CLARO, AILEEN & AMBANNE GLADY Adviser:
Roque G. Ciasico, MIM
This study aimed to determine the level of mathematics performance of the grade 7 students of Tubak High School. Additionally, it determined the socio-demographic profile of the respondents in terms of sex, ethnic affiliation, parents’ educational attainment, and parents combined monthly income.
The data gathered through a descriptive survey using a biographic data form for the respondents’ socio-demographic profile while the respondents’ mathematics teacher who kept the records of their performance. A total population of One Hundred one (101) Grade 7 students of Tubak High School was used as the respondents of the study.
The results revealed that in terms of the respondents’ socio-demographic profile, majority of the respondents were female, Ilonggo, both parents were high school level, and with a combined monthly family income of 5.00 and below.
The result revealed that the respondents, who were Grade 7 students at Tubak High School, had a mean mathematics performance of 81.80 with a standard deviation of 2.6 with a corresponding descriptive rating of Approaching Proficiency (AP) in terms of their level of proficiency in mathematics. Additionally, the data showed that majority (68.3%) of the respondents had grades with in interval 80-84. These had learning outcome rate in mathematics of “AP”. This means that the students had developed and fundamental knowledge and skills and core understanding and little guidance from teacher and/or with some assistance from peers, can transfer these understanding through authentic performance tasks.
The respondents’ level of mathematics performance in relation to their socio-demographic profile was further analyzed. T-test results revealed that there is no significant difference in the level of mathematics performance of the respondents when grouped according to sex. This means that in terms of their mathematics proficiency, male and female Grade 7 students in Tubak High School are almost the same.
An Analysis of Variance (ANOVA) was used to analyze the difference in the respondents’ level of mathematics performances when grouped according to their socio-demographic profile. The result revealed that of these socio-demographic profiles, respondents differ in their level of mathematics performance when grouped according to their ethnic affiliation, mothers’ educational attainment, and fathers’ educational attainment. Respondents’ Level of mathematics performance did not differ when they were grouped according to their parents’ combined monthly income. This result implies that Grade 7 students in Tubak High School differ in their mathematics performance based on their ethnic affiliation and parents’ educational attainment.