ATTITUDE AND PROFICIENCY OF GRADE 11 STUDENTS OF DIFFERENT

CLASS SIZES IN GENERAL MATHEMATICS CLASS AT MABOLO NATIONAL

HIGH SCHOOL

A Research

Presented to the

Faculty of Mabolo National High School

Pope John Paul II Avenue, Cebu City

In Partial Fulfillment

Of the Requirements of the Strand of

Science, Technology, Engineering, and Mathematics (STEM)

By:

John Michael S. Angana

Maria Elyza F. Dela Peña
Fitz Gerald Galit
Baby Jane P. Genovia
Joshua Kent Niño L. Limjap
Althea B. Vargas
2024
 i

APPROVAL SHEET

This research with the title "Attitudes and Proficiency of Grade 11

Students in Different Class Sizes of General Mathematics Class at Mabolo

National High School" prepared and submitted by John Michael S. Angana,

Maria Elyza F. Dela Peña, Fitz Gerald Galit, Baby Jane P. Genovia, Joshua Kent

Niño L. Limjap, Althea B. Vargas in partial fulfillment of the requirements for

Senior High School Curriculum had been examined and is recommended for

acceptance and approval for Final Defense.

PANEL OF EXAMINERS

MR. MARK ANTHONY N. POLINAR, DBA, CHRA, CB, LPT

Chair

MRS. MARIFE O. TEMPLADO, LPT MR. RONNEL G. AÑOS, LPT

Member Member

MRS. SWEET NIERE LOU G. SALDANA, MAED MATH, LPT

Research Adviser

Accepted and approved in partial fulfillment of the research requirements for the

SENIOR HIGH SCHOOL accomplishment.

RITCHELLE W. ORIGENES , EdD

Assisting Principal - Senior High School Department

 ii

ACKNOWLEDGEMENT

We would like to express our greatest appreciation to the following

individuals who helped us throughout this study. This study will not be completed

without the assistance, effort, invaluable insights of these people.

To the parents and relatives of the researchers, for their unwavering

financial and moral support during the study.

Thank you to Mrs. Niere Lou Sweet G. Saldaña, Ms. Joanna Marie Ato,

and other research teachers for assisting us in following proper research

processes. They have motivated and inspired us to strive greatness and

acknowledge our best traits.

To our respondents, who willingly helped with their full cooperation which

has made the research study achieve its smooth completion. We would also like

to give thanks for the time and knowledge that you have given us to conduct this

study.

To the panelists, who helped the researchers bring forth the best abilities

and skills to finish this study by providing suggestions and assistance.

We would like to give our deepest appreciation to our classmate and

friends for the discussion, brainstorming, helping each other get through

challenges and for the fun for the last months of our senior high.
 iii

Above all, the researchers would like to thank themselves for the time and

effort they put into this study. And to everyone else who has contributed make

this research successful but may not have been recognized.

Lastly, praises to our Heavenly God, for showers of blessing throughout

the successful journey of this research study.

THE RESEARCHERS
 iv

DEDICATION

First and foremost, I want to express my gratitude to our All Mighty God for

leading us on this journey, giving us courage, and bestowing all kinds of

blessings upon us during this research. Without his leadership, this research will

not be accomplished.

To my friends who patiently taught me about subjects I find difficult; to my

classmates who make this journey enjoyable; to my co-researcher who shared

their knowledge with me when I didn't know anything about this research; and to

my family, especially my mother and father, who inspires and motivates me to do

better and achieve my goals. I appreciate all of your time and work.

We are grateful to Mrs. Sweet Niere Lou G. Saldaña, our research

consultant, for her guidance and for teaching us everything there is to know

about research. We greatly benefit from your lessons. Finally, I want to

congratulate myself on finishing this study.

John Michael S. Angana

Researcher
 v

DEDICATION

First of all, I would like to express my deepest gratitude to the divine

guidance of God, whose blessings and strength have illuminated our path

throughout this research endeavor. Without His divine leadership, this journey

would not have been possible.

I dedicate this research to my beloved family, friends and co- researchers

for their boundless love, constant encouragement, and selfless sacrifices have

fueled my accomplishments. I am profoundly grateful for your presence and

some lessons we have shared.

I would also like to dedicate this work to Mrs. Sweet Niere Lou G.

Saldaña, our research teacher, whose expertise and guidance have been

instrumental in shaping my research skills and knowledge.

Finally, I extend heartfelt appreciation to myself for the dedication,

perseverance, and hard work invested in completing this study. This achievement

marks a significant milestone in my academic and personal journey, and I am

proud of the determination and resilience demonstrated throughout the research

process.

Maria Elyza F. Dela Peña

Researcher
 vi

DEDICATION

First and foremost, I'd like to thank our Almighty God for guiding us on this

expedition, for providing us with strength, and for all of the gifts He bestowed

upon us while conducting this research. This research will not be completed

without his guidance.

To my family, especially my mom, who encourages and motivates me to

do better and achieve my goals; to my friends, who patiently taught me about

topics I find difficult; to my classmates, who make this journey fun; and to my co-

researcher, who shared their knowledge with me when I didn't know anything

about this research. Thank you for putting in your efforts and time.

To our research adviser, Mrs. Sweet Niere Lou G. Saldaña, thank you for

guiding and teaching us all the things we didn't know about research. Your

lessons really help us.

Lastly, a big thanks to myself for completing this study.

Fitz Gerald Galit

Researcher
 vii

DEDICATION

I dedicate this research to our Almighty God, who has been my guiding

light throughout this journey. I am grateful for His unwavering presence, wisdom,

and inspiration. May this research bring glory to His name and contribute to the

greater good.

To my family, especially my mom, who encourages and motivates me to

do better and achieve my goals; to my friends, who patiently taught me about

topics I find difficult; to my classmates, who make this journey fun; and my co-

researchers, who shared their knowledge with me when I didn’t know anything

about this research. Thank you for putting in your efforts and time.

To our research adviser, Mrs. Sweet Niere Lou G. Saldaña, thank you for

guiding and teaching us all the things we didn’t know about research. Your

lessons really help us.

Lastly, a big thanks to myself for completing this study.

Baby Jane P. Genovia

Researcher
 viii

DEDICATION

First and foremost, I want to express my gratitude to our All Mighty God for

leading us on this journey, giving us courage, and bestowing all kinds of

blessings upon us during this research. Without his leadership, this research will

not be accomplished.

To my friends who patiently taught me about subjects I find difficult; to my

classmates who make this journey enjoyable; to my co-researcher who shared

their knowledge with me when I didn't know anything about this research; and to

my family, especially my mother and father, who inspires and motivates me to do

better and achieve my goals. I appreciate all of your time and work.

We are grateful to Mrs. Sweet Niere Lou G. Saldaña, our research

consultant, for her guidance and for teaching us everything there is to know

about research. We greatly benefit from your lessons. Finally, I want to

congratulate myself on finishing this study.

Joshua Kent Niño L. Limjap

Researcher
 ix

DEDICATION

First and foremost, I dedicate this research to my beloved family, whose

boundless love and understanding have been my source of strength and

inspiration throughout every step of this journey.

To our research teacher, Mrs. Sweet Niere Lou G. Saldaña, whose

guidance, wisdom, patience, and dedication to nurturing minds, have instilled in

me a lifelong love for learning. To my dedicated team members, whose

collaborative spirit and tireless efforts, have made this journey not just fruitful but

also immensely rewarding.

And lastly, to the divine presence of God, for bestowing upon me the

strength, resilience, and faith to persevere through the trials and tribulations, and

for illuminating the path with divine grace and blessings.

To each and every one of you, I offer my deepest gratitude and heartfelt

appreciation. This research stands as a testament to our collective journey, a

journey marked by love, support, mentorship, teamwork, and divine guidance.

Thank you.

Althea B. Vargas

Researcher
 TABLE OF CONTENTS

Cover Page............................................................................................................

