FINAL DAW FOR PRINTING BANGERO Et. Al RESEARCH PROPOSAL

1
PERFORMANCE VARIABLES RELATING
PHILIPPINE NORMAL UNIVERSITY- MINDANAO

The National Center for Teacher Education
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
1.1 Introduction
College students have many obstacles to overcome in order to achieve their
optimal academic performance (Meer & Arif, 2012). Indeed, there is a need to assess the
various factors that affect academic performance of college students. The students’
academic performance plays a vital role in creating the finest quality alumnae who will
become leader and manpower of a particular country, consequently responsible for the
country’s social and economic development (Ali et. al, 2009). Academics play an
important role in creating a student personality, future and his/her life. It also helps a
student to know about his/her society, culture, history, geography, morals, environment
and the daily math that he/she needs in every days life. Moreover, it help a student to
prepare for the real world and opens up doors to the world around him/her. (Meer & Arif,
2012).
A series of variables are to be considered when to identify the affecting factors
towards quality of academic success. Identifying the most contributing variables in
quality of academic performance is a very complex and challenging job. (Farooq, M. S.,
et. l, 2011). Galiher (2006) and Darling (2005), used GPA to measure student
2

performance because they main focus in on the student performance for the
particular semester. Some other researchers used test results or previous year result
since they are studying
performance for the specific subject or year (Hijazi and Naqvi, 2006 and Hake,
1998).
In addition, Sansgiry et. al. (2006) cites five domains that may affect academic
performance. These are test anxiety, time management, test competence, academic
competence and study techniques. In the study of Sansgiry et al, test anxiety refers to the
reaction to stimuli associated with are associated with the student’s experience of testing
or evaluative situations. Time management was defined as a cluster of behavioral skills
that are important in the organization of study/course load. Test competence refers to how
students cope with the amount of study material for their exams. Strategic studying
techniques are defined as the knowledge and application of effective study skills or
techniques by students.
Factors affecting student's academic performance is an important issue in higher
education. There has been extensive research on the influences of key factors on students'
academic performance. It is interesting to note that all of the research reviews support the
hypothesis that students' performance in their academic depend on different socio-
economic, psychological and environmental factors. This would indicate that students'
learning style, family background, students' characteristic, and school or college

3

experience factors are related to students' academic performance. Students’ academic
success gives an index of the quality of a school and its administrators. Their academic
performance, equally serves as an index of teaching ability and success.
1.2 Theoretical/Conceptual Framework
The profile of the respondents such as sex and socio-economic status and their
attitudes towards performance variables such as test competence, time management,
studying techniques, and test anxiety comprise the factors that could have significant
effects to the academic performance of the student.
According to Suldo and Shaffer, (2008), academic self-perception is the student’s
opinion of his/her academic abilities. Academic self-perceptions of specific behaviors are
presumed to influence sub-areas of self-concepts such as English or Mathematics, which
form the academic self-concept. It has been suggested that the framework of general self-
concept in the academic arena also consist non-academic domains such as social,
emotional and physical behaviors (Schunk, 1991). It is presumed that the perceptions of
students to their academic skills influence the types of academic activities they select.
These perceptions usually are within the categories of academic self-efficacy and
academic self-concept (McCoach & Del Siegle, 2001)
Social cognitive theory (Bandura, 1986) views human functioning in a
transactional way, depending on reciprocal interactions between an individual’s

4

behaviors, their internal personal factors (e.g., thoughts and beliefs), and environmental
events. Schunk (1995) stressed out that with reference to the connection between internal
factors and behavior, a large amount of research demonstrates that self-efficacy affects
students’ performance and
learning behavior in such aspects as they choose, their exertion, perseverance, and
performances.
Through the many pressures and daunting responsibilities of being a student, one
learns and understands the importance of having a high self-efficacy in college. Having
one's academic achievement meet one's academic expectations and desires is a major key
to most college students' self-efficacy.
Figure 1. Conceptual Framework

