Skills
Dispersed 28 16.57 Average Mathematical

Skills
Parent’s
Highest
Educational
Attainment
College 130 15.25 Average Mathematical
Level Skills
High 116 15.21 Average Mathematical

School Skills
Level
Elementary 24 12.58 Low Mathematical
Level Skills
Legend:
Scale Description
26.01 - 40.00 High Mathematical Skills
13.01 - 26.00 Average Mathematical Skills
0 - 13.00 Low Mathematical Skills
Differences on the Student’s Level of Mathematical Skills
When Classified According to Sex, Family Structure
The t-test results in Table 6 reveal that the students
did not differ in the level of their mathematical skills
when classified according to sex and family structure,
t(268) = -.474, p>.05 and t(268) = -1.653, p>.05
respectively. This means that male and female students have
equal capacity in doing mathematics activities. Regardless
of the family structure a students have, it still shows that
they can perform equally in mathematics especially on those
activities that requires mathematical skills.

This confirms the 2008 analysis by Hyde and colleagues
reported that in children from grades two to 11, there was
no gender difference for math skills.
Also Elizabeth Spelke (2005), PhD, a psychologist at
Harvard University, and colleagues reviewed 111 studies and
concluded that gender differences in math and science
ability have a genetic basis in cognitive systems that
emerge in early childhood. Nevertheless, the studies
suggested that men and women on the whole possess an equal
aptitude for math and science. In fact, boy and girl infants
were found to perform equally well as young as 6 months on
tasks that underlie mathematics abilities.
Parallel study was conducted by Cerbo (2008), he found
out that students did not differ significantly in their
mathematical skills when classified according to family
structure and family size.
Table 6
t-Result on the Differences on the Students’ Level of

Mathematical Skills When Classified According to Sex, Family Structure
Category Mean df t Sig Remarks
(2 tailed)
Sex
Male 14.82 -.474 Not
Significant
Female 15.13 .636
268
Family
Structure
Intact 14.81 Not
268 -1.653 .100 Significant
Dispersed 16.57
Differences on the Students’ Level of Mathematical Skills
when classified according to Parent’s Highest Educational
Attainment
The One-Way ANOVA results in table 7 reveal that the
students did not differ significantly in the level of their
mathematical skills when classified according to parent’s
highest educational attainment, F(2.722) = 0.068, p>0.05. It
implies that the level of parent’s highest educational
attainment was also reflected on students’ level of
mathematical skills.
This result is similar to the findings of Ersado (2005)
that the educational Background of the parents on the other
hand is found to be not an influential factor on their
children’s education.
Table 7.
ANOVA test results on the Differences on the Students’ Level

of Mathematical Skills when classified according to Parent’s
Highest Educational Attainment
Category Sum of df Mean F Sig Remarks
Squares Square (2 tailed)
Between Not
Groups 153.505 2 76.753 2.722 0.068 Significant
Within Groups 7527.491 267 28.193
Total 7,680.996
Students’ Mathematics Performance When taken as an Entire
Generally, the students had “very satisfactory”
(M=86.37) performance in Mathematics when taken as an entire
group. This was also true among female students (M= 87.52)
and students belonging to intact families (M= 86.62). When
students are grouped according to their parent’s highest
educational attainment, it was still found out that they had
“very satisfactory” performance in mathematics; college
level (M=86.38); high school level (M=86.50); and elementary
level (M=85.67)
However, male students shows “satisfactory” (M=84.79)
performance in mathematics and students belonging to
dispersed family (M=84.14). This means that female students
perform better that their counterparts in mathematics. On
the other hand, students belonging to intact families have
higher academic performance compared to students that belong
to dispersed families. It is believed that when both parents

were involved in school and both parents and the school were
supporting the learning of the student with a combined
effort communicating mutual goals for the student
academically, the student responded favorably by sharing
this vision for the success, and positive results followed.
Regardless of parents’ highest educational attainment of
students, they have the same level of performance in
mathematics.
Linn, (1989, as cited by Glorial, 2005) a leading
researcher on gender differences in mathematics education,
has studied this subject over twenty years. In earlier
studies, she found that there were some gender differences
in mathematical processing and that boys did this well than
girls. She found in her later studies, however, this was not
the case that the gap had closed substantially. In fact,
even though middle school students think that boys are
better that girls in mathematics and science, this is not
true. They are at least equal and, in many cases, the girls
surpass the boys. Linn now claims that the main gender
difference is in the confidence level of the student (which
may be influenced by gender).
Another favor to the result was the study conducted by
Hmbari (1990) quoted from Bon Stetter, 2007), He realized
that although women report greater mathematical stress than

men, their mathematical performance in the middle grades of
school is much better than their male peers. On the other
hand, there is a great gap between male and female students
of high school degree in terms of their scores in
mathematics in scholastic aptitude test.
However, this result is in contrast to that in the
study conducted Cowdry and Ress (in de Juan, 1994, as cited
by Glorial, 2008), it was confirmed that gender is an
obvious salient individual characteristics that influences
mathematical ability. It is commonly observed that boys
usually have fewer difficulties than girls do with course
that emphasize problem solving such as physics, chemistry,
and higher mathematics.
Also the result confirms the study of Hampden-Thompson
(2009) that students from single-family homes perform lower
overall than their two-parent family counterparts, which
suggests that the parent variable was vastly important.
Redford, Johnson, and Honnold (2009) concluded that
students from the traditional two-parent, binuclear home
(meaning those students who live in a household comprised of
both their biological parents) outperformed other students
who did not have this common factor.
The result was contrasted by the study of Weiser and
Riggio (2010), they stated that children from broken homes

can and do still succeed. Based on their findings, neither
this literature review nor the study in general attempts to
imply children from broken homes cannot achieve or exceed
their classmates who come from a two-parent home. Weiser and
Riggio (2010) continued by suggesting self-efficacy played
an enormous role in academic achievement and may actually
offset some of the parenting deficiencies as a result of the
student’s overall feeling of competence and positive
feelings about school.
Another parallel study was conducted by Okumu et al
(2008), regarding parents’ level of education, it was found
out that the education level of parent’s influences pupils’
performance positively. This implies that any level of
parents’ education leads to better levels of pupils’
attainment.
Likewise, the December 2004 issue of Education Matters
states that, given the wide range of student performance
within each group, it is clear that the success of many
students appears to be dependent on factors other than their
parents’ level of education, which contradict the previous
result.
Table 8
Students’ Mathematics Performance When taken as an Entire