Approval Sheet.....................................................................................................i

Panel of Examiners...............................................................................................i

Acknowledgement................................................................................................ii

Dedication...........................................................................................................iv

Table of Contents.................................................................................................x

List of Tables..................................................................................................... xiii

List of Figures.................................................................................................... xv

Abstract.............................................................................................................xvi

CHAPTER I- THE PROBLEM AND ITS BACKGROUND

Rationale of the Study......................................................................................1

Theoretical Background....................................................................................4

Theoretical Framework.....................................................................................6

Statement of the Problem.................................................................................7

Significance of the Study..................................................................................8

Research Flow................................................................................................10

Scope and Limitation......................................................................................11

 xi

Definition of Terms..........................................................................................11

CHAPTER II- REVIEW OF RELATED LITERATURE

Definition of Key Concepts.............................................................................13

Attitude Towards Mathematics ......................................................................13

Mathematical Proficiency...............................................................................15

Correlation Between Class Size and Student's Academic Performance .......17

CHAPTER III- RESEARCH METHODOLOGY

Research Design........................................................................................... 22

Research Environment.................................................................................. 22

Research Respondents.................................................................................23

Sampling Technique.......................................................................................26

Research Instrument......................................................................................27

Data Collection Procedure.............................................................................29

Data Analysis................................................................................................. 30

Frequency Distribution...................................................................................30

Weighted Mean..............................................................................................31

Ethical Considerations...................................................................................32
 xii

CHAPTER IV- Presentation, Analysis, and Interpretation of Data

Part I: Demographic Profile............................................................................33

Part II: Level of attitudes of the respondents in terms

of Self-confidence, Value, Enjoyment, and Motivation...................................35

Part III: Level of Proficiency of the Respondents

in General Mathematics: Midterm and Final Exams......................................44

Part IV: Interplay of the Main Variables of the Study......................................46

CHAPTER V- Summary of Findings, Conclusion, and Recommendation

Demographic Profile........................................................................................49

Conclusion.......................................................................................................52

Recommendation.............................................................................................53

References...................................................................................................... 55

Appendix A -Transmittal Letter.........................................................................60

Appendix B - Survey Questionnaire.................................................................61

Appendix C – Documentations........................................................................66

Appendix D - Curriculum Vitae of the Researchers.........................................68

Appendix E - Curriculum Vitae of The Adviser.................................................74

 xiii

List of Tables

Table 1 - Respondents of the Study...................................................................25

Table 2 - Assessment of the Level of

Agreement of Student’s Attitude in Mathematics...............................................28

Table 3 - Assessment of the Student’s Proficiency in Mathematics...................29

Table 4 - Sex Profile of the Respondents..........................................................33

Table 5 - Class size of the Respondents...........................................................34

Table 6- Self-confidence in General Mathematics with

the Given Class Size as Perceived by the Respondents...................................35

Table 7 - Value in General Mathematics with the Given

Class Size as Perceived by the Respondents...................................................37

Table 8 - Enjoyment in General Mathematics with the

Given Class Size as Perceived by the Respondents.........................................40

Table 9 - Motivation in General Mathematics with the

Given Class Size as Perceived by the Respondents.........................................42

Table 10 - Midterm Exam Scores in General Mathematics

of the Respondents........................................................................................... 44

Table 11 - Final Exam Scores in General Mathematics

 xiv

of the Respondents........................................................................................... 45

Table 12 - Interplay of the attitude and class size

of the respondents.............................................................................................46

Table 13 - Interplay of the attitude and class size

of the respondents.............................................................................................47
 xv

List of Figures

Figure 1 – Schema of the Study..........................................................................6

Figure 2 – Research Flow................................................................................. 10

Figure 3 – Locale of the Study ..........................................................................23

 xvi

ABSTRACT

This study delved into investigating the connection between class size and

Grade 11 students' attitudes and proficiency in General Mathematics at Mabolo

National High School. Employing a simple random technique, 234 students from

each strand were chosen as participants. Data collection was conducted through

a questionnaire with a reliability coefficient of 0.81. Statistical analyses including

weighted mean, standard deviation, and Pearson correlation coefficient were

utilized to evaluate the amassed data. The findings unveiled a significant

correlation between students' attitudes and class size, though no significant

correlation was detected with proficiency. Furthermore, the study underscored

the influential role of classroom interactions on both attitude and proficiency.

Drawing from the results, the study recommended further exploration of other

underlying factors that might wield a greater impact on students' proficiency and

attitude towards General Mathematics.

xvii
xviii
 1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Rationale of the Study

Although numerous schools prefer larger class sizes for the sake of

efficiency, both teachers and students often perceive them as a hindrance to

effective learning. Despite ongoing debates surrounding the ideal class size,

research findings on its effects remain inconclusive. Most students lack

perseverance in learning Mathematics, which may be related to their inability to

concentrate in large classes, thus making it difficult for them to analyze and

calculate problems and equations. According to DiNapoli & Miller (2022)

perseverance is fundamentally important for learning Mathematics, but difficult

and uncomfortable for students to initiate and sustain in the moment. Thus,

encouraging and supporting students’ perseverance with challenging

Mathematics tasks is of utmost importance in Mathematics education.

Chanimbe and Dankwah (2021) asserts that as the student population of

the country continues to expand annually, there is increasing strain on the

already declining facilities of public Senior High Schools. With the implementation

of the Free Senior High School Policy, the enrollment in these schools has been

consistently rising each academic year. However, there is a shortage of

classrooms to accommodate the growing number of students, necessitating the

need to exceed the recommended class size. This study aims to investigate

whether the overcrowding of students in classrooms affects the teaching and

learning of Mathematics. The quality of education has been a major concern in

 2

the educational development of every country in the world. According to Nanyele

(2023) the level of quality education depends on, among other things, the

number of students in the class and the teaching and learning activities that take

place. The student population has seen a rise since the introduction of the free

senior high school policy and all the other educational intervention programs that

have been implemented. This has, however, contributed to the increased class

size in the various schools. Due to this, several educational reforms were

administered to reduce the number of large class sizes in the various Senior High

Schools. Class size affects the teaching and learning of many subjects, including

Mathematics. Mathematics, however, is a pillar of almost all the streams in the

academic sector. It plays a very vital role in basic, secondary, and tertiary

education and also in most careers. Due to its importance in education, the

National Policy on Education has made Mathematics one of the core subjects

that every student must take in addition to his or her specialties at the secondary

level. The policy made Mathematics a must-pass core subject, which will enable

a student to offer arts or science in higher education. The implication of the

compulsory nature of Mathematics demands much, especially from the teacher.

Despite the importance of Mathematics, it has seen a generally low performance

from students in examinations, for which class size has been identified as one of

the causes of this low performance (Odum, et al,2023).

Hwang & Son (2021) argue that students’ attitudes may affect behavior

that influences what the learner selects from the environment, how he/she will

react toward teachers, towards the material being used, and towards other
 3

students. A positive attitude towards Mathematics has been found to be

associated with better performance and greater motivation to engage with

mathematical concepts. On the other hand, negative attitudes toward

Mathematics can lead to avoidance behaviors, decreased motivation, and lower

performance in Mathematics-related courses. In addition, Ajisuksmo & Saputri

(2018) state that mathematical proficiency is the ability to competently apply the

five interdependent strands of mathematical proficiency to mathematical

investigations. Capuno et al. (2019) conducted in a public national high school in

Mandaue City Division, Cebu, Philippines. Their study revealed that students had

positive attitudes toward Mathematics in terms of value and neutral attitudes in

self-confidence, enjoyment, and motivation in Mathematics. The study also

established that there is an overall negligible positive correlation between

attitudes and proficiency in Mathematics. Overall, there is a strong positive link

between attitudes towards Mathematics and mathematical proficiency.