5

As shown above in Figure 1, the framework depicts clearly the predictors of good
academic performance. While the first column shows the non-intellective profile such as
sex and socioeconomic status and the second column spells out the variables that may
affect academic performance—test competence (TC), time management (TM), studying
techniques (ST) and test anxiety (TA), the second column relates to the performance of
the students which is the respondents’ Cumulative Grade Point Average during their
second year. Test competence (TC) refers to the students’ ability to manage and cope
with the amount of study material for examinations/tests. This also includes self-efficacy
of the students in which it pertains to one's academic achievement meet one's academic
expectations and desires. Time management (TM) is prioritizing which in turn is giving
importance to more important matters by careful planning, scheduling and then following
the plan as well as making conscious decisions actively in order to better manage the time
available. Strategic studying techniques (ST) refer to the techniques that provides study
skills tips, strategies and lessons aimed at improving study habits, reading
comprehension, writing and test taking ability.
Other than the aforementioned factors, gender and socio-economic status are also
considered as main factors that predict the academic success of the students. Social and
economic status of student is generally determined by combining parents’ qualification,
occupation and income standard (Jeynes, 2002). Among many research studies conducted
6

on academic achievement, it is not very surprising to observe that Socio-economic status
is one of the main elements studied while predicting academic performance.
1.3 Statement of the Problem
The study intended to determine the factors affecting the academic
performance on Mathematics among third year students taking up Bachelor in
Mathematics Educations of Philippine Normal University-Mindanao.
Specifically, this study sought to answer the following problems:
1. What is the profile of the respondents in terms of:
1.1 Gender
1.2 Socioeconomic Status (Monthly Family Income)
1.3 GPA in Mathematics
2. What is the attitude of the respondents toward performance variables?
2.1 Test Competence (TC)
2.2 Strategic Studying Techniques (ST)
2.3 Time Management (TM)
2.4 Test Anxiety (TA)

7

3. Is there a significant relationship between academic performance in
Mathematics and each of the following factors?
3.1 Gender
3.2 Socioeconomic status (Monthly Family Income)
4. Is there a significant relationship between the attitudes toward performance
variables and academic performance in Mathematics?
1.4 Hypotheses
In this study, the hypotheses were:
H1: There is no significant relationship between academic performance in
Mathematics and non-intellective profile.
H2: There is no significant relationship between the attitudes toward performance
variables and academic performance in Mathematics.
1.5 Significance of the Study
Students taking up Bachelor in Mathematics Education or Bachelor in Secondary
Education major in Mathematics are expected to be adequately taught so that when they
are in the field, they will be able to teach efficiently and effectively the Mathematics-
related courses and subjects to their students. It is also hoped that the study might be able
to identify factors that significantly affect the students’ academic performance to the
extent that these factors can serve as predictors of success of students.

8

School Administration. It helps the college administration to design and implement the
policies to improve the students’ performance and the quality of education by changing
the attitude of students towards learning, facilitating students and improving the teaching
procedures. The performance of the students affects the quality of education and the
performance of teachers as well. The quality of education affects the leadership of the
administrator. The result of the study can prompt or open the mind of the administrator to
initially make the necessary changes, such as new techniques and methods, new
strategies, new policies, facilities, and buildings and adopt new instructional materials
affecting the teaching-learning process. Administrators can determine if a dialogue with
parents is necessary.
Mathematics Teachers. With the result of the study it can help them to identify and
assess their selves if they are an effective teacher. The study will help them to figure out
their weaknesses in some areas in the field. By them, they will be able to change or
modify their attitude towards it or make some appropriate adjustments.
Students. The students, being the subject of the study, should be informed of the factors
affecting performance. The results of the study will help them to modify their attitudes
towards certain factors that affect their academic performance in Mathematics.
Parents. This study will help parents to widen their understanding with regards to their
child’s abilities, capabilities, and skills and provide necessary interventions for their
9

children to help them facilitate their learning. This would help them to know their
responsibility on helping their children in improving their performance in Mathematics.
Future Researchers. The ideas presented may be used as reference data in conducting
new researches or in testing the validity of other related findings. This study will also
serve as their cross-reference that will give them a background or an overview of the
studies related to this.
1.5 Scope and Delimitation of the Study
The study is limited to the third year BME student of Philippine Normal
University, academic year 2016-2017. A total of 30 students were selected as the
respondents by stratified sampling method.
1.6 Definition of Terms
The following terms are defined to give clear and contextualized definitions in
accordance with this study:
Academic Performance. The ability or the capacity of students to do, manifest, perform,
internalize and apply learned-skills and information through the teaching learning process
done formally in the school. Normally, academic performance is measure as the grade-
point average or GPA, received by students after completing a set of tasks in a given
time. The GPA is a better measurement because it provides a greater insight into the
10