Entire Group 270 86.37 Very Satisfactory
Sex
Male 114 84.79 Satisfactory
Female 156 87.52 Very Satisfactory
Family Structure
Intact 242 86.62 Very Satisfactory
Dispersed 28 84.14 Satisfactory
Parent’s Highest
Educational
Attainment
College 130 86.38 Very Satisfactory
Level
High 116 86.50 Very Satisfactory
School
Level
Elementary 24 85.67 Very Satisfactory
Level
Legend:
Scale Description
Difference on the Students’ Mathematics Performance When
Classified According to Sex, and Family Structure
Generally, students differ significantly in their
performance in mathematics when classified according to sex,
t (268) = -5.157, p<.05 and family structure t (268) =
2.800, <.05. This shows that male and female students varies
in their performance significantly in mathematics. It is
also true that intact families have a positive impact in the
performance of students while dispersed families showed a
low impact in the performance of students.

The result was in the favor for (Natividad, 1984, as
cited by Cerbo, 2008), in his study of the third year
mathematics students, pointed out that students’ performance
was influenced by variable namely: parents’ occupation, and
educational attainment, socio-economic status, family
structure, and school variables, like teacher-student
relationship and peer groups.
The result of the study conducted by (Linn & Hyde,
1989, as cited by Glorial, 2005) confirms that no boys or
girls from middle school students are better in mathematics
and science.
Table 9
t-test Results on Students’ Mathematics Performance When

taken as an Entire Group and When Classified According to
Sex, and Family Structure
Sig
Category Mean df t Remarks
(2 tailed)
Sex
Male 84.79
Female 87.52 268 -5.157 .000 Significant
Family
Structure
Intact 86.62
268 2.800 .005 Significant
Dispersed 84.14
p<0.05, significant
Difference on the Students’ Mathematics Performance when
classified according to Parent’s Highest Educational
Attainment
The One-Way ANOVA results in table 10 reveal that the
students did not differ significantly in their Mathematics
performance when classified according to parent’s highest
educational attainment , F(2,267) = .341, p>.05. This means
that the performance of students does not greatly affected
by their parent’s level of education.
Larreau, 2003, revealed the same result in his study
that some pupils whose parents’ education level was low
still performed better than pupils whose parents were better
educated. It would mean that pupils whose parents do not
read with them can find other people to read with or to
encourage them. So pupils whose parents are less educated
could befriend other children whose parents are better
educated to learn from those parents.

Table 10
ANOVA test results on the Difference on the Students’

Mathematics Performance when classified according to
Category Sum of df Mean F Sig Remarks
Squares Square 2-tailed
Between
Groups 13.836 2 6.918 .341 .712 Not
Significant
Within
Groups 5422.864 267 20.310
Total 5436.7
Students’ Mathematics Performance When Classified According
Learning Styles
Generally, the students had “very satisfactory” (M= 85-
89) mathematics performance when classified to learning
style and mathematical skills. Visual learners had a mean of
86.53, Auditory learners (M=85.90) and kinesthetic learners
(M=86.45). This means that even students have different
learning styles, they perform equally in mathematics.
Therefore learning style was found out as not an influencing
factor on students’ performance.
Same result was found out by Gappi (2008), that there
was no positive correlation between the academic achievement
and the learning style preferences of the students.
Table 11
Students’ Mathematics Performance When Classified According

to Learning Styles
Learning Style
Visual 118 86.53 Very Satisfactory
Auditory 58 85.90 Very Satisfactory
Kinesthetic 94 86.45 Very Satisfactory
Legend:
Scale Description
Relationship between Students’ Mathematical Skills and
Mathematics Performance
The data in Table 12 revealed that there was a
significant relationship existed between students’
mathematical skills and their mathematics performance,
r(.282), p= .000 p<.05. This is because mathematical skills
is one of the important factors that affects the student’s
mathematics performance. As the level of mathematical skills
increased there is also a positive change in mathematics
performance.
Cerbo (2008), in his study found the same result that
mathematical skills were factors found to significantly
affect the students’ performance in Contemporary
Mathematics. These variables seem to bring about the impact
in the students’ performance in the subject, such that,
these skills necessary and vital in promoting student
performance in the subject.

Many researchers’ believed mathematical skills is one
of the important factors in students' success. No related
studies was conducted to contradict the results. It simply
means that mathematical skills and mathematics performance
of students was interrelated. It only shows that students
with high level of mathematical skills result to have
outstanding performance in mathematics, and students with
low level of mathematical skills will acquire fairly
satisfactory performance in mathematics.
Table 12
Relationship between Students’ Mathematical Skills and

Mathematics Performance
Mathematical Skills
r Sig Remarks
(2 tailed)
Mathematics Performance .282 .000 Significant
p<0.05, significant
Chapter 5
Summary, Conclusions, and Recommendations
This chapter presents the summary of the research
study, the findings, the conclusions derived from the
findings and the recommendations.
Summary
Generally, the result shows the students’ dominant
learning style is “visual” when taken as an entire group and
when classified according to sex and family structure. On
the other hand, when classified according to parents’
highest educational attainment kinesthetic learning style
appeared to be their dominant style in learning and it is
still followed by visual learning style as their second
dominant style in learning. Students came to be visual
learners since majority of the teachers found to be
kinesthetic teachers. Students can easily learn through
visualizing what their teachers are doing in the teaching-
learning activities inside the classroom.
Students had “average” mathematical skills, and “very
satisfactory” performance in mathematics.
The study shows that there is no significant difference
in students’ dominant learning style when classified
according to sex, family structure and parents’ highest
Students show “average” level of mathematical skills
when taken as an entire group and even when classified
according to sex and family structure, but when classified
according to their parents’ highest educational attainment,
the students whose parents attained elementary level of
education have “low” level of mathematical skills while