This study is necessary to fill the gap in the current literature and provide

insights about the attitudes and proficiency of Grade 11 students who are taking

up General Mathematics class at Mabolo National High School. Thus, this

research aims to investigate and analyze the correlation between the attitude and

proficiency of Grade 11 students with various class sizes in General Mathematics

class at Mabolo National High School. Also, this study sheds light as it provides

useful insights for students, educators, administrators, and policymakers on how

variations in class size may influence student’s learning outcomes.

 4

Theoretical Background

This study is anchored in four theories: the Lazear’s theory of educational

production by Edward Lazear and the theory of mathematical understanding

proposed by Susan Pirie and Thomas Keiren.

Lazear’s Theory of Educational Production

Lazear's theory of educational production was created by Edward Lazear

in the year 1999 argues for a particular non-linear relation of educational output

to class size and is consistent with observed variations in class size by grade

level, student, and teacher characteristics. A comprehensive idea for a variety of

teacher behaviors intended to support instruction and learning in the classroom is

classroom management. Student teachers are expected to demonstrate the

appropriate behavior required for successful teaching and learning activities in

order to appropriately manage the classroom (Olurotimi & Nike, 2020).

. Lazear's theory of educational production emphasizes the allocation of

resources in education, including time, effort, and human capital. Class size can

be considered one of these resources, as it impacts the amount of individualized

attention and interaction students receive from teachers. With the help of this

theory, the researchers can explore how variations in class size allocate

resources differently and how this affects students' attitudes and proficiency in

Mathematics. In summary, Lazear’s theory of educational production can help

explain further about how class size can influence to student’s attitude and

proficiency.
 5

Mathematical Understanding Theory

The theory of mathematical understanding proposed by Pirie and Keiren

on 1994 is characterized by transcendent recursion which indicates that

mathematical understanding is a multi-threaded repetitive process. The theory

emphasizes the importance of students developing a deep understanding of

mathematical concepts rather than simply memorizing procedures. In smaller

class sizes, teachers may have more opportunities to engage students in

meaningful discussions, problem-solving activities, and explorations of

mathematical concepts, which can contribute to a deeper understanding of the

material (Correa & Haslam, 2021).

The theory emphasizes a holistic approach to Mathematics education that

fosters deep conceptual understanding, problem-solving proficiency, and

metacognitive awareness among students. This theory can help researcher

explore how class size influences students' depth of understanding in

Mathematics and how this understanding relates to their attitudes and

proficiency. Students' attitudes towards Mathematics are closely linked to their

experiences of understanding and success in the subject. Smaller class sizes

can create a more supportive and engaging learning environment where students

feel comfortable expressing their ideas, asking questions, and collaborating with

peers.
 6

Theoretical Framework

Lazear’s Theory of Mathematical

Educational Production by Understanding Theory by
Edward Lazear in 1999 Pirie and Keiren 1994

Dependent Variable

Student’s Attitudes

Independent Variable

Class Size
Dependent Variable

Student’s Proficiency

Series of Recommendations

Figure 1: Schema of the Study

 7

Statement of the Problem

This research assessed the attitudes and proficiency of Grade 11 students

in different class size of General Mathematics class at Mabolo National High

School for school year 2023-2024 as based on Numeracy Enhancement

Program.

Specifically, it sought to find answers to the following questions:

1. What is the Demographic Profile of the respondents in terms of:

1.1 Sex;

1.2 Class size per section; and

2. What is the level of agreement on attitude of the respondents towards General

Mathematics in terms of:

2.1 Self-confidence;

2.2 Value;

2.3 Enjoyment; and

2.4 Motivation?

3. What is the level of proficiency of the respondents in General Mathematics in:

3.1 Functions and Rational Functions (First Quarter); and

3.2 Inverse Functions and Exponential Functions (Second Quarter)?

 8

4. Is there a significant relationship between the class size of the respondents

and their:

4.1 Attitudes towards General Mathematics; and

4.2 Proficiency in General Mathematics?

5. Based on the findings, what recommendation/programs that may develop the

attitude and proficiency of Grade 11 students in learning Mathematics?

Significance of the Study

This research aims to assess the relationship between attitude and

proficiency and class sizes in General Mathematics class of Grade 11 students in

Mabolo National High School. This study will be specifically beneficial to the

following:

Students. The result of this research will encourage students to

participate in any programs the school hosts in order to enhance their

mathematical skills.

Mathematics Teachers. The outcome of this research will benefit the

teachers in a way that they will be able to make this research as a guide in

teaching their students.

School. This research is beneficial to the school because it will provide an

efficient plan in organizing the school's education system.

 9

Future Researchers. The findings of this research will be used as a guide

and a reference for further studies related to the correlation between class size

and students’ attitude and proficiency in Mathematics.

 10

Research Flow

INPUT PROCESS O
U
Q T
Attitudes and Proficiency of U P
Grade 11 Students with A U
Adopted
Different Class Sizes in N T
Questionnaires
General Mathematics Class T
in Mabolo National High I
School T
A
T Implementation
I
V
Demographic Profile E
 Sex
Data
- Set of
 Class Size Gathering
Recommendations

The level of agreement on C

attitude of students towards O
Data Analysis
General Mathematics in terms R
of: R
A
 Self-confidence L
 Value A Data
T Interpretation
 Enjoyment I
 Motivation O
N
The level of proficiency of A Data Results/
students in General L Findings
Mathematics:
 Functions
 Rational Functions Conclusion
 Inverse Functions
 Exponential Functions

Figure 2: Research Flow of the Study

 11

Scope and Delimitation of the Study

The purpose of this research is to study the correlation between class size

and the student's attitude and proficiency in General Mathematics at Mabolo

National High School for the school year 2023-2024.The limit of this study refers

to the factors or aspects that will be excluded or not explored in the research.

These aspects are geographical limitation, limited sample size, influence of other

factors, and long-term impact. The respondents will be limited to (234) Grade 11

students who are enrolled in Mabolo National High School in the City of Cebu.

Definition of Terms

The study provides contextual and operational definitions of the following

terms to help readers better understand its content.

Academic Performance means how well a student is doing in various subjects.

Attitude encompasses student's overall motivation, confidence, interest, value

and enjoyment in learning and interacting with mathematical concepts, problems,

and tasks.

Class Size refers to the number of students enrolled in a particular class.

Function is a mathematical construct defining the relationship between input

values (independent variable) and corresponding output values (dependent

variable), ensuring that each input has a unique output.

 12

General Mathematics is one of the core subjects in the senior high school

curriculum, which is to be taken by all strands. It aims to give students the

knowledge and skills necessary to solve business-related problems, solve

problems using rational, inverse, exponential, and logarithmic functions, and

apply logic to real-life situations.

Proficiency refers to midterm and final exam scores of the students in General

Mathematics.
 13

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This provides an in-depth discussion of the supporting studies this study

took basis on. The literature review is comprised of both local and international

articles and scholarly papers that provide information about teacher evaluation

and class sizes.

2.1 Definition of Key Concepts

The concepts to be focused on are the definition of attitude towards

Mathematics, mathematical proficiency, and its correlation with class size.

2.1.1 Attitude Towards Mathematics

There have been several studies investigating how attitudes such as

confidence and motivation affect students and their academic achievement. This

study assessed the attitudes towards Mathematics and proficiency in

Mathematics of Senior High School Students across different strands. The

related study aimed to ascertain the selected SHS students' level of Mathematics

proficiency and their attitudes towards Mathematics (Cerbito, 2020).