relative level of performance of individuals and different group of students. In this study,
it refers to the mean grade of the students in Mathematics-related courses or subjects after
the three terms of academic year 2016-2017.
Gender. It is the personal knowledge and recognition of the self as male or female. This
is based on a biological nature of a person.
Studying Techniques. These are the techniques that provides study skills tips, strategies
and lessons aimed at improving study habits, reading comprehension, writing and test
taking ability.
Test Anxiety. The psychological condition in which people experience extreme distress
and anxiety in testing situations. It also refers to the emotional, physical, and cognitive
reactions that some students have during exams.
Test Competence. The students’ ability to manage and cope with the amount of study
material for examinations/tests. This also includes self-efficacy of the students in which it
pertains to one's academic achievement meet one's academic expectations and desires.
Time Management. All of the practices that individuals follow to make better use of
their time. Clusters of behavioral skill sets that are important in the organization of
study/course load
11

CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents ideas, concepts and studies that have bearing with the
present study. It is divided into two parts, the conceptual literature and the research
literature.
2.1 Conceptual Literature
Many studies had been done by researches about their students’ performance. It is
not easy to understand those factors without studying how students exist and live. There
is a range of factors that affect on the quality of performance of students (Waters &
Marzano, 2006).
On Gender and Academic Performance

12

Rabago (2006) identified gender as a personal knowledge and recognition of the
self as male or female. This is based on a biological nature of a person. There are marked
differences between the male and female brains. One marked difference is the size of the
corpus callosum that connects and permits communication between the left and the right
hemisphere of the brain. Female brains, in general, have larger corpus callosum. This
may indicate very close communication between the two hemispheres. It was observed in
some researchers that females use both sides of the brain equally for verbal and visual
activities and emotional response. Most males use one side of the brain exclusively for
particular
activity. For instance, right handed men use exclusively the left brain for verbal activities
and the right for emotional response and visual tasks (Rabago 2006).
Based on these scientific researches, females can balance different activities at the
same time. They can perform different task with proficiency- such as reading, writing,
speaking and can be equally be good in Mathematics and English when compared to the
males (Paunil, 2011). On the other side, males don’t have the equilibrium that the female
possess. Males are one sided during situations that emotions are aroused.
But in the Mathematics performance, sometimes males have more outstanding
performance than the females. These characteristics appear to achievers. Males and
13

females both have different activities that they can do best such as speaking in the
English language or reasoning out and computing mathematically.
Both male and female have different abilities, skills, training, and study habits. In
Mathematics, males dominate the inventions, the arts, and calculations, Hyde (2009)
explained that females in the 1880’s were left behind due to the culture and gender
inequality of a nation. Researchers in the twenty first century noted, females had already
outstanding performance in Mathematics.
According to Horgan (1995), girls earn better grades and encounter fewer
disciplinary problems. Girls like schools; some boys misbehave and drop out or fail than
girls.
On Socioeconomic status and Academic Performance
Above and beyond the other demographic factors, the effects of SES are still
prevalent at the individual level (Capraro, M., Capraro, R., & Wiggins, 2000). The SES
can be deliberated in a number of different ways; it is most often calculated by looking at
parental education, occupation, income, and facilities used by individuals separately or
collectively. Parental education and family SES level have positive correlations with the
student’s quality of achievement (Caldas &Bankston, 1997; Jeynes, 2002; Parelius, D., &
Parelius, A., 1987; Mitchell & Collom, 2001; Ma & Klinger, 2000).The academic
performance of students heavily depends upon the parental involvement in their academic
14