students whose parents attained High School and College
level of education have an “average” level of mathematical
skills. It was found out that there were no significant
differences in the students’ level of mathematical skills
when classified to sex, family structure and parents’
highest educational attainment
However, the scrutiny of data revealed that female
students have an edge with the male students when it comes
to their mathematics performance. Moreover, students’
mathematics performance is greatly influenced by their
family structure. Students from intact family have “very
satisfactory” performance in mathematics while students
belonging to a dispersed family have “satisfactory”
performance in mathematics. Meanwhile, when taken as an
entire group and parents’ highest educational attainment,
students perform very satisfactory in mathematics.
There were significant difference in the students’
mathematics performance when classified according to sex,
and family structure but found no significant difference in
their mathematics performance when classified according to
their parents’ highest educational attainment.
The data also revealed that whatever learning style a
student has, he/she still manifest a “very satisfactory”
performance in mathematics.
Finally, positive and significant relationship existed
between students’ mathematical skills and mathematics
performance.
Conclusions
Based on the aforementioned findings, the following
conclusions were drawn:
Most of the grade 8 students in the municipality of
Alimodian appeared to be visual learners. Learning style was
not affected by any factors. This can be contributed to
their mathematical skills and mathematics performance. It
was also concluded that, since visual style was the dominant
learning style among the students, they prefer to learn by
just sitting down and watching their teacher doing some
activities for them. They are not active in participating
inside the classroom discussions through involving their
physical abilities.
Learning style was not created rather it was developed,
it is therefore unique to every individual. Regardless of
the sex, an individual’s learning style is not affected by
it. Furthermore, family structure cannot affect each child’s
learning style. Learning style is an innate ability, whether
the child was born under intact or dispersed family his/her
learning style was already formed that even his/her parents’
highest educational attainment has no effect on it.

Mathematical skills is developed, therefore it should
be properly managed by each student in order to preserve it.
Mathematical skills was not affected by sex, family status
and even with students’ parent’s highest educational
attainment.
Generally, the participants’ level of mathematical
skills was average. Sex and family structure of students do
not affect their level of mathematical skills. However, when
comes to parents’ highest educational attainment, it follows
that the children whose parents have low level of education
perform their mathematical tasks less better compare to
those students whose parents have high level of educational
attainment.
In terms of sex, female students performs very
satisfactory, while male students performs satisfactorily in
mathematics.
Family structure became an influencing factor on
students’ mathematics performance. Intact families could
help their children to have a very satisfactory performance
in mathematics. Students belonging from dispersed families
have only satisfactory performance in mathematics. Parents’
highest educational attainment was not a basis of students’
level of performance in mathematics. No matter how educated
the parents are, students still perform equally in

mathematics. Mathematics performance of students was not
affected by their parents’ highest educational attainment.
Mathematical skill is a factor that is found to be
significantly influenced the students’ performance in
mathematics. Perhaps, the skills embedded in this contrast
are essential elements that can help clarify the concepts
and principles in mathematics which, in turn, enable the
students to perform highly. The outstanding performance in
mathematics points to these students with high mathematical
skills, emphasizing that these skills are vital to the study
of mathematics.
Whatever learning style a student has, he/she still
shows a “very satisfactory” performance in mathematics.
Finally, a significant relationship existed between
students’ mathematical skills and mathematics performance.
Mathematical skill is a factor that can predict the
students’ performance in mathematics. Learning mathematics
require mathematical skills. Therefore, mathematical skills
are important skills that one should possess in order to
perform better in mathematics.
Recommendations
The study found out that the students have different
ways in learning mathematics. These learning style
preferences are the students’ strengths, the traits through

which they most easily master the new and difficult
information or skills leading to the improvement of their
mathematical skills and performance in mathematics.
In view of the aforementioned findings and conclusions,
the following recommendations are advanced:
Teachers should identify the learning styles of their
students and provide an instructional environment rich in
opportunities and responsive to the learner’s strategies in
learning mathematics.
Teachers should employ a variety of teaching styles
when teaching in order to respond to the diversity of
learning styles of the students.
The learning style of students should be reported also
to their parents. Parents should provide their children the
facilities and support when they are studying their
mathematics lesson or when doing assignments at home.
Parents should provide their children extra support for
their studies and a place to study where they cannot be
disturbed and are free to learn, this place is called home
where there is an involvement of both parents.
Students should be engaged in various mathematical
activities to practice their skills which could help them to
improve their mathematics performance.

Sometimes it is a teacher factor why students in both
sexes perform differently in mathematics, it is therefore
recommended that teacher should employ equal treatment to
his/her students and should give equal attention to them.
Guidance counselors should conduct the learning style
assessment of students every beginning of the school year
and make the result available to all teachers in the school
for them to be aware of the preferred learning style of
their students.
School Heads, teachers, and curriculum planners, who
play an important role in the academic setting, should look
into the improvement of teaching in school, and see to it
that the students’ needs are given proper attention. They
should provide a variety of teaching-learning activities in
mathematics students will engaged in so that they could
improve their performance in the said subject.
Students should be exposed to different teaching styles
to better assist their learning style that will result to
positive learning outcomes.