The Attitudes Toward Mathematics Inventory (ATMI) was used to measure

and determine the students' attitudes in terms of value, enjoyment, motivation,

and self-confidence. Mathematics proficiency was based on the core subject,

General Mathematics, the content was functions and graph. The two variables

were correlated across different strands. To gather the data an Attitude Towards
 14

Mathematics Inventory (ATMI) and a teacher-made test were used. ATMI scores

indicated that they valued Mathematics, but their scores for Self-Confidence,

Enjoyment, and Motivation were somewhat negative in attitudes. As a whole,

students across strands showed a negative attitude towards Mathematics. The

results indicated that there is a significant relationship between attitudes towards

Mathematics and proficiency in Mathematics. These findings indicate that

teacher educators should be aware of Senior High School students across

different strands' attitudes and seek to improve them in order to positively

influence students' proficiency in Mathematics (Cerbito, 2020).

As stated in an article Humanities and Social Sciences Communication

students’ positive attitude towards Mathematics leads to better performance and

may influence their overall achievement and application of Mathematics in real-

life. In this article, we present the findings of an investigation on students’ attitude

towards linear programming (LP) Mathematics word problems (LPMWPs). The

present study provides insight to different educational stakeholders in assessing

students’ attitude towards LPMWPs and may provide remediation and

interventional strategies aimed at creating students’ conceptual change. The

study recommends that teachers should cultivate students’ interests in

Mathematics as early as possible. Varying classroom instructional practices

could be a remedy to enhance students’ understanding, achievement, and

motivation in learning Mathematics word problems. The teachers’ continuous

professional development courses should be enacted to improve instruction,

assessment, and students’ attitude. Overall, the study findings support the
 15

theoretical framework for enhancing the learning of Mathematics word problems

in General and LP in particular (Wakhata, 2022).

2.1.2 Mathematical Proficiency

A related literature found in the Journal of Positive School Psychology in

2023 investigates the predictors of students' math proficiency, with a specific

emphasis on the interplay between motivation and other factors. While past

studies have examined variables like school climate, parental involvement, and

positive attitude separately, this research aims to bridge the gap by examining

how these factors collectively influence students' math proficiency through

motivation. Using data from 554 valid samples, the study reveals significant

influences of school climate, positive attitude, and parental involvement on

student motivation, with motivation serving as a crucial predictor of math

proficiency. Additionally, the findings suggest a moderate correlation between

parental involvement and students' attitudes, proficiency test scores, and

performance assessment scores in math. As a result, the study recommends

collaborative efforts among teachers, school management, and parents to

cultivate a conducive learning environment that fosters students' math proficiency

by promoting motivation and positive attitudes towards math (Bangayan, 2023).

It is a common knowledge that Mathematics plays a vital role in the daily

lives of each and every one. Therefore, Mathematics must be given full priority in

the teaching-learning process not only by the teachers but also by the students

that besides the teacher's role of ensuring quality education, the students'

attitude must be given ample consideration. Positive attitude and negative beliefs
 16

about oneself or about Mathematics can severely limit one's chances of

succeeding in Mathematics. In view hereof, this study seeks to assess the study

attitude of grade 11 students in General Mathematics along personal

competence, value of learning and learning engagement in relation to their

mathematical performance. Majority of the respondents obtained a weighted

average in General Mathematics verbally interpreted as very satisfactory. The

respondents assessed their study attitude as moderately positive along their

personal competence,value of Mathematics and learning engagement. In

addition, it was revealed that there found a significant relationship between the

students' academic performance and their assessment of their study attitude. It

can be inferred that students' effort, competence and behavior towards its

usability are influential aspects and motivators of their performance in

Mathematics (Cerbito, 2020).

According to an article written by Go (2023), mathematical proficiency is

the ability to competently apply the five interdependent strands of mathematical

proficiency to mathematical investigations. The components of mathematical

proficiency are conceptual understanding, procedural fluency, strategic

competence, adaptive reasoning, and productive disposition. It was also stated

that there are four strands to be mathematically proficient: conceptual

understanding, adaptive reasoning, strategic competence and procedural

fluency. Conceptual understanding refers to the student's ability to comprehend

the mathematical principles underlying solutions to various math problems.

Adaptive reasoning is the ability to use advanced critical thinking skills to

 17

evaluate and justify a problem solution. Writing activities are useful for teaching

students how to articulate and defend their mathematical decisions. Strategic

competence is related to a student's ability to identify a problem, represent it

mathematically, and devise a solution. Students must be able to identify and

comprehend various approaches to a problem in order to demonstrate strategic

competence. Procedural fluency refers to a student's ability and efficiency in

performing various operations. Procedural competency includes the ability to

select and apply appropriate strategies with competence (Kilpatrick et al., 2021).

2.1.3 Correlation Between Class Size and Student's Academic Performance

In an experimental study cited by Solheim and Opheim (2018), wherein

there are 150 participating schools, with one treatment and one control class.

The treatment class received an additional teacher for their lessons for 38 weeks,

while the control group has none. In the study, the class size is no more than six

students that are maintained for four to six weeks before pulling out a new group.

It concluded that teacher density is of less importance than training and

development of teachers’ instructional practices. Hence, this is more important

than reducing class size to improve the learning experience of students.

Class size refers to the number of students enrolled in a particular

educational course or assigned to a specific classroom, often measured as the

student-teacher ratio. The size of a class is a significant factor in students'

attitude, influencing their level of engagement, interactions with peers, and

responsiveness to instructional methods. According to a study conducted by

Olurotimi, Babalola J. et al. (2021) focused on the effect of class size on

 18

students' attitudes and academic performance. Large class numbers had a

negative influence on both attitude and academic performance, with classes

containing as many as sixty students or more. Small class sizes, on the other

hand, were connected with a beneficial effect on students' attitudes toward

learning English and, as a result, increased academic achievement. The study by

Olurotimi, Babalola J. et al. (2021) also found that teachers' efficiency was higher

in small courses vs large classes. The findings highlight the need for policies to

address the harmful consequences of excessive class sizes in secondary

schools in Ekiti State, Nigeria.

Another study, conducted by Yusof et al. (2018) studied the impact of

class size on students' attitudes about academics in secondary schools. The

study, which was done in four selected secondary schools in Abeokuta, Ogun

State, Nigeria, found that class size has a highly significant impact on pupils'

attitudes toward academics (p 0.05). The data revealed that class size had a

substantial impact on students' attention, punctuality, motivation, and

involvement, but not on the rate of participation or asking or answering questions.

The study stressed the importance of paying close attention to class size in

educational settings in order to maximize learning achievement, noting that

excessive noise is a prevalent behavioral attitude linked to large classes.

In identifying the ideal student-teacher ratio, it is important to consider

many factors such as their age and academic needs, like how younger students

are requiring more time and individual attention from educators. Lesser class

sizes are recommended for younger students Byiringiro (2023). The article by
 19

Byiringiro added a few facts about class sizes, for example, kindergarten to third-

grade students are advised to have no more than 18 students per teacher to

show academic achievement. in conclusion, the study indicates that the student-

teacher ratio has an impact on a child’s learning and academic performance.

Student achievement is predicted by school climate, parental involvement,

positive attitude, and motivation. However, most studies have looked at these

factors separately and very few have looked at how Mathematics achievement

and motivation interact as determinants of student mathematical proficiency.

Studies have indicated a correlation between students' attitudes towards

Mathematics and their level of motivation Javornik & Klemenčič (2023). This

study seeks to close this disparity by examining internal elements (school

climate, parental involvement, positive attitude) influencing mathematical

proficiency through motivation at lower secondary school levels for both the

public and private sectors. We gathered data from 303 male and 251 female

students of grades 6 to 9 from public and private schools using an online self-

administered Google form. We used 554 valid sample cases out of 602 for

hypothesis testing through SmartPLS. The findings from the data analysis

indicate that school climate, positive attitude towards Mathematics, and parental

involvement exert substantial influences on student motivation. Moreover,

student motivation is found to be a significant predictor of student mathematical

proficiency. Additionally, the research findings state that parental involvement is

moderately correlated with (1) students' attitudes toward Mathematics (2)

mathematical proficiency test scores and (3) mathematical performance

 20

assessment scores. We thus recommend that Mathematics teachers as well as

school management create a school climate that is conducive to enhancing

students’ mathematical proficiency. This is possible by making Mathematics

teaching a joint venture; where teachers motivate students to study Mathematics

and develop among them a positive attitude towards Mathematics and school

management involve parents, teachers and students to make informed decisions

concerning students’ proficiency during Mathematics classes.

