International Journal of Applied Research
Vol. 5, Issue 4, Part G (2019)
Junior high school students’ views, learning experiences and academic performance in mathematics
The focus of this study was to examine the views and learning experiences of the high school students in Mathematics and their relationship to their academic performance. The respondents of the study were the 190 students from the three secondary schools of Valencia district. The correlational method was used in this study. It utilized the t-test and Pearson Product-Moment Correlation Coefficient.
The study revealed that the students had a a.) “moderate” level of interest in Mathematics but “low” in the area of participation in a club or organization; b.) “moderate” level of enjoyment; and c.) “high” regard on the importance of some goals in Mathematics. Furthermore, students had a a.) “high” level of self-regulated learning strategies but “moderate” in other strategies that involve other persons; and b.) “very high” preference that Mathematics would be discussed by their teachers.
The students’ academic performance was revealed to be on the “approaching proficiency” level. The data further indicated that a significant relationship existed between the academic performance of the students and their views and learning experiences in Mathematics. Students who had better views and learning experiences in Mathematics had better academic performance.
How to cite this article:
Joel T Ubat. Junior high school students’ views, learning experiences and academic performance in mathematics. Int J Appl Res 2019;5(4):422-424.