References
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Students. Unpublished undergraduate Thesis, College of
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Ariola, Aleli M. (2011). Learners’ Preferences and Teaching
Strategies in Teaching Mathematics of Fourth Year High
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Bacalangco, Cherryl (2011). Students’ Learning Styles and
Academic Achievement in Mathematics. University of
Iloilo, Philippines.
Besar, Charlie (2011). Teaching Strategies: Their
Relationship to Students’ Mathematical Skills in
Contemporary Mathematics. University of Iloilo,
Philippines.
Briggs, Alice (2004), Influence of Matching Student's
Learning Styles with Teacher's Teaching Styles upon
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Instructional Styles and Teaching Competence. Research

Journal. Journal of the Graduate School. University of
Iloilo-PHINMA.
Cerbo, Wilhelm P. (2008). Students’ Learning Style and
Mathematical Skills as Related to their Performance in
Contemporary Mathematics. West Visayas State
University.
Con-el, Edgardo Jr. (2015). Spiral Progression Approach
using Collaborative Learning and Guided Discovery
Learning Strategies in Mathematics. University of
Iloilo, Philippines.
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004-x/2005001/7836-eng.htm#tphp- Retrieved January 5,
2017.
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funderstanding.Com/learning styles.cfm>. March 31,
2016.
Gappi, Lorna L. (2008). Relationships between Learning Style
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httpsoeagra.comijertijertjune201311.pdf, January 24,
2017.
Germinal, et al. (2000). Mathematical Concepts of Grade Six
Pupils of Tigbuan Elementary School, Tigbuan, Iloilo.
Unpublished Undergraduate Thesis, West Visayas State
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Glorial, Jonathan C. (2005). Predictors of Mathematical
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in the City and Province of Iloilo. West Visayas State
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Sakulku2, (2011). An Investigation of Learning Styles
Influencing Mathematics Achievement of Seventh-grade
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Advantage and Disadvantage on Ninth-grade Students’
Academic Achievements. Mahasarakham University,
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Vaishnav, Rajshree S. (2013). Learning Style and Academic
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Bajaj College of Education. Retrieved from
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January 24, 2017.
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January 6, 2017.
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Appendices
Appendix A
List of Validators
Dr. WILHELM P. CERBO

Associate Dean, College of Arts & Sciences
West Visayas State University
La Paz, Iloilo City
Mrs. MA. LORNA A. DESAMERO

Professor, Graduate School
University of Iloilo
PHINMA Education Network
Iloilo City
Miss MARJORIE A. AMBUT

Teacher III
Alimodian National Comprehensive High School
Alimodian, Iloilo
Appendix B
Graduate School
Rizal St., Iloilo City
June 23, 2016
Dr. WILHELM P. CERBO

Associate Dean, College of Arts & Sciences
West Visayas State University
La Paz, Iloilo City
Dear Dr. Cerbo:
I am presently conducting a research study entitled

“Students’ Learning Styles and Mathematical Skills: Their
Relationship to Mathematics Performance” in partial
fulfillment of the requirements for the degree Master of
Arts in Education Major in Mathematics Education.
In this regard, may I avail of your expertise and

request to validate my Instruments, Answer key and Table of
Specifications for the relevance of each item to the
objective being assessed.
The test questions will further undergo item analysis

and trial and trial administration for the reliability
testing.
Your kind assistance will be greatly appreciated.
Very truly yours,
MELANIE M. AMOS
Researcher
Noted:
MARIA TERESA C. CARBON, Ed. D.
Thesis Adviser, Director, Graduate School
Graduate School
June 23, 2016
Mrs. MA. LORNA A. DESAMERO

Professor, Graduate School
Iloilo City
Dear Mrs. Desamero:



and trial administration for the reliability testing.
Very truly yours,
MELANIE M. AMOS
Researcher
Noted:
Graduate School
June 23, 2016
Miss MARJORIE A. AMBUT

Teacher III
Alimodian, Iloilo
Dear Miss Ambut:




and trial administration for the reliability testing.
Very truly yours,
MELANIE M. AMOS
Researcher
Noted:

Thesis Adviser
Director, Graduate School
Appendix C
Graduate School
June 23, 2016
Mrs. MARY GRACE L. CASTILLO

Principal III
Leonora S. Salapantan National High School
San Miguel, Iloilo
Dear Mrs. Castillo:

In this regard, may I ask permission from you to allow

me to administer my research instrument for reliability
testing.
Your favorable response will be greatly appreciated.
Very truly yours,
MELANIE M. AMOS
Researcher
Noted:

Thesis Adviser
Director, Graduate School
Appendix D
Graduate School
August 6, 2016
MYRNA S. CASTILLO, Ph. D., CESO V

Schools Division Superintendent
Schools Division of Iloilo
La Paz, Iloilo City
Madam:
Greetings!

Arts in Education Major in Mathematics Education at the

University of Iloilo-PHINMA Education Network.
In this connection, I am asking your approval from your

good office to allow me to conduct my study to the Grade 8
students of the secondary schools in the District of
Alimodian, Alimodian, Iloilo namely: Adriano Cabardo NHS,
Alimodian NCHS, Bancal NHS, Dalid NHS, Gines NHS, and
Sinamay NHS.
I hope this request merits your favorable approval.

Thank you and God bless.
Very truly yours,
MELANIE M. AMOS
Researcher
Noted:
Graduate School
August 6, 2016
Mrs. DOMINICA G. ANAS

Head Teacher I, OIC
Bancal National High School
Alimodian, Iloilo
Madam:
Greetings!


good office to allow me to administer my questionnaires and
seek copy of grades in Mathematics 8 of the Grade 8
students.

Very truly yours,
MELANIE M. AMOS
Researcher
Noted:
Graduate School
August 6, 2016
Mr. GEORGE P. ROBLES

Head Teacher I, OIC
Sinamay National High School
Alimodian, Iloilo
Sir:
Greetings!


good office to allow me to administer my questionnaires to
the Grade 8 students and copy their grades in Mathematics 8
subject.

Very truly yours,
MELANIE M. AMOS
Researcher
Noted:
Graduate School
August 6, 2016
Mrs. LEA ENRIQUEZ

Head Teacher I, OIC
Dalid National High School
Alimodian, Iloilo
Madam:
Greetings!


subject.

Very truly yours,
MELANIE M. AMOS
Researcher
Noted:
Graduate School
August 6, 2016
Mr. ROMAR C. CUBIN

Head Teacher III, OIC
Gines National High School
Alimodian, Iloilo
Sir:
Greetings!


subject.