activities to attain the higher level of quality in academic success (Barnard, 2004;
Henderson, 1988; Shumox & Lomax, 2001). The students with high level of SES perform
better than the middle class students and the middle class students perform better than the
students with low level of SES (Garzon, 2006; Kahlenberg, 2006; Kirkup, 2008).
Family background factors such as the educational level of the parent, family
income or financial, parent support and educational expectation seem to exert some
influence on student's academic achievement and this has been supported by several past
and recent studies (Hossler & Stage, 1992; Eccles & Harold, 1993; Beyer, 1995; Paulson,
1996; Hossler et al., 1999; Checchi, 2000; Ermisch & Francesconi, 2001; Agus &
Makhbul, 2006).
The relationships of parent level of education, parent educational expectation for
their children, parental involvement and support and students' achievement are proposed
by the Chen's Model of family influence s on student academic achievement (Chen,
1995).
On Test Competence and Academic Performance
Bratti, (2002) observed that “the measurement of students previous educational
outcomes are the most important indicators of students future achievement, this refers
that as the higher previous appearance, better the student’s academic performance in
future endeavours. Self-efficacy is how people feel about themselves and how much they
15

like themselves, especially socially and academically when it comes to college students.
Having a high self-efficacy has many positive effects and benefits, especially among
college students. Students who feel positive about themselves succumb less easily to
pressures of conformity by peers, are more persistent at difficult tasks, are happier and
more sociable, and most pertinent to this study is that they tend to perform better
academically.
On Time Management and Academic Performance
Time management is extremely important, especially when it comes to university
students because it will boost their grades and enhance their productivity. However, most
of the time students face problems like task aversion and uncertainty, so they start to
procrastinate because they lack organizational skills. As a result, students will not be able
to organize duties according to their priorities, so they get distracted easily, ending up
procrastinating. As we can see, time management is quite essential to any university
student, and it is one of the keys to a higher GPA.
On Studying Techniques and Academic Performance
Grohol (2006) mentioned that in order to study one must be in the right mindset,
in an ideal study place, with notes outlined, with memory devices to remember notes,
have good practice by oneself or with friends and worth proper schedule and breaks.
Study habits follow the doctrine of John Dewey’s “we learn by doing” and Abraham
Maslow’s “satisfaction of the needs” of the students. The students who self-study or
study with others may lead to the “discovery learning” of Bruner if they are doing all
16

possible means to find the solution to the word problems in Mathematics. Knowing is a
process. Learning leads to the satisfaction of the students’ needs-and the more they will
study.
Strategic studying techniques may help students achieve a higher score in the
examination. Strategic studying is defined as the knowledge and application of effective
study skills or techniques by the students (Kleijn et al, 1994). There are many efficient
study techniques that could be used by students based on the learning environment
(Alvermann, 1991 and Ogle, 1986). These study strategies include Know-Want-Learn
(K-W-L), Survey-Question-Read-Recite-Review (SQ3R), summarizing and note-taking,
using graphics, and self-questioning. Extensive course loads and the comprehensive
information covered in today's medical curricula necessitate the use of effective study
strategies for academic success (Lay, 1993).
On Test Anxiety and Academic Performance
Anxiety is a common phenomenon that constitutes a universal cause of poor
academic performance among students worldwide. It is a kind of self-preoccupation
which is manifested as self-minimization and results in negative cognitive evaluation,
lack of concentration, unfavorable physiological reactions and academic failure
(Dawood, E., et. al., 2016).

17

Moreover, cognitive test anxiety is composed of individuals’ cognitive reactions
to evaluative situations (i.e. tests or examinations), or internal dialogue regarding
evaluative situations, in times prior to, during, and after evaluative tasks (Casady, 2002).
2.2 Research Literature
The following are related studies concerning the factors affecting the academic
performance of students.
On Gender and Academic Performance
The relationship between gender and the academic achievement of students has
been discussed for decades (Eitle, 2005). A gap between the achievement of boys and
girls has been found, with girls showing better performance than boys in certain instances
(Chambers & Schreiber, 2004). Gender, ethnicity, and father’s occupation are significant
contributors to student achievement (McCoy, 2005; Peng& Hall, 1995).
Based from the study conducted by Erdem (2012), he found out that as for the
demographic profile of the respondents, there is no significant relationship between
students; achievement and se as well as cities they come from.
On Socioeconomic Status and Academic Performance
Raychaudhuri, et. al. (2010), found that numerous studies have been done to
identify those factors which are affecting students’’ academic performance. The students’
18

