Learning Style, Academic Performance, and Mathematics Proficiency of Grade 9 Students in Calaca District
Volume 7 - Issue 3, March 2024 Edition
[Download Full Paper]
Author(s)
Carla Joy A. Cabaces
Keywords
learning style, academic performance, mathematics proficiency test, instructional guide
Abstract
This study aimed to prepare an instructional guide for grade 9 mathematics to enhance students’ mathematics proficiency. The study sought to determine the profile of the respondents in terms of learning styles and academic performance, ascertain the level of the mathematics proficiency of the students, find the difference in the level of mathematics proficiency of students when grouped according to profile variables, and identify topics in the mathematics proficiency test that students find difficult. It was limited to two hundred sixty- five Grade 9 students in the public junior high schools in Calaca District, for the SY 2021- 2022. The sample was selected through proportionate stratified random sampling. This study was quantitative-descriptive and utilized a combination of the adapted questionnaire, the KLSI, and the researcher-made thirty-item Mathematics Proficiency Test. Results showed that divergent learning style was dominant to almost half of the total respondents; the academic performance of the respondents in Mathematics was very satisfactory; the majority of the respondents’ mathematics proficiency was at the developing level; there is a statistically significant difference in the mathematics proficiency when grouped according to learning styles and academic performance; accommodative learners are more proficient than the learners with other learning styles, and students with Outstanding academic performance are more proficient than those students having other levels. Students find difficulty in the topics about characterizing and describing the roots of quadratic equations, quadratic inequalities, quadratic functions, graphing quadratic functions analyzing the effects on the graph, and solving problems involving quadratic functions.
References
[1] K to 12 Curriculum Guide Mathematics. (2013)
[2] Ganal, N. and Guiab, M. (2014). Problems and Difficulties Encountered by Students towards Mastering Learning Competencies in Mathematics. Researchers World, 5, 25-37.
[3] Dinglasan, B. and Patena, A. (2013). Students’ performance on departmental examination: Basis for math intervention program. University of Alberta School of Business Research Paper, (2013-1308). Retrieved from http://bit.ly/2uYhfrk
[4] Care, E., Azim, F., and Beswick, B. (2015). Large-scale assessments for use in the Philippines. University of Melbourne Commercial.
[5] Gonzales, E. (2019). Year-End Report: DepEd in 2019: The quest for quality education continues Retrieved from https://mb.com.ph/2019/12/29/year-end-report-deped-in-2019-the-quest-for-quality-education-continues/
[6] DepEd Order No. 12, s. 2015 or the Guidelines on the Early Language, Literacy and Numeracy (ELLN) Program: Professional Development Component
[7] Aljaberi, N. (2015). University Students' Learning Styles and Their Ability to Solve Mathematical Problems. International Journal of Business Environment. 6. 152-165.
[8] Awang, H., Samad, N., and Mohd Faiz, N. (2017). Relationship between the Learning Styles Preferences and Academic Achievement - IOPscience. Relationship between the Learning Styles Preferences and Academic Achievement - IOPscience; iopscience.iop.org. https://iopscience.iop.org/article/10.1088/1757-899X/226/1/012193
[9] Ignacio Jr., A. and Reyes, J. (2017). Exploring Mathematics Achievement Goals Using Kolb’s Learning Style Model. Asia Pacific Journal of Multidisciplinary Research. Vol. 5, No. 1
[10] Banaga, A. and Fabella, F. (2018). Learning Style and Mathematics Anxiety of Calawis National High School Students. Available at SSRN: https://ssrn.com/abstract=3277772 or http://dx.doi.org/10.2139/ssrn.3277772
[11] Buaraphan, K. (2015). Grades 1-12 Thai Students’ Learning Styles according to Kolb’s Model. Asian Social Science; Vol. 11, No. 10. ISSN 1911-2017 E-ISSN 1911-2025
[12] Villanueva, A. (2015). Numeracy Level Test as Predictor of Students’ Performance in Mathematics in Lucena City National High School- Mayao Parada Extension: Basis for Remediation Program
[13] Villajuan, A. (2019). Relationship between Learning Styles & Academic Achievement in Mathematics of Grade 8 Students. International Journal of English, Literature and Social Science (IJELS) Vol-4, Issue-4, Jul – Aug 2019 https://dx.doi.org/10.22161/ijels.4419 ISSN: 2456-7620
[14] McCombes, S. (2019) Descriptive research https://www.scribbr.com/methodology/descriptive-research/#:~:text=Descriptive%20research%20aims%20to%20accurately,investigate%20one%20or%20more%20variables.
[15] Kayes, C. (2005). Internal Validity and Reliability of Kolb’s Learning Style Inventory Version 3 (1999). Journal of Business and Psychology, Vol. 20, No. 2 DOI: 10.1007/s10869-005-8262-4
[16] DepEd Order No. 8, s. 2015, otherwise known as the Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program
[17] Bedel, A. (2015). The relationship between interpersonal problem solving, positive-negative affect, and anxiety. Studia Psychologica, 57(2), 121-133. doi:10.21909/sp.2015.02.688
[18] Aksan, J. (2021). Effect of Modular Distance Learning Approach to Academic Performance in Mathematics of Students in Mindanao State University-Sulu Senior High School Amidst COVID-19 Pandemic. Open Access Indonesia Journal of Social Sciences, 4(4), 445-467. https://doi.org/10.37275/oaijss.v4i2.64
[19] Nardo, M. (2017). Modular Instruction Enhances Learner Autonomy. American Journal of Educational Research. Vol. 5, No. 10. 1024-1034
[20] Cordova, C., and Tan, D. (2018). Mathematics Proficiency, Attitude, and Performance of Grade 9 Students in Private High School in Bukidnon, Philippines?. Asian Academic Research Journal of Social Sciences and Humanities, 5(2), 103-116.
[21] Asparin, A. (2013). Problem-Solving Abilities and Psychological Attributes of Sophomore Students: A Causal Model on Mathematics Achievement. Unpublished Master’s Thesis. Central Mindanao University (Graduate School)
[22] Aspillaga, A., and Esperon, M. (2018). Mathematics Review Material for Grade 9. Ascendens Asia Singapore – Union Christian College Philippines Journal of Multidisciplinary Research Abstracts, 1(1). Retrieved from https://ojs.aaresearchindex.com/index.php/aasguccphjmra/article/view/478
[23] Orhun, N. (2013). The Effects of Learning Styles on High School Students’ Achievement on a Mathematics Course. Educational Research and Reviews. Vol. 8(14). pp. 1158-1165. DOI: 10.5897/ERR2013.1478. ISSN 1990-3839
[24] Itasari, K., Pramudya, I., and Slamet, I. (2021). Mathematical connection analysis of high school students with accommodator and Diverger learning style. Retrieved from https://www.atlantis-press.com/proceedings/icmme-21/125964038
[25] Rokhima, W., Kusmayadi, T., and Fitriana, L. (2019). Mathematical problem solving based on Kolb’s learning style. Journal of Physics: Conference Series. 1306. 012026. 10.1088/1742-6596/1306/1/012026.
[26] Macey, D. (2019) The trouble with graphs https://www.cambridgemaths.org/blogs/the-trouble-with-graphs/
[27] Mendezabal, M. and Tindowen, D. (2018). Improving students’ attitude, conceptual understanding, and procedural skills in differential calculus through Microsoft mathematics. Journal of Technology and Science Education. www.jotse.org. https://www.jotse.org/index.php/jotse/article/view/356/345
[28] Dela Cruz, J. and Lapinid, M. (2014). Students’ Difficulties in Translating Worded Problems into Mathematical Symbols. DLSU Research Congress 2014. Retrieved from http://www.dlsu.edu.ph/conferences/ dlsu_research_congress/2014/_pdf/proceedings/LLI-I009-FT.pdf
[29] Phonapichat, P., Wongwanich, S., and Sujiva, S. (2014). An Analysis of Elementary School Students’ Difficulties in Mathematical Problem Solving. Procedia- Social and Behavioral Sciences 116. pp. 3169- 3174