Very truly yours,
MELANIE M. AMOS
Researcher
Noted:
Graduate School
August 6, 2016
Mrs. VIVIEN P. CABLAS

Head Teacher IV, OIC
Adriano Cabardo National High School
Alimodian, Iloilo
Madam:
Greetings!


subject.

Very truly yours,
MELANIE M. AMOS
Researcher
Noted:
Graduate School
August 6, 2016
Mrs. MA. PHOEBE A. ANDIANO

Secondary Principal III
Alimodian, Iloilo
Madam:
Greetings!

“Students’Learning Styles and Mathematical Skills: Their

subject.

Very truly yours,
MELANIE M. AMOS
Researcher
Noted:
Appendix E
Table of Specifications
Topic TA % NI K PS U IP
NUMBER SENSE
1. Ratio & Proportion 1 3.33 2 1 1 1,2
3,4,5
2. Operations involving 1 5.00 3 3
fraction 6
3. Prime Number 1 1.67 1 1 7
4. Operation on 1 1.67 1 1
integers 8,9
5. Multiple operations 1 5.00 2 2 10
on integers
6. Solving real-life 2 1.67 1 1
problem involving
multiplication of 11,12
integers 13,14,15
7. Finding the absolute 1 3.33 2 1 1 ,16
value 17
8. Percentage 1 6.67 4 2 2
9. Application of 1 1.67 1 2 1
Scientific Notation
MEASUREMENT
1. Conversion of length 1 3.33 2 2 18,19
1 1 20
2. Solving real-life 2 1.67
problem involving
measurement of
length 21,22
3. Conversion of time 1 3.33 2 2 23,24
4. Conversion of weight 1 3.33 2 2
SETS
1. Union 1 1.67 1 1 25
26
2. Intersection 1 1.67 1 1 27,28
3. Complement 1 3.33 2 2 29,30,31
4. Solving real-life 2 5.00 3 3
problem involving
different types of
sets
GEOMETRY
1. Measure of angles 1 6.67 4 3 1 32,33,34
,35
and its kind
2. Angles and parts of 1 3.33 2 1 1 36,37
the triangle
3. Circle 1 3.33 2 1 1 38,39
4. Angles of the 1.67 1 1 40
1
quadrilateral
ALGEBRA
1. Translating verbal 2 3.33 2 2 41,42
sentence into
Mathematical
Expression 43,44,45
2. Evaluation of 2 8.33 5 5 ,46,47
algebraic expression
2 1.67 48
3. Laws of exponent 1 1
POLYNOMIALS
1. Finding the term of 3.33 2 2 49,50
a polynomial 1
LINEAR EQUATION IN ONE

VARIABLE
51,52,
1. Solving word 3 8.33 5 1 4 53,54,55
problems involving
linear equation in
one variable
STATISTICS
1. Mean 1 3.33 2 1 1 56,59
57,60
2. Median 1 3.33 2 1 1 58
1 1.67 1 1
3. Mode
37 100 60
TOTAL
Appendix F
Republic of the Philippines

Department of Education
Region VI-Western Visayas
BANCAL NATIONAL HIGH SCHOOL
Bancal, Alimodian, Iloilo
MATHEMATICAL SKILLS TEST FOR GRADE 8 STUDENTS
Direction: Read each question carefully and encircle the

letter of the correct answer.
1. Which of the following is a proportion?
A. 1.5:3 = 1:2 C. 6:2 = 5:3
B. 7:5 = 12:10 D. 4:5 = 10:10
2. Which of the following ratios is equal to 2 :7?
A. 7 : 2 C. 14 :
: 7 D. 3 : 10.5
B.
3. What is the value of n if n: 16 = 3:4?
A. 4.5 C. 12
B. 4.75 D. all of the above
4. Simplify: 7/10 – 2/5
A. 3/10 C. 9/10
B. 9/15 D. 3/5
5. What is the difference if 3/5 is subtracted from

6/7?
A. 3/2 C. 18/35
B. 3/4 D. 9/35
6. Which is NOT a prime number?
A. 9 B. 7 C. 2 D. 5
7. Which integer is 8 units to the left of -3?
A. -5 C. +5
B. -1 D. +11
8. What is the result of subtracting the sum of 11 and

-15 from the sum of -17 and 12?
A. -9 B. 9 C. -1 D. 1
9. What is the sum of 2 and its multiplicative inverse?
A. 1/2 C. 3/2
B. 1 D. 5/2
10. Candies are sold at 1 php each. How much will a bag
of 420 candies cost?
A. 210 php C. 120 php

B. 840 php D. 420 php
11. Among the sentences given below, which has the

greatest value?
A. │-4│ + 3 C. 4 - │-3│
B. │-4│ - │-3│ D. -4 + 3
12. Which of the following expressions will give a

result of 8 when simplified?
A. -7 + │11│ C. │-6│-2
B. │-7+4│+5 D. -7 + │-1│
13. Write 0.6 as a percentage.
A. 60% B. 6% C. 0.6% D. 0.06%
14. Which of the following is equal to 30%?
A. 0.003 B. 0.3
C. 0.03 D. 30
15. In a class of 60 students, 70% are boys. How many

girls are in the class?
A. 11 C. 42
B. 18 D. 49
16. A farmer harvested 200 sacks of rice and kept 74

sacks. What part of the harvest did he save?
A. 74% C. 740%
B. 74/100 D. 37/100
17. The CPU of a computer takes only 4x10-10 second to

execute a mathematical instruction. How many seconds
will it take a computer to execute 13 mathematical
instructions?
A. 52x10-10 C. 5.2x10-9
B. 5.2x10-10 D. 52x10-9
18. Which of the following is the equivalent of 3 000

millimeters?
A. 0.03 meter C. 3 meters
B. 0.3 meter D. 30 meters
19. Which of the following is the same as 0.003

Hectometer?
A. 3 decimeters C. 3 decameters
B. 3 meters D. 30 meters
20. A 100m length rope is cut into 75cm per piece. How
many pieces can be cut?
A. 130 C. 132
B. 131 D. 133
21. One (1) century is equal to ________.
A. 36 500 days C. 10 years

B. 120 months D. 5 decades
22. How many decades are there in a millennium?

A. 10 C. 1000
B. 100 D. 10 000
23. The athlete weighing 25,000g is approximately
equivalent to
A. 250kg C. 25kg
B. C. 2.5kg D. 0.25kg
24. If Kim weighs 40kg and her brother weighs 25,000g.

What is their total weight in kilograms?
A. 0. 65kg C. 0.65kg
B. 6.5kg D. 0.065kg
For Question Number 25 & 28

Given:
25. What is B
A. C.
B. D.
26. Find .
A. C.
B. D.
27. Find .
A. C.
B. D.
28. Find .
A. C.
B. D.
For questions number 29-31, please refer your

answer in the given below.
In a certain school, 70 students had snacks: 3 had
hamburger, milk and cake; 4 had had hamburger and milk;
10 had cake and milk; 8 had cake and hamburger; 24 had
hamburger; 38 had cake; and 20 had milk.
29. How many had cake only?
A. 59 C. 23
B. 38 D. 15
30. How many had nothing?
A. 3 B. 5 C. 7 D. 9
31. How many had at most 2 snacks?

A. 60 C. 38
B. 59 D. 23
32. Which of the following angles are always congruent?
A. vertical C. supplementary
B. complementary D. linear
33. The complement of an angle measuring 880 is
A. 20 C. 900
B. 880C. 900 D. 1020
34.The supplement of an angle measuring x0 is
A. 1800 – x0 C. 900 – x0
B. 1800 + x0 D. 900 + x0
35. The sum of the measure of the two angles is 1800.

Three times the measure of one angle is 24 less than
the measure of the other angle. What is the measure
of each angle?
A. 39 & 141 C. 50 & 130

B. 40 & 140 D. 60 & 30
36. The side opposite the right angle in a right

triangle is/are the___
A. legs C. hypotenuse
B. base D. side
37. The measure of the angles of a triangle are in the

ratio 4:5:6. Find the measure of each angle.
A. 48, 60, 72 C. 84, 72, 60

B. 12, 48, 72 D. 72, 60, 80
38. Lines intersecting the circle at exactly one point

is called
A. radius C. tangent
B. secant D. chord
39. What is the area of a circle with diameter equal to

12m?
A. 452.16m2 C. 113.04m2
B. 1808.64m2 D. 37. 68m2
40. What is the sum of the interior angles of a

quadrilateral?
A. 90 C. 360
B. 180 D. 420
41. A number added to 5 is written as
A. n+5 C. 5+5
B. 5+n D. 5n+n
42. Which is the correct translation of “Two more than

twice a number is twelve”?
A. 2 + 2x = 12 C. 2 – 3x = 12
B. 2x + 2 = 12 D. 3x – 2 = 12
43. Solve for x in 4x = 16.
A. 4 C. 1/4
B. -4C D. -1/4
44. In y + 8 = -6, what is the value of y?
A. 14 C. 2
B. C. -14 D. -2
45. Which of the following equation has -3 as the

solution?
A. 2x – 3 = -9 C. 3x + 1 = 10
B. 7 – 2x = 1 D. -4x + 5 = 7
46. Solve for x in 2x = 3x – 4.
A. 2 B. 3 C. 4 D. 5
47. Simplify (4x)2
A. 4x2 C. 8x
B. 8x2 D. 16x2
48. What is ?
A. 123 C. 6-3
B. 63 D. 6-40
49. How many terms are there in a cube of a binomial?
A. 2 B. 3 C. 4 D. 5
50. In which expression is 12 a constant term?
A. 12x2+7 C. 12x-8
B. x12-20 D. 12-3x+2x2
51. The sum of two integers is 51. The larger integer is

3 more than twice the smaller integer. Find the
integers.
A. 50 & 1 C. 23 & 28
B. 16 & 35 D. none
52. The denominator of a fraction is 4 more than the

numerator. If both the numerator and the denominator
of a fraction are increased by 1, the resulting
fraction equals 1/2. Find the fraction.
A. 3/6 C. 3/7
B. 6/14 D. 7/3
53. Vince is 3 years older than Jessica. The sum of
their ages is 27. How old is Vince?
A. 3 B. 12 C. 15 D. 27
54. Jane’s father is 45 years old. He is 15 years older

than twice Jane’s age. How old is Jane?
A. 25 years old C. 30 years old

B. 20 years old D. 15 years old
55. Althea is three years older than Andrew. If the sum

of their ages two years ago was 13. How old are they
now?
A. 9 and 6 C. 10 and 7
B. 8 and 5 D. 12 and 9
For the next three questions, refer to the set of data:
12, 17, 23, 15, 14, 12, 15, 12
56. What is the mean for the given set of data?
A. 12 C. 15
B. 14 D. 17
57. Which is the median for the given set of data?
A. 12.5 C. 14.5
B. 15.5 D.23.5
58. Which is the mode for the given set of data?
A. 12 C. 15
B. 14 D. 17
59. In 54, 48, 49, _____, what must be the score in the
blank so that the average is 50?
A. 43 C. 51
B. 49 D. 57
60. The median of the set of the first 5 odd counting

numbers is:
A. 3 B. 5 C. 6 D. 7
Appendix G

(ANSWER KEY)
1. A 21. A 41. B
2. D 22. B 42. A
3. C 23. B 43. C
4. A 24. A 44. A
5. D 25. A 45. C
6. A 26. D 46. D
7. B 27. A 47. B
8. C 28. D 48. C
9. D 29. C 49. D
10. D 30. C 50. B
11. A 31. A 51. C
12. B 32. A 52. C
13. A 33. A 53. D
14. B 34. A 54. D
15. B 35. A 55. C
16. D 36. C 56. C
17. C 37. A 57. C
18. C 38. C 58. A
19. A 39. C 59. B
20. D 40. C 60. B

Appendix H
Item Analysis
difficulty discrimination
ITEM UPPER LOWER DECISION
index index
1 4 6 0.33 -0.13 reject
2 1 1 0.07 0.00 reject
3 15 11 0.87 0.27 revise
4 8 5 0.43 0.20 revise
5 7 2 0.30 0.33 revise
6 5 2 0.23 0.20 revise
7 0 4 0.13 -0.27 reject
8 8 4 0.40 0.27 revise
9 1 0 0.03 0.07 revise
10 15 14 0.97 0.07 revise
11 5 5 0.33 0.00 revise
12 10 2 0.40 0.53 Retained
13 12 2 0.47 0.67 Retained
14 8 2 0.33 0.40 Retained
15 6 9 0.50 -0.20 reject
16 9 6 0.50 0.20 revise
17 6 1 0.23 0.33 revise
18 13 7 0.67 0.40 Retained
19 3 5 0.27 -0.13 reject
20 6 1 0.23 0.33 revise
21 13 5 0.60 0.53 Retained
22 4 7 0.37 -0.20 reject
23 12 12 0.80 0.00 reject
24 15 11 0.87 0.27 revise
25 15 7 0.73 0.53 Retained
26 14 12 0.87 0.13 revise
27 10 2 0.40 0.53 Retained
28 1 1 0.07 0.00 revise
29 1 0 0.03 0.07 revise
30 6 3 0.30 0.20 revise
31 2 2 0.13 0.00 revise
32 1 4 0.17 -0.20 reject
33 9 3 0.40 0.40 Retained
34 9 4 0.43 0.33 revise
35 3 1 0.13 0.13 revise
36 10 4 0.47 0.40 Retained

37 15 8 0.77 0.47 Retained

38 1 1 0.07 0.00 revise
39 4 4 0.27 0.00 revise
40 14 8 0.73 0.40 Retained
41 5 6 0.37 -0.07 reject
42 0 4 0.13 -0.27 reject
43 12 11 0.77 0.07 revise
44 12 7 0.63 0.33 revise
45 4 7 0.37 -0.20 reject
46 7 1 0.27 0.40 Retained
47 11 10 0.70 0.07 revise
48 7 4 0.37 0.20 revise
49 2 2 0.13 0.00 revise
50 12 3 0.50 0.60 Retained
51 11 4 0.50 0.47 Retained
52 7 2 0.30 0.33 revise
53 12 8 0.67 0.27 revise
54 11 3 0.47 0.53 Retained
55 9 6 0.50 0.20 revise
56 4 3 0.23 0.07 revise
57 2 4 0.20 -0.13 reject
58 2 4 0.20 -0.13 reject
59 11 4 0.50 0.47 Retained
60 8 3 0.37 0.33 revise
Reliability Statistics
Cronbach's Alpha Part 1 Value 1.000
N of Items 1a
Part 2 Value 1.000
N of Items 1b
Total N of Items 2
Correlation Between Forms .891
Spearman-Brown Coefficient Equal Length .943
Unequal Length .943
Guttman Split-Half Coefficient .935
Appendix I


(ANSWER SHEET)
Name: _______________________________________
1._____ 16.____ 31.____ 46.____
2._____ 17.____ 32.____ 47.____
3._____ 18.____ 33.____ 48.____
4._____ 19.____ 34.____ 49.____
5._____ 20.____ 35.____ 50.____
6._____ 21.____ 36.____ 51.____
7._____ 22.____ 37.____ 52.____
8._____ 23.____ 38.____ 53.____
9._____ 24.____ 39.____ 54.____
10.____ 25.____ 40.____ 55.____
11.____ 26.____ 41.____ 56.____
12.____ 27.____ 42.____ 57.____
13.____ 28.____ 43.____ 58.____
14.____ 29.____ 44.____ 59.____
15.____ 30.____ 45.____ 60.___

Appendix J

Part I. PERSONAL INFORMATION
Direction: Please answer the following personal detail by

putting a check on the appropriate box preceding each
items/and or by filling in the blanks provided for.
Name :( Optional) ____________________________

Sex: ________________________________________
School: _____________________________________
Elementary Level
High School Level
C Collage Level
Family Structure
Dispersed
Intact
Part II. VAK Learning Styles Self-Assessment Questionnaire

Direction: Encircle the answer that most represents how you

generally behave.
1. When I operate new equipment I generally
a) read the instructions first

b) listen to an explanation from someone who has used
it before
c) go ahead and have a go, I can figure it out as I use
it
2. When I need directions for travelling I usually
a) look at a map
b) ask for spoken directions
c) follow my nose and maybe use a compass
3. When I cook a new dish, I like to
a) follow a written recipe

b) call a friend for an explanation
c) follow my instincts, testing as I cook
4. If I am teaching someone something new, I tend to
a) write instructions down for them

b) give them a verbal explanation
c) demonstrate first and then let them have a go
5. I tend to say
a) watch how I do it
b) listen to me explain
c) you have a go
6. During my free time I most enjoy
a) going to museums and galleries

b) listening to music and talking to my friends
c) playing sport or doing DIY
7. When I go shopping for clothes, I tend to

a) imagine what they would look like on

b) discuss them with the shop staff
c) try them on and test them out
8. When I am choosing a holiday I usually
a) read lots of brochures

b) listen to recommendations from friends
c) imagine what it would be like to be there
9. If I buy a new car, I would
a) read reviews in newspapers and magazines

b) discuss what I need with my friends
c) test-drive lots of different types
10.When I am learning a new skill, I am most comfortable
a) watching what the teacher is doing

b) talking through with the teacher exactly what I’m
supposed to do
c) giving it a try myself and work it out as I go
11.If I am choosing food off a menu, I tend to
a) imagine what the food will look like

b) talk through the options in my head or with my
partner
c) imagine what the food will taste like
12.When I listen to a band, I can’t help
a) watching the band members and other people in the

audience
b) listening to the lyrics and the beats
c) moving in time with the music
13.When I concentrate, I most often
a) focus on the words or the pictures in front of me

b) discuss the problem and the possible solutions in my
head
c) move around a lot, fiddle with pens and pencils and
touch things
14.I choose household furnishings because I like

a) their colors and how they look

b) the descriptions the sales-people give me
c) their textures and what it feels like to touch them
15.My first memory is of
a) looking at something
b) being spoken to
c) doing something
16.When I am anxious, I
a) visualise the worst-case scenarios

b) talk over in my head what worries me most
c) can’t sit still, fiddle and move around constantly
17.I feel especially connected to other people because of
a) how they look

b) what they say to me
c) how they make me feel
18.When I have to revise for an exam, I generally
a) write lots of revision notes and diagrams

b) talk over my notes, alone or with other people
c) imagine making the movement or creating the formula
19.If I am explaining to someone I tend to
a) show them what I mean

b) explain to them in different ways until they
understand
c) encourage them to try and talk them through my idea
as they do it
20.I really love
a) watching films, photography, looking at art or

people watching
b) listening to music, the radio or talking to friends
c) taking part in sporting activities, eating fine
foods and wines or dancing
21.Most of my free time is spent

a) watching television
b) talking to friends
c) doing physical activity or making things
22.When I first contact a new person, I usually
a) arrange a face to face meeting

b) talk to them on the telephone
c) try to get together whilst doing something else,
such as an activity or a meal
23.I first notice how people
a) look and dress

b) sound and speak
c) stand and move
24.If I am angry, I tend to
a) keep replaying in my mind what it is that has upset

me
b) raise my voice and tell people how I feel
c) stamp about, slam doors and physically demonstrate
my anger
25.I find it easiest to remember
a) faces
b) names
c) things I have done
26.I think that you can tell if someone is lying if
a) they avoid looking at you

b) their voices changes
c) they give me funny vibes
27.When I meet an old friend
a) I say “it’s great to see you!”

b) I say “it’s great to hear from you!”
c) I give them a hug or a handshake
28.I remember things best by

a) writing notes or keeping printed details

b) saying them aloud or repeating words and key points
in my head
c) doing and practising the activity or imagining it
being done
29.If I have to complain about faulty goods, I am most

comfortable
a) writing a letter
b) complaining over the phone
c) taking the item back to the store or posting it to
head office
30.I tend to say
a) I see what you mean

b) I hear what you are saying
c) I know how you feel
Curriculum Vitae
I. Personal Information
Name: Melanie Magro-Amos
Address: Freedom Highway, Alimodian, Iloilo
Age: 30 years old
Date of Birth: November 2, 1986
Civil Status: Married
Father: Fausto Magro Jr.
Mother: Hilda Anaud-Magro
Husband: Eric C. Amos
II. Educational Attainment
Graduate Studies: Master of Arts in Education
(Major in Mathematics)
Name of School: University of Iloilo-PHINMA
School Address: Rizal St., Iloilo City
Inclusive Date: October 2012-March 2017
Tertiary Education: Bachelor of Secondary Education
(Major in Mathematics)
Name of School: West Visayas State University
School Address: La Paz St., Iloilo City
Inclusive Dates: 2004-2009
Secondary Education:
Name of School: Alimodian National Comprehensive

High School
School Address: Alibanggo St., Alimodian, Iloilo
Inclusive date: 2000-2004
III. Major Accomplishments:
SHS Coordinator 2013-present
Bookkeeper 2012-present
IV. Teaching Experience:
Position: Teacher I
Inclusive Date: 2013-2015
Position: Teacher II
Inclusive Date: 2015-2016
Position: Teacher III
Inclusive Date: May 2016-present
Name of School: Bancal National High School
School Address: Brgy. Bancal, Alimodian, Iloilo

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Mathematical Skills and Performance 1

Background of the Study

Every child follows its own unique way to learn and

process information. They learn material in different ways.

Some learn by oral repetition, some may learn by writing it

out, while others may learn through practical work.

Learning is in fact a personal journey of discovery.

Nobody or nothing should determine or curb the learning

process except the learner. People learn in many different

ways. Every individual has a unique style of processing and

digesting information. This is known as their learning

style. Our learning styles are as individual and unique as

Each individual has their own learning style. Some

students like to be guided, the rest may prefer to study in

chance to be freely involve in their learning activities.

Some students get actively involve, being observant and

listening to the music while learning.

Some students are visual learners, while others are

auditory or kinesthetic learners. Visual learners learn

visually by means of charts, graphs, and pictures. Auditory

learners learn by listening to lectures and reading.

Kinesthetic learners learn by doing. Students can prefer

one, two, or three learning styles. Because of these

different learning styles, it is important for teachers to

incorporate in their curriculum activities related to each

of these learning styles so that all students are able to

succeed in their classes.

Every teacher and every parent hopes that their

students will succeed in school. Teachers and parents have

the same final goals and objectives to promote and ensure

that these children are enabled to perform academically.

Most parents can name their child’s learning style, and by

the first school quarter, teachers should be able to do the

As proponents of educational reform continue to gain

traction, it becomes more important to better understand

what factors impact student learning in the classroom. As an

educator and being a part of the school, the teacher take

pride in accomplishment of its students. Likewise, there is

a need and a responsibility for teachers to continue to

explore, discover, and validate the factors which contribute

The proficiency and capability of a student to make

good in certain educational fields can be ascribed to

certain elements, one of which is the development of his/her

mathematical skills (Glorial, 2005). For students to succeed

in the study of mathematics, they must believe that they can

“do” mathematics, and it is worth “doing”.

Learning styles and Mathematical skills are factors to

be considered as predictors of mathematics performance.

Hence, the researcher, who is a mathematics teacher, wanted

to find out the relationship of learning styles and

mathematical skills to mathematics performance of students.

The researcher also believed that through this study

mathematics performance of students will be enhance if these

two factors are carefully examined.

It is therefore, essential that educators reinforce or

enhance the students’ skills and their ability to “do”

mathematics now and in the future, and their need to learn

Statement of the Problem

The main objective of this study was to determine the