Scope and Limitation The study is all about the correlation between pupil-related factors such as their interest and study habits in terms of their Mathematics achievement. This study is limited only to Grade 4 to 6 pupils of Inopacan Central School during the second quarter of school year as well the Mathematics teachers handling Grades 4 to 6 of the same school. All information and conclusions drawn from this study were obtained only to this particular group of pupils and Math teachers. Focus of this study is on the correlation of interest and study habits in terms of their Mathematics achievement; and the factors that affect interest and study habits.
The main source of data is on the checklist style questionnaire and interview. It provides more information as the main instrument that determines how the respondents are able to relate in this study. Definition of Terms For better clarification and understanding of the terms related to this study, the following terms are defined conceptually and operationally.
Mathematics Achievement. This refers to something that arouses attention. Study Habit. This refers to usual form or action of a person in studying. These philosophies are no different in classrooms than it is anywhere else in society. McCleod said that attitude toward mathematics is related to mathematics success in the classroom. Hannula stated that attitudes can change in a short period of time, and sometimes dramatically Many students, especially those that are younger and less established students, their attitude toward a particular subject is proportional to their recent success in the class.
A good day Mathematics: Attitude and Performance can sway the attitude to the positive side and conversely a bad day can swing the attitude toward the negative side. These researchers looked at the relationship as a sequence of effects. These effects begin with home environment, then student aptitude, and finally psychological and instructional environments.
These environments include things such as peers, the classroom they were in, and how the material in covered in the classroom. When it comes to mathematics attitude, they concluded that motivation is a bigger factor than the home environment.
Developing positive attitude, motivation and proper guidance toward this subject and provision of relevant teaching materials could make students perform better in Mathematics. This can be seen from the dedication and efforts of students in learning Mathematics. Teaching style used in the process of teaching and learning has a significant impact on students' interest and understanding of a Zachariah Kariuki Mbugua, et.
This argument suggests that favorable attitudes and good study habit towards Mathematics should be developed for achievement in the subject to improve. Sawar et al. With these the teachers get The students' performance in certain subjects depends on their attitude towards the subject. Positive attitude towards the subjects will encourage a person to learn the subject much better.
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According to Zulcarnain,et. The ability of students to use the knowledge is a measure of the effectiveness of teaching and learning processes. A positive attitude can motivate students critical thinking, being active in the classroom, working together in groups, improve interaction and communication skills. In a study conducted by Quek it was found out that interest has a positive influence on student achievement in Mathematics.
Cabahug and Ladot , stated that poor attitude towards mathematics is often being said as one of the contributing factors to lower participation and less success in the courses.
They added that the attitude towards Mathematics affects performance as performance in turn affects attitudes. According to Crow and Crow, , the chief purposes of study are: to acquire knowledge and habits which will be useful in meeting new situations, interpreting ideas, making judgments creating new ideas and to perfect skills. Therefore, successful achievement in any form of academic activity is based upon study, interpretation and application. Everyone has different study habits. All often, students perform poorly in school simply because they lack good study habits.
In many cases, students do not know Those students in high school who succeed especially well usually study alone and follow a study technique that has been worked out by them and that incorporates desirable procedures. Study habits vary from student to student. Some habits are considered to be more desirable than others from the point of view of academic achievement. Crede and Kuncel concluded to establish effective study, students require study skills, motivation, study habits, and study attitude.
According to Ch , a central feature of effective study habits is that good habits can influence performance of students to do better in academic tasks. Study habits may determine efficient or inefficient methods p.
Several studies reported positive and significant relationship between study habits and academic success National Assessment of Educational Progress Ch, , p. What he founds to be true in that study habits survey was that more than 30 years ago still rings true today--students fail because they do not know how to study.
The best advice he can give is to develop sound study skills.
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Second, get a good overview of the assignment before starting the work. Know what skills, facts and ideas that are expected to master and the ground that are expected to cover. Start with most difficult subject first, while the mind is freshest and most receptive. It also revealed that good study habits leads to better achievement in mathematics. It was also observed that students with good study habit have better achievement compare to those with poor study habit. From the findings it was discovered that lack of good study habits, results to poor achievement in mathematics.
Many students are unsuccessful in their examinations not because they are short of knowledge or ability, but because they do not have adequate study habits and study skills Menzal, Good students are not born but are made by regular and deliberate practice of fine study habits for which there is no alternative. According to Kizlik development of good study habits in children depends upon the collective efforts of parents and teachers.
Study habits are the pattern of behavior adopted by students in the pursuit of their studies which serves as the vehicle of learning. It is the measure to which the students engages themselves in regular act of studying that are characterized by appropriate study routines Good study habits are associated with an encouraging attitude towards learning in general. The study of Osa-Edoh and Alutu which examined the usefulness of imbibing in the students study habit, as a means of enhancing their academic performance, revealed a high correlation between study habits and students academic performance.
This suggests that it is only when students imbibe or cultivate proper study habits that their academic performance can be improved upon This study will be done using the Quantitative — qualitative method. This was done by using a questionnaire where students used a Likert Scale to gather the data for the quantitative aspect of the study.
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The information will be put into Microsoft Excel to be analyzed for a correlation between the variables in the study. There also have a space for the subject to give open ended responses. In general, a correlational study which is a quantitative method of research in which 2 or more quantitative variables from the same group of participants that are determined if there is a relationship or covariation between the 2 variables Waters, J. Subject of the Study The respondents in this study were the grade 4 to 6 pupils who are currently enrolled in Inopacan Central School for the second quarter of school year The proportional stratified random sampling as a sampling technique was utilized since the population has class stratifications.
Figure 1. The Map of Saint Joseph College Research Instrument The main tool used in this study was a questionnaire — checklist which is adopted from Balbosa Set of questionnaire-checklist was prepared for the pupil respondents. These were given one set of five checkboxes each. The five checkboxes were ranked as: 5 — Always 4 — Often 3 — Sometimes 2 — Rarely 1 — Never The questionnaire — checklist was presented to the adviser for comments, corrections, and suggestions on the content. Research Procedure The researchers brainstormed and submitted a list of possible research title.
The questionnaire-checklist that aims to draw out proper responses on the objectives of this study was prepared. Permit to conduct research and study was secured in a form of letter requesting permission to the principal of Inopacan Central School. Then, the samples for each strata were identified using random sampling. After the names of samples were identified, the researchers gathered all the identified respondents and conducted a meeting to explain the purpose the study and how to answer the questionnaire.
The researchers were scheduled on a specific date for the answering of the questionnaire.
The respondents were free to decline if they were not interested to answer. During the survey, the researcher asked assistance from the advisers of the respective grade level for better facilitation of the data gathering.
Data gathered from answered questionnaires were checked, classified, tabulated and analyzed according to the research design described in this chapter using Microsoft Excel and prepared for final presentation to the panel of Saint Joseph College. The extent of student-related factors in terms of: 1. Tools Following tools were used to collect the data for the study- i. To asses the Achievement in Mathematics, the marks attained by the pupil on mathematics in annual examination from IX standard was collected.
Data collection The investigatorcollected data by visiting the schools. Three tools were used for analysis of data. The results from this study also suggest that long-cycle mathematics formative assessments may result in positive gains for students. The interaction between student and school-level long-cycle mathematics assessment frequency suggested that students who attend schools that administer a greater number of long-cycle mathematics formative assessments experience positive gains in mathematics achievement.
In addition, short-cycle mathematics formative assessments seem to have a particularly stronger positive effect on the achievement of students who are economically disadvantaged. Parents: This work has no parents. Tweet Share. Master's Papers Deposit your masters paper, project or other capstone work. Scholarly Articles and Book Chapters Deposit a peer-reviewed article or book chapter. Undergraduate Honors Theses Deposit your senior honors thesis. Scholarly Journal, Newsletter or Book Deposit a complete issue of a scholarly journal, newsletter or book.
Datasets Deposit your dataset. The material was reinforced through their secondary preference and a creative, student-constructed project was shared with the classmates. Several two-way factorial analyses of variance were used to study the treatment effect on the dependent variable. Neither the main effect for treatment nor the interactions between treatment and demographic variables race, gender, learning styles were significant at the. Within the context of this study, teaching through a student's perceptual learning style preference does not appear to be significantly more effective than teaching in a traditional manner.
Title: Effects of teaching mathematics to learning style perceptual preference on academic achievement of seventh-grade middle school students. Effects of teaching mathematics to learning style perceptual preference on academic achievement of seventh-grade middle school students.