A study by Ogunyemi (2022), Class size and self-esteem as determinants

of student learning outcomes in essay writing. Journal of Educational Research

and Practice, 12, 148–159 was designed to examine the effects of class size and

self-esteem on student achievement in—and attitude toward—essay writing.

Results of the study showed that there is a significant main effect of class size on

student achievement in essay writing. Students in the small class had the highest

achievement mean score, followed by students in the medium-size class, while

students in the large class had the lowest mean score. The difference in the

achievement scores of students in the three groups is statistically significant. The

results of the study have shown that class size may have a significant effect on

student achievement in essay writing. A smaller class size may provide a more

effective teaching and learning environment. Reducing the number of student

essays that require feedback from the teacher could contribute to student

achievement in English language and essay writing, in particular. Because the

study has shown that a reduction in the number of students per class could lead
 21

to greater academic achievement, the government and other stakeholders in

education should consider a reduction in the number of students per class.

According from International Journal of Science, Technology, Engineering

and Mathematics, Volume 2 Issue 1 by Andal & Andrale (2022) states that every

person believes and thinks differently but somehow it is safe to say that attitude

affects learning. Every student has different perspectives, and the different

perspectives of the students can affect their success it can be negative or

positive. That is why this is where the teachers’ role enters, it is important for

educators to make sure that when students are entering their room, they should

have positive vibes with them and that negative vibes must be left at home. The

student who enters the classroom with a good attitude, eager to learn and

participate brings with him or her positive energy that makes it easier to learn.

Students do better when they are in a positive environment. The student who

enters the classroom with a bad attitude may also rubs off on the other students.

Other students must be strong not to let the negative energy of others drag them

down.
 22

CHAPTER III

RESEARCH METHODOLOGY

This chapter explains various methodologies that were used in gathering

the data and analysis which are relevant to the research. The methodologies will

include research design, research environment and the inclusion criteria,

research instrument, data gathering and data analysis procedure, and ethical

consideration.

Research Design

A quantitative-correlational approach was used to evaluate participants’

attitudes and proficiency in their Mathematics class in various class sizes and

provide answers to the research questions. The data gathered for this study will

be evaluated first using the Cronbach’s coefficient alpha method, and the

researchers will then assess the data by calculating the weighted mean and

frequency distribution.

Research Environment

The study was conducted at Mabolo National High School, one of the

public high schools in Cebu City. The school is located at Pope John Paul II

Avenue, Cebu City, 6000, Cebu. It’s near SM City Cebu, Saint Joseph the

Patriarch Parish, and Police Station 4.

 23

Figure 3: Locale of the Study

Research Respondents

The respondents of this research are the Grade 11 students in Mabolo

National High School which is divided into five strands, namely the Accountancy,

Business and Management (ABM), Humanities and Social Sciences (HUMSS),

Science, Technology, Engineering, and Mathematics (STEM), Technical

Vocational Livelihood (TVL) and General Academic Strand (GAS). This study will

utilize a simple random sampling technique to select only 234 students which will

be properly divided from various sections in each strand, including STEM, ABM,

HUMMS, TVL, and GAS, as respondents. Students in grade 11 from the

aforementioned strands who are currently enrolled for the academic year 2023–

2024 were deemed eligible to participate in the study.

 24

Inclusion Criteria:

The following are the inclusion parameters considered in this research:

1. The respondent must be a bonafide grade 11 students of Mabolo

National High School.

2. Taking up the following strands: (STEM, HUMSS, ABM, TVL, GAS)

3. Willing to participate and provide voluntary consent.

Those who do not fall within the bounds of the inclusion criteria were

deemed excluded from the conduct of this research. The following are the

respondents of the study labeled as Table 1 is reflected below:

 25

STRAND SECTIONS N n %

STEM Confucius 34 14 5.9

Democritus 36 15 6.4

ABM Dollar 40 17 7.2

Euro 42 17 7.2

HUMMS Aristotle 43 18 7.6

Astell 40 17 7.2

Plato 45 18 7.7

Pythagoras 39 16 6.8

TVL Ramsay 51 21 8.9

Ducasse 41 17 7.2

Sierra 31 13 5.6

Volute 28 12 5.1

Maverick 34 14 5.9

Gosling 17 7 3.0

GAS Marx 43 18 7.7

TOTAL 564 234 100

Table 1. Respondents of the Study

 26

Sampling Technique

A simple random technique will be used to ascertain the students enrolled

in Mabolo National High School. The sample size of 234 participants is

determined by using Slovin's formula basing on the sampling universe of 564

students in Mabolo National High School. The researcher allocates sample to

each school in proportion. The equation that constitutes in getting the sample is

revealed below.

N
Where: n= 2
1+ N ( e )

N= the number of the elements of the sampling universe

n= sample size

e= the level of significance at 0.05

The confidence level that the researchers employed in the formulation of

the sample size was 95%.

Since the total population of the Grade 11 students from Mabolo National

High School is 608, the substituted formula yielded the following result:

564
n=
1+564 (0.0025)

564
n=
2.41

n=234
 27

Research Instrument

The researchers modified the survey questionnaire from The Attitudes

Toward Mathematics Inventory (ATMI) which is originally a 49-item scale

designed to investigate the underlying dimensions of attitudes toward

Mathematics. The ATMI was constructed to assess students’ confidence, value,

enjoyment, and motivation towards Mathematics. However, the researchers will

add four more questions to the demographic profile: sex and class size per

strand. The questionnaire will be divided into two sections that will correlate with

the research. The first section will consist of questions based on the

demographic profile of the respondents (age, sex, class size per strand, and

quarterly exam scores in General Mathematics). Section two will consist of

questions that will be based on how much the respondents relate to different

variables, namely, value, confidence, enjoyment, and motivation.

Content and Validity Test

Although all the research instruments was derived from previously

completed, published studies, the researchers will nonetheless choose to

conduct a content validity test to increase the study’s rigor.

The researchers will run a dependability test using pilot testing. After the

surveys are given to the students, they will be gathered, tabulated, and

statistically evaluated. The Cronbach’s alpha and the reliability coefficient score
 28

will be used to determine the tool's consistency and dependability. The pilot test

will yield an internal consistency score of 0.81, meaning that the respondents'

answers will be consistent.

Scoring Procedure

This section will describe the scoring procedures used in this study, which

will consider the main characteristics or variables which are the attitude,

proficiency in different class sizes in their respective basic business math class

will be calculated using a four-point scale.

 29

Scale Range Descriptive Interpretation

Equivalent

4 3.26 – 4.0 Strongly Agree The students expressed an

enormously agreeable

Level of Agreement.

3 2.51 – 3.25 Agree The students expressed an

agreeable Level of

Agreement.

2 1.76 – 2.50 Disagree The students expressed a

disagreeable Level of

Agreement.

1 1.0 – 1.75 Strongly The students expressed an

Disagree enormously disagreeable

Level of Agreement

Table 2. Assessment of the Level of Agreement of Student’s Attitude in

Mathematics
 30

Raw Scores Descriptive Rating

41 - 50 Outstanding

31 - 40 Very Satisfactory

21 - 30 Satisfactory

11 - 20 Fairly Satisfactory

0 - 10 Did Not Meet Expectations

Table 3. Assessment of the Student’s Proficiency in Mathematics

Data Collection Procedure

The researchers will start by creating ideas for study topics and discussing

their choice of title with their teacher. After accepting the title, their teacher will

grant them to conduct this investigation. The researchers will also send the

assistant principal a second letter asking permission to conduct the investigation.