attendance in the class, family income, mother’s and father’s education, teacher-student
ratio, presence of trained teacher in school, sex of the student, and distance in schools.
Karemera (2003) found in his study that with regard to background variables, he found a
positive effect of high school performance and school achievement. On the other hand, he
found no statistical evidence of significant association between family income level and
academic performance of student. Moreover, the academic environment is the effective
variable for students and has positive relationship with fathers’ education and grade level
(Kirmani & Siddiquah, 2008).
On Test Competence and Academic Performance
Previous research has indicated that test competence is the factor which
discriminates between low and high GPA achievers (Sansgiry, et. al. 2006). On the other
hand, Reddy and Talcott (2006) looks disagree with the assumptions that future academic
gains are resolute by preceding performance. In their research on the relationship
between
previous academic performance and subsequent achievement at university level, they
found that students learning or studying at graduate level and the score secured did not
predict any academic achievement at university level.
On Time Management and Academic Performance
Poor time management behaviors such as improper allocation of time or last –
minute preparation for examinations, have been frequently been discussed as one of the
19

prime source of poor academic performance. According to a study that was conducted by
Faisal Z. Miqdadi, Abdulla F. ALMomani, Mohammad T. (Shadid Masharqa), and Nabil
M. Elmousel, time management does have an impact on academic performance.
On Studying Techniques and Academic Performance
Erdem (2012) found that there is a significant relationship between students’’
CGPA and their time management skills both for academic and social purposes as well as
their study skills such as underlining important parts, and writing their own comments
while listening to their instructors in class.
On Test Anxiety and Academic Performance
Hembee (1988) suggested that test anxiety was primarily a behavioral
phenomenon since behavior modification techniques reduced test anxiety only when the
emotionally component was targeted. According to this interpretation, cognitive
manifestations (i.e., worry) of test anxiety are experienced after the student perceives
heightened levels of physiological arousal.
CHAPTER III
METHODOLOGY
This chapter deals with the discussions of the methods of research to be used in
this study, the research design, respondents of the study, setting of the study, research
instrument, data gathering procedures, and data analysis of the data.

20

3.1 Research Design
The descriptive qualitative survey type of research was used in this study. (This
study employed the descriptive-correlational method of research). The descriptive
research involves gathering of data or facts, describing, and interpreting these data.
Correlational study (Tejero & Catchillar, 2006) attempts to determine whether
relationship exists between two or more quantifiable factors or variables.
The data on the performance in Mathematics were based on the students’ grades
for the first to third trimester during their second year. This method attempts to interpret
the present status of a particular dependent variable for the purpose of obtaining a
generalized knowledge for further use. This study made use of a survey questionnaire to
gather sufficient data and identifies the relationships between the dependent variables
(GPA in Mathematics).
3.2 Respondents of the Study
From the university registrar’s list of sections and students and their grades from
the first to third trimester of academic year 2016-2017, 30 students out from 45 students
of Third Year Bachelor in Mathematics Education were selected as respondents of this
study through stratified random sampling.

21

3.3 Setting of the Study
This study was conducted at Philippine Normal University Mindanao during
second trimester of S.Y. 2017- 2018. Philippine Normal University Mindanao Campus is
located at Purok 24, Prosperidad, Agusan del Sur along the Gibong River.
Figure 1.2 Map of Philippine Normal University-Mindanao
3.4 Instrument of Data Collection
To find out the factors affecting academic performance among third year BME
students, a validated and reliable instrument, adopted and utilized by Sansjiry (2006) in
one of his studies, was used in this study in gathering data.

22

The instrument was a combination of five (4) different combinations for five (4)
performance variables; test competence (TC), time management (TM), studying
techniques (ST), and test anxiety (TA). Each of the four questionnaires was composed of
five questions that measured the students’ TC, TM, and ST, while the Test Anxiety
questionnaire was composed of five questions. The CGPA, AC, TC, TM, ST, and, TA
were used as codes in the statistical analyses.
Average grades were classified and described by the researcher as follows:
Table 1. Description of Average Grades
Quantitative Description Qualitative Description

96-100 Excellent
91-95 Outstanding
86-90 Satisfactory
81-85 Fair
80 and below Poor
3.5 Data Gathering Procedure
This study was conducted in order to assess and to know factors affecting
academic performance in Mathematics among third year BME students. To be able to
gather the data, the researchers will utilize the descriptive normative survey type of
23

research. The respondents of the study were to be given questionnaires, and after they
will answer the questionnaires, the results of the survey will be analyzed by determining
the common factor of each survey item.
3.6 Data Analysis
The data were to be consolidated and tabulated using Microsoft Excel and SPSS.
The data to be gathered will be encoded using a template in the Microsoft Excel and
transferred to the statistical tool, the SPSS. The level of significance that will be used is
0.05, the result identified if it has a significant difference when the result is lesser than the
determined level of significance.
The following statistical treatments are used to the problems of the study:
Frequency. It will tell how many times each classification in the profile of the
respondents appears in the data. It will be utilized in assessing the profile of the
respondents and attitudes in the performance variables.
Percentage. A percentage frequency distribution is a display of data that specifies the
percentage of observations that exist for each data point or grouping of data points.
Mean and Standard Deviation. These were used for the average grades or the
performance in Mathematics performance.

24

The Chi-Square Test. It is used to determine whether or not the factors are significantly
correlated. In this study, it is used to determine the relationship of Mathematics
performance to sex and monthly family income.
The researchers utilized the score range below in this study:
Score Range Interpretation

1.0 – 1.79 STRONGLY POSITIVE
1.8 – 2.59 MODERATELY POSITIVE
2.6 – 3.39 POSITIVE
3.4 – 4.19 MODERATELY NEGATIVE
4.2 – 5.0 STRONGLY NEGATIVE
REFERENCES
25

Ali, N., Jusof, K., Ali, S., Mokhtar, N., & Salamat, A.S.A. (2009). The factors
influencing students’ performance at Universiti Teknologi Mara Kedah,
Malaysia. Management Science and Engineering, 3(4), 81-90.
Ali, S. , Haider, Z. , Munir, F. , Khan, H. , & Ahmed, A. (2013). Factors contributing to
the students academic performance: A Case Study of Islamia University Sub-
Campus. American Journal of Educational Research, 1(8), 283-289.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.
Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (2006). Adolescent development from an agentic perspective. In F. Pajares,
& T. Urdan (Eds,) Self-efficacy beliefs of adolescents (pp. 1-43). Greenwich, CT:
Information Age Publishing.
Barnard, W. M. (2004). Parent involvement in elementary school and educational
attainment. Children and Youth Services Review, 26, 39- 62.
Bratti, M. and Staffolani, S. (2002). ‘Student time allocation and educational production
functions’, University of Ancona Department of Economics Working Paper No.
170.
26

Caldas, S. J., & Bankston, C. L. (1997). The effect of school population socioeconomic
status on individual student academic achievement. Journal of Educational
Research, 90, 269-277.
Capraro, M. M., Capraro, R. M., & Wiggins, B. B. (2000). An investigation of the effect
of gender, socioeconomic status, race and grades on standardized test scores.
Paper presented at the meeting of the Southwest Educational Research
Association, Dallas, TX.
Cassady, J.C., & Johnson, R. E. (2002). Cognitive test anxiety and academic
performance. Contemporary educational psychology, 27(2), 270-295. Retrieved
on January 15, 2018 from https://goo.gl/pZ2BV4
Chambers, E. A., & Schreiber, J. B. (2004). Girls’ academic achievement: Varying
associations of extracurricular activities. Gender and Education, 16(3), 327-346.
Chandler, K. L. M., & George, W. (2017). The role of a psychoeducational program in
the development of critical thinking and stress management skills addressing test
anxiety (Doctoral dissertation, Brenau University).
Charles Gbollie and Harriett Pearl Keamu, “Student academic performance: The role of
motivation, strategies, and perceived factors hindering liberian junior and senior
high school students learning”. Education Research International, vol. 2017,

27

Article ID 1789084, 11 pages, 2017. doi:10.1155/2017/1789084. Retrieved from
https://www.hindawi.com/journals/edri/2017/1789084/
Dawood, Eman; Al Ghadeer, Hind; Mitsu, Rufa; Almutary, Nadiah; Alenezi, Brouj.
(2016). Relationship between test anxiety and academic achievement among
undergraduate nursing students. Journal of Education and Practice, v7 n2 p57-65
2016. Retrieved from https://eric.ed.gov/?id=EJ1089777
Eitle, T. M. (2005). Do gender and race matter? Explaining the relationship between
sports participation and achievement. Sociological Spectrum, 25(2), 177-195.
Farooq, Muhammad, & Chaudhry, A.H. &Shafiq, M &Berhanu, Girma. (2011). Factors
affecting students' quality of academic performance: A case of secondary school
level. Journal of Quality and Technology Management. 7. 01-14.
Faisal Z. Miqdadi, Abdulla F. ALMomani, Mohammad T. (Shadid Masharqa), and Nabil
M. Elmousel. The relationship between time management and the academic
performance of students from the petroleum institute in Abu Dhabi, the UAE.
(n.d.). Retreived from
http://www.asee.org/documents/zones/zone1/2014/Student/PDFs/177.pdf
Gargallo, Bernardo, Suárez-Rodriguez, Jesús M. y Pérez-Perez, Cruz (2009). The
CEVEAPEU questionnaire. An instrument to assess the learning strategies of

28

university students. RELIEVE, v. 15, n. 2, p. 1-26. Retrieved from
http://www.uv.es/RELIEVE/v15n2/RELIEVEv15n2_5eng.htm
Garzon, G. (2006). Social and cultural foundations of American education.Wikibooks.
Retrieved from
http://en.wikibooks.org/wiki/Social_and_Cultural_Foundations_of_American_Ed
ucation/Chapter_10_Supplemental_Materials/
What_factors_influence_curriculum_design%3F_1
Grohol, J. (2006). Ten highly effective habits. Retrieved on January 15, 2018 from
https://psychocentral.comlib/2006
Horgan, D. (1995). Achieving gender equity, strategies for the classroom. P. 17. The
University of Memphis, Boston: Allyn and Bacon.
Hijazi, Syed Tahir and Naqvi, S.M.M. Raza. (2006). Factors affecting students’
performance: A case of private colleges. Bangladesh e-Journal of Sociology,
3, 1.
Jeynes, William H. (2002). Examining the effects of parental absence on the academic
achievement of adolescents: the challenge of controlling for family income.
Journal of family and Economic Issues 23(2).

29

McCoy, L. P. (2005). Effect of demographic and personal variables on achievement in
eighth grade algebra. Journal of Educational Research, 98(3), 131-135.
Meer, A., & Arif, A. (2012, July). Factors affecting the academic performance of
students.In 9th International Conference on Statistical Sciences (p. 363).
Mushtaq, Shabana Nawaz Khan, I. (2012). Factors Affecting Students’ Academic
Performance. Global Journal Of Management And Business Research, 12(9).
Retrieved from
https://www.journalofbusiness.org/index.php/GJMBR/article/view/721
Rabago, L., Joaquin, C., Lagunsad, C. & Carvajal, J. (2006). Brain. Functional Biology.
Modular Approach. Philippines: Vibal Publishing House, Inc. p. 393.
Raycahudhury, A., Debnath, M., Sen, S., & Majumder, B. G. (2010). Factors affecting
students’ academic performance: A case study in Agartala Municipal Council
Area. Bangladesh e-journal of Sociology, 7(2).
Reddy, P and Talcott, J. (2006). Predicting university success in psychology: Are subject-
specific skills important? Retrieved from
http://www.aston.ac.uk/downloads/ihs/peelea/huw2006p.pdf
30

Sansjiry, Sugit S. “Factors that affect the academic performance of pharmacy students.”
2006. Am J Pharm Educ. April 15; 70(2): 26.
Sansgiry, S. S., Bhosle, M., & Sail, K. (2006). Factors that affect academic performance
among pharmacy students. American journal of pharmaceutical education, 70(5),
104. Retrieved on January 15, 2018 from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1637000/
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Pschologists,
26(3&4), 201-231.
Schunk, D. H. (1991). Self-efficacy and education and instruction. In B. J. Zimmerman,
& D.H. Schunk (Eds.), Self-regulated learnig and academic achievement. Theory,
research and practice (pp. 83-110). New York: Plenum Press.
Suldo, S. M. & Shaffer, E. J (2008). Looking beyond psychopathology: The dual-factor
model of mental health in youth. School Pstchology Review, 37(1), 52-68.
Waters, T. J., &Marzano, R. J. (2006). School district leadership that works: The effect of
superintendent leadership on student achievement. Mid-Continent Research for
Education and Learning.Retrieved from ERIC (ED494270).

FINAL DAW FOR PRINTING BANGERO Et. Al RESEARCH PROPOSAL

Uploaded by

Copyright:

Available Formats

FINAL DAW FOR PRINTING BANGERO Et. Al RESEARCH PROPOSAL

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

FINAL DAW FOR PRINTING BANGERO Et. Al RESEARCH PROPOSAL

Uploaded by

Copyright:

Available Formats

1

PERFORMANCE VARIABLES RELATING

PHILIPPINE NORMAL UNIVERSITY- MINDANAO

THE PROBLEM AND ITS BACKGROUND

College students have many obstacles to overcome in order to achieve their

A series of variables are to be considered when to identify the affecting factors

towards quality of academic success. Identifying the most contributing variables in

PHILIPPINE NORMAL UNIVERSITY- MINDANAO

since they are studying

or evaluative situations. Time management was defined as a cluster of behavioral skills

Factors affecting student's academic performance is an important issue in higher

hypothesis that students' performance in their academic depend on different socio-

learning style, family background, students' characteristic, and school or college

PHILIPPINE NORMAL UNIVERSITY- MINDANAO

performance, equally serves as an index of teaching ability and success.

1.2 Theoretical/Conceptual Framework

attitudes towards performance variables such as test competence, time management,

effects to the academic performance of the student.

According to Suldo and Shaffer, (2008), academic self-perception is the student’s

opinion of his/her academic abilities. Academic self-perceptions of specific behaviors are

presumed to influence sub-areas of self-concepts such as English or Mathematics, which

academic self-concept (McCoach & Del Siegle, 2001)

Social cognitive theory (Bandura, 1986) views human functioning in a

transactional way, depending on reciprocal interactions between an individual’s

PHILIPPINE NORMAL UNIVERSITY- MINDANAO

students’ performance and

to most college students' self-efficacy.

Figure 1. Conceptual Framework

PHILIPPINE NORMAL UNIVERSITY- MINDANAO

affect academic performance—test competence (TC), time management (TM), studying

comprehension, writing and test taking ability.

economic status of student is generally determined by combining parents’ qualification,

PHILIPPINE NORMAL UNIVERSITY- MINDANAO

is one of the main elements studied while predicting academic performance.

1.3 Statement of the Problem

The study intended to determine the factors affecting the academic

performance on Mathematics among third year students taking up Bachelor in

Mathematics Educations of Philippine Normal University-Mindanao.

Specifically, this study sought to answer the following problems:

1. What is the profile of the respondents in terms of:

1.2 Socioeconomic Status (Monthly Family Income)

1.3 GPA in Mathematics

2. What is the attitude of the respondents toward performance variables?

2.1 Test Competence (TC)

2.2 Strategic Studying Techniques (ST)

2.3 Time Management (TM)

2.4 Test Anxiety (TA)

PHILIPPINE NORMAL UNIVERSITY- MINDANAO

Mathematics and each of the following factors?

3.2 Socioeconomic status (Monthly Family Income)

4. Is there a significant relationship between the attitudes toward performance

variables and academic performance in Mathematics?

In this study, the hypotheses were:

H1: There is no significant relationship between academic performance in

Mathematics and non-intellective profile.

H2: There is no significant relationship between the attitudes toward performance

variables and academic performance in Mathematics.

1.5 Significance of the Study

Students taking up Bachelor in Mathematics Education or Bachelor in Secondary