Subsequently, they will finish the core initial stages of the study, encompassing

the problem statement, demographic profile, and variables. In the end, the

researchers will create a soft copy and print the necessary questionnaires.

Data will be gathered by surveying each classroom. Although the data

collection occurs days before the quarterly assessment date, it will take the

researchers one to two days to complete. Due to the questionnaire's lengthy list
 31

of items, some students also will decline to join in answering the online method

so we will focus more on physical gathering of data. Furthermore, because of the

upcoming exam, some teachers will decline to allow the researchers to collect

data because lessons need to be reviewed immediately.

Data Analysis

The survey data will be carefully tallied, counted, and examined using

Microsoft Excel. The frequency distribution and weighted mean will be computed

using the data.

The statistical techniques that will be used in the investigation include the

following, to wit:

Frequency Distribution

The data collected from survey questionnaires by the researchers will be

arranged using frequency distribution. This makes it possible for researchers to

quickly review the complete data set.

f
Formula: % = ×100
N

Where: % = percent

f= frequency

N = total number

Weighted Mean
 32

A weighted mean was used for the level of attitude and proficiency of

Grade 11 students with different class sizes in General Mathematics class in

Mabolo National High School.

To determine whether there will be a significant relationship between class

size (x), and attitude and proficiency (y), the Pearson Product Moment

Correlation Coefficient (Pearson r) test was utilized.

Ethical Considerations
 33

This study places a firm emphasis on ethical considerations. The researcher

will follow the ethical considerations proposed by Bryman and Bell (2007).

Respondents will not be harmed in any way as a result of their participation in

this study. Prior to the study, full consent will be gathered from the respondents,

the students of Mabolo National High School. In addition, the protection of the

privacy of research respondents will be ensured. The voluntary participation of

respondents in the research will be highly valued. Moreover, respondents have

the right to withdraw from the study at any time if they wish to do so. Adequate

confidentiality will be maintained when handling the data. Any type of misleading

material, as well as biased depictions of the main data findings, will be avoided.

On the other hand, ensuring the highest level of objectivity in discussions and

analyses throughout the research will be considered. Finally, all kinds of

communication for this action research will be done with transparency and

honesty.

CHAPTER IV
 34

DATA PRESENTATION, INTERPRETATION AND ANALYSIS

This section of the paper presented in detail the presentation, analysis and

interpretation of the data that addressed the study’s specific objectives.

Part I: Demographic Profile

The following demographic information was recorded and tabulated: Sex

and Class size, with 240 students responding to the survey.

Table 1.

Sex Profile of the Respondents

Sex f %

Female 105 44.87

Male 129 55.13

Total 234 100

Table 1 shows data from the sexes, with 105 female respondents and 129

male respondents for a total sample size of 234. The majority of respondents in

this study are male which could be attributed to the fact that more male students

tend to be more interested in Mathematics.

According to Rodriguez et al. (2020), girls tend to show less favorable

attitudes toward math compared to boys, along with lower motivation, less

confidence in their abilities, and higher levels of anxiety. However, there are no

significant differences between genders in terms of academic performance in

Mathematics.
 35

Table 2.

Class size of the Respondents

Class size f %

11-20 7 3.00

21-30 12 5.13

31-40 106 45.30

41-50 88 37.60

51-60 21 8.97

Total 234 100

Table 2 shows data from the different class sizes, with the class size range

of 31–40 receiving the highest frequency of 106 with a percentage of 45.30% and

the class size range of 11–20 receiving the lowest frequency of 7 with a

percentage of 3%.

According to Olaseni & Lawal (2020) class size reduction approach should

be adopted by schools where students are more than forty (40) in a class to

enhance better academic performances in students, especially in Mathematics.

This finding is in agreement with the position of the National Policy on Education

which stipulates that the maximum teacher per student ratio is one teacher to

forty students (1:40).

Part II: Level of attitudes of the respondents in terms of Self-confidence,

Value, Enjoyment, and Motivation

 36

Table 3.

Self-confidence in General Mathematics with the Given Class Size as Perceived

by the Respondents

Items Weighted Mean Descriptive Equivalent

(With my class size, I believe

that...)

1) Mathematics is one of my 2.44 Disagree

most dreaded subjects.

2) My mind goes blank, and I 2.40 Disagree

am unable to think clearly when

working with Mathematics.

3) Studying Mathematics makes 2.49 Disagree

me feel nervous.

4) Mathematics makes me feel 2.37 Disagree

uncomfortable.

5) When I hear the word 2.34 Disagree

Mathematics, I have a feeling of

dislike.

6) Mathematics does not scare 2.34 Disagree

me at all.

7) I have a lot of self-confidence 2.45 Disagree

when it comes to Mathematics.

8) I am able to solve 2.26 Disagree

 37

Mathematics problems without

too much difficulty.

9) I expect to do fairly well in 2.93 Agree

any math class I take.

10) I am always confused in my 2.74 Agree

Mathematics class.

11) I learn Mathematics easily. 2.29 Disagree

12) I believe I am good at 2.34 Disagree

solving math problems.

13) A strong math background 2.76 Agree

could help me in my

professional life.

Overall Mean 2.48 Disagree

On the table above, the item “I expect to do fairly well in any math class I

take” received the highest weighted mean of 2.93 with a high agreement level,

implying that the respondents agree that they expect to do fairly well in any math

class they take. On the other hand, the item “I learn Mathematics easily” scored

the lowest in the table, with a weighted mean of 2.30 and slightly lower

agreement level indicating that respondents unlikely agreed that they learn

Mathematics easily. In addition, the overall mean is 2.48 which falls under the

“Disagree” category, generally indicating that the respondents’ perception on

“Self-Confidence towards Mathematics” is negative.

 38

Gunawan & Muflihati (2022) states that students who exhibit high self-

confidence typically demonstrate strong mathematical problem-solving abilities,

successfully addressing all components of problem-solving tasks. Those with

moderate self-confidence also possess proficient problem-solving skills but may

struggle to draw conclusive findings at the end of their responses. Conversely,

individuals with low self-confidence often fail to meet the benchmarks indicative

of effective problem-solving capabilities. Furthermore, there exists a positive

correlation between self-confidence levels and aptitude in problem-solving.

Table 4.

Value in General Mathematics with the Given Class Size as Perceived by the

Respondents

Items Weighted Mean Descriptive Equivalent

(With my class size, I believe

that...)

14) Mathematics is a very 3.12 Agree

worthwhile and necessary

subject.

15) I want to develop my 3.41 Strongly Agree

mathematical skills.

16) Mathematics helps develop 3.27 Agree

the mind and teaches a person

to think
 39

17) Mathematics is important in 3.29 Strongly Agree

everyday life.

18) Mathematics is one of the 3.28 Strongly Agree

most important subjects for

people to study.

19) High school math courses 3.21 Agree

would be very helpful no matter

what I decide to study.

20) I can think of many ways 3.14 Agree

that I use math outside of

school.

21) I think studying advanced 3.00 Agree

Mathematics is useful.

22) I believe studying math 3.26 Agree

helps me with problem-solving

in other areas.

23) Mathematics helps me a lot 3.14 Agree

in my day-to-day living

Overall Mean 3.21 Agree

On the table above, the item “I want to develop my mathematical skills”

received the highest weighted mean of 3.41 with a high agreement level,

implying that the respondents agree on wanting to develop their mathematical

 40

skills. On the other hand, the item “I think studying advanced Mathematics is

useful” scored the lowest in the table, with a weighted mean of 3.00 and slightly

lower agreement level indicating that respondents unlikely agreed that studying

advanced Mathematics is useful. In addition, the overall mean is 3.21 which falls

under the “Agree” category, Generally indicating that the respondents’ perception

on “Value towards Mathematics” is positive.

Khan & Salman (2020) claims that valuing Mathematics holds an

indispensable role in contemporary life, serving as a crucial tool for personal

growth and development across various research domains. It significantly

impacts education, fostering enhanced academic outcomes and moral education,

particularly when students delve into specialized branches of Mathematics. By

providing a framework for problem-solving, nurturing creativity, critical thinking,

and effective communication, Mathematics simplifies life and brings order to

complexity, thereby averting chaos and confusion. Its applications span diverse

realms such as nature, industries, banking, technology, and research, illustrating

its pervasive influence and relevance.

Table 5.

Enjoyment in General Mathematics with the Given Class Size as Perceived by

the Respondents

Items Weighted Mean Descriptive

 41

(With my class size, I believe Equivalent

that...)

24) I have usually enjoyed studying 2.60 Agree

Mathematics in school.

25) Mathematics is dull and 2.58 Agree

boring.

26) I like to solve new problems in 2.67 Agree

Mathematics.

27) I would prefer to do an 2.77 Agree

assignment in math than to write

an essay.

28) I really like Mathematics. 2.48 Agree

29) I am happier in a math class 2.65 Agree

than in any other class.

30) Mathematics is a very 2.82 Agree

interesting subject.

31) I am comfortable expressing 3.04 Agree

my own ideas on how to look for

solutions to a difficult problem in

math.

32) I am comfortable answering 2.62 Agree

questions in math class.

Overall Mean 2.69 Agree

 42

On the table above, the item “I am comfortable expressing my own ideas

on how to look for solutions to a difficult problem in math” received the highest

weighted mean of 3.04 with a high level of agreement, implying that the

respondents are comfortable in expressing their own ideas on how to solve a

mathematical problem. On the other hand, the item “I really like Mathematics”

scored the lowest in the table, with a weighted mean of 2.48 and lower

agreement level indicating that respondents unlikely agreed to liking

Mathematics. In addition, the overall mean is 2.69 which falls under the” Agree”

category, Generally indicating that the respondents’ perception on “Enjoyment

towards Mathematics” is positive.

Abdullahi et al. (2021) states that the degree to which students are

satisfied with learning Mathematics significantly impacts their success in the

subject. Additionally, factors like the perceived usefulness of learning

Mathematics contribute to students' intentions to continue studying the subject.

Using the Expectancy Confirmation Model (ECM) with perceived enjoyment to

create a structural model that examines whether the ECM can be expanded to

predict Mathematics students' intentions to persist in learning. Both satisfaction

and perceived enjoyment of learning Mathematics positively affect students'

intentions to continue their studies in the subject.

Table 6.
 43

Motivation in General Mathematics with the Given Class Size as Perceived by

the Respondents
 44

Items Weighted Mean Descriptive

(With my class size, I believe Equivalent

that...)

16) I am confident that I could learn 2.88 Agree

advanced Mathematics.

17) I would like to avoid using 2.64 Agree

Mathematics in college.

18) I am willing to take more than 2.63 Agree

the required amount of

Mathematics.

19) I plan to take as much 2.97 Agree

Mathematics as I can during my

education.

20) I get a great deal of satisfaction 2.73 Agree

out of solving a Mathematics

problem.

21) It makes me nervous to even 2.74 Agree

think about having to do a

Mathematics problem.

22) I am always under a terrible 3.13 Agree

strain in a math class.

23) The challenge of math appeals 3.15 Agree

to me.

Overall Mean 2.86 Agree

 45

On the table above, the item “The challenge of math appeals to me”

received the highest weighted mean of 3.15 with a high level of agreement,

implying that the respondents are appealed by the challenge of Mathematics. On

the other hand, the item “I am willing to take more than the required amount of

Mathematics” scored the lowest in the table, with a weighted mean of 2.63 and

lower agreement level indicating that respondents are not willing to take more

than the required amount of Mathematics. In addition, the overall mean is 2.86

which falls under the “Agree” category, Generally indicating that the respondents’

perception on “Motivation towards Mathematics” is positive.

Various studies have emphasized that the affective component of learning

and student emotion are as much vital as it is for cognition and that academic

success as well as active learning is linked with the affective dimension such as

higher degrees of motivation. Students’ attitudes including their motivation play a

role on how they involve themselves in the learning process. Motivation is the

reason why one performs a certain activity. In class, students become motivated

to engage in learning activities once they perceive its importance and if they can

derive benefits from doing such (Booth, 2010; Fared, Jdaitawi and Sheta, 2018;

Jeong, Canada and Gomez, 2018, Jdaitawi, M., 2020).

Part III: Level of Proficiency of the Respondents in General Mathematics:

Midterm and Final Exams

Table 7.

Midterm Exam Scores in General Mathematics of the Respondents

 46

Raw Scores Frequency Percentage Descriptive Rating

41 - 50 30 12.82 Outstanding

31 - 40 60 25.64 Very Satisfactory

21 - 30 101 43.16 Satisfactory

11 - 20 41 17.52 Fairly Satisfactory

0 - 10 2 0.85 Did Not Meet

Expectations

Mean: 28.21

Standard Deviation: 5.32

The table shows that the raw scores 21-30 has the highest frequency

while the raw scores 0-10 has the lowest frequency and most students showed a

satisfactory score in the Midterm Exam of General Mathematics.

In a research made by Alova C. & Alova I. (2022), most grade 11 students

shows a satisfactory scores in General Mathematics and recommended the need

to improve students' performance for them to have Very Satisfactory and

Outstanding grades.

Table 8.

Final Exam Scores in General Mathematics of the Respondents

Raw Scores Frequency Percentage Descriptive Rating

 47

41 - 50 21 8.97 Outstanding

31 - 40 107 45.73 Very Satisfactory

21 - 30 94 40.17 Satisfactory

11 - 20 9 3.85 Fairly Satisfactory

0 - 10 3 1.28 Did Not Meet

Expectations

Mean: 30.73

Standard Deviation: 5.56

The table shows that the raw scores 31–40 received the highest

frequency, while the raw scores 0–10 received the lowest frequency, and

students showed satisfactory scores in the final exam of General Mathematics.

Learners exhibited a very satisfactory level of Mathematics performance,

and their findings revealed a positive and highly significant correlation between

the learners' Mathematics performance and academic achievement, indicating

that high school learners who are adept in Mathematics tend to succeed and

perform better in their academic courses (Cabuquin & Abocejo (2023).

Part IV: Interplay of the Main Variables of the Study

 48

Ha : There is a significant relationship between the class size of the respondents

and their attitude towards General Mathematics.

Null: There is no significant relationship between the class size of the

respondents and their attitude towards General Mathematics.

Decision rule: If the computed r value is greater than the tabulated r value, then

reject the null hypothesis.

Table 9.

Interplay of the attitude and class size of the respondents

Source of Degree Computed Critical Decision Interpretation

Relationship of r r value on Ho @

Freedom 0.05 alpha

Class Size

232 0.532 0.138 Reject the Significant

Attitude
null

hypothesis

The data presented in the table suggests a strong correlation between

students' attitudes toward General Mathematics and their class size. Based on

these findings and the responses from the participants, it is highly likely that class

size has a substantial impact on students' attitudes toward General Mathematics.

It was found that the size of the class had an impact on discipline

difficulties in a Mathematics classroom, student engagement and focus, and

 49

class control. It is advised that more studies be done to examine the impact of

class size on students' achievement and learning process (Afolabi et al., 2020).

Ho: There is no significant relationship between the class size of the respondents

and their proficiency in General Mathematics.

Decision rule: If the computed r value is greater than the tabulated r value, then

reject the null hypothesis.

Table 10.

Interplay of the proficiency and class size of the respondents

Source of Degree Computed Critical Decision Interpretation

Relationshi of r r value on Ho @

p Freedom 0.05 alpha

Class Size

232 -0.268 0.138 Accept the Not Significant

Proficiency null

hypothesis

The table above shows that there is no significant relationship between

students’ proficiency in General Mathematics and their class size. This being said

that it is least likely that class size has a substantial impact on students' attitudes

toward General Mathematics.

 50

Teachers and students alike want smaller class sizes, but there are no

significant differences found in overall student achievement (Jones et al., 2020).

Moreover, class size does not significantly impact student achievement, with

even modest reductions in class size having no significant effect on scores

(Hoxby, 2020).

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This is the last chapter of the research paper and includes the summary

of findings, conclusion, and suggestions.

Summary of Findings

The primary conclusions of the research, derived from the collected data,

are as follows:

1. Demographic Profile
 51

1.1 Sex. Among the respondents of Grade 11 students in Mabolo National

High School, there are one hundred twenty-nine (129) male respondents,

equivalent to 55.13%, while there are one hundred five (105) female

respondents, equivalent to 44.87%, a total of two hundred thirty-eight (234)

respondents, which equals to 100%.

1.2 Class size. Out of the respondents, there were only seven

respondents whose class sizes fell between 11 and 20, making up 3%. Twelve

respondents had class sizes ranging from 21 to 30, accounting for 5.13%. One

hundred and six respondents had class sizes ranging from 31 to 40, constituting

45.30%. Eighty-eight respondents had class sizes between 41 and 50, which is

equivalent to 37.60%, while twenty-one respondents belonged to class sizes

ranging from 51 to 60, equal to 8.97%. There were two hundred and thirty-four

(234) respondents, representing 100% of the sample.

2. The level of attitude of the respondents in terms of:

2.1. Self-confidence. In this study, self-confidence received an overall

mean 2.48 with a “Disagree” interpretation, generally indicating that the

respondents’ perception on “Self-Confidence towards Mathematics” is negative,

with the highest item “I expect to do fairly well in any math class I take” and the

lowest item “I learn Mathematics easily”.

2.2 Value. According to the findings of the study, value received an overall

mean 3.21 with an agree interpretation. The item, “I want to develop my

mathematical skills” receives the highest weighted mean score of 3.41 indicating
 52

a relatively higher agreement. On the other hand, “I think studying advanced

Mathematics is useful” has a lowest weighted mean score of 3.0, indicating a

lower agreement level.

2.3 Enjoyment. In this study, it appears that the item “I am comfortable

expressing my own ideas on how to look for solutions to a difficult problem in

math” received the highest weighted mean of 3.04. On the other hand, “I really

like Mathematics” has a lowest weighted mean score of 2.48, indicating a slightly

lower agreement level.

2.4 Motivation. The finding of the study in terms of motivation receives an

overall mean of 2.86. The item “The challenge of math appeals to me” receive

the highest weighted mean score of 3.15 indicating a relatively higher agreement

level. On the other hand, “I am willing to take more than the required amount of

Mathematics” has a lowest weighted mean score of 2.63, indicating a slightly

lower agreement level.

3. The Level of Proficiency of the Respondents in General Mathematics:

Midterm and Final Exams

3.1 Midterm Exam Scores. The finding of this study indicates that the

frequency of raw scores between 21 and 30 is the highest, whereas the

frequency is lowest for raw scores between 0 and 10. The midterm exam scores

of the respondents has an average mean of 28.21 and a standard deviation of

5.32. Additionally, the majority of students achieved a satisfactory score in the

General Mathematics Midterm Exam.

 53

3.2 Final Exam Scores. In this study, the raw scores ranging from 31 to 40

had the highest frequency, while raw scores between 0 and 10 had the lowest

frequency. The final exam scores of the respondents has an average mean of

30.73 and a standard deviation of 5.56. Furthermore, students achieved

satisfactory scores in the final exam of General Mathematics.

4. The Interplay of the Main Variables of the Study

4.1 Interplay of the attitude and class size. The study's findings indicate a

significant correlation between students' attitudes toward General Mathematics

and their class size. These results, combined with participants' responses,

strongly suggest that class size plays a considerable role in shaping students'

attitudes toward General Mathematics.

4.2 Interplay of the proficiency and class size. Based on the findings of the

study it was found that there is no significant relationship between students’

proficiency in General Mathematics and their class size. This being said it is least

likely that class size substantially impacts students' attitudes toward General

Mathematics.

Conclusion

Based on the findings of the study, the researchers came to an

understanding that Grade 11 Students in Mabolo National High School

moderately displayed every quality listed under the headings “Self-Confidence,

Value, Enjoyment, and Motivation Towards Mathematics.”

 54

Value, Enjoyment, Motivation, and Self-Confidence were ranked

respectively, from highest to lowest in terms of their weighted mean. The results

show that although class size and students' attitudes toward Mathematics are

significantly correlated, there is no significant correlation between class size and

students' proficiency. The lack of significant correlation shown between class size

and students' proficiency raises the possibility that other factors may have a

greater impact on students' mathematical proficiency.

Additionally, self-confidence has a negative impact on students' attitudes

toward Mathematics, whereas the three components that make up students'

attitudes toward Mathematics — value, enjoyment, and motivation — have a

favorable impact. In General, it is believed that students' attitudes toward

Mathematics are correlated with the class size. However, there is no connection

between students’ mathematical proficiency and their class size. This means that

other credible factors or underlying processes that have a stronger correlation

with students' proficiency will need to be discovered by future studies.

Recommendation

Based on the study's findings, the researchers applaud the following in

order to enhance the potential elements that may be advantageous for students’

proficiency and attitude toward Mathematics:

1. The school should consider following the DepEd’s class size ratio which is

1:40 and maintain an equal number of students every classroom.

 55

2. Discuss the implications of class size on students’ attitudes and proficiency in

General Mathematics, as well as practical implications for educators and

policymakers.

3. Mathematics teachers are recommended to come up with various teaching

styles and techniques in garnering the students’ attention and interest in General

Mathematics.

4. Students should also participate in any programs the school hosts in order to

enhance their mathematical skills as well as increase their confidence in learning

Mathematics.

5. To further examine more underlying aspects that are more impactful on

students’ proficiency and attitude towards General Mathematics, Future

researchers should consider looking into some factors such as elements may

perhaps include financial stability, family issues, educational history, etc. It can

also include teachers’ background including their experience in teaching, major,

and their teaching style.

 56

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APPENDIX A
 62

APPENDIX B

THE SURVEY QUESTIONNAIRE

MABOLO NATIONAL HIGH SCHOOL

Pope John Paul II Avenue, Mabolo, Cebu City

‘‘ATTITUDES AND PROFICIENCY OF GRADE 11 STUDENTS IN

DIFFERENT CLASS SIZES OF GENERAL MATHEMATICS CLASS AT

MABOLO NATIONAL HIGH SCHOOL’’

QUESTIONNAIRE SECTION ONE: DEMOGRAPHY SECTION

 63

1. Sex

☐ Male ☐ Female

2. Class size (total no. of students per section)

☐ 11 - 20 ☐ 21 - 30 ☐ 31 - 40 ☐ 41 - 50 ☐ 51 - 60

QUESTIONNAIRE SECTION TWO: INFORMATIVE SECTION

Student’s Attitudes Toward Mathematics

This inventory consists of statements about your attitude toward

Mathematics. There are no correct or incorrect responses. Ready each item

carefully. Please think about you feel about each item. Below are the items

related to students' attitudes toward Mathematics; please put a check () mark in

the appropriate box.

4 - Strongly Agree [SA]

3 - Agree [A]

2 - Disagree [D]

1 - Strongly Disagree [SD]

 SA A D SD
Indicators
(4) (3) (2) (1)
64
A. SELF-CONFIDENCE

(Given my class size, I believe that...)

1 Mathematics is one of my most dreaded

subjects.

2 My mind goes blank, and I am unable to think

clearly when working with Mathematics.

3 Studying Mathematics makes me feel nervous.

4 Mathematics makes me feel uncomfortable.

5 When I hear the word Mathematics, I have a

feeling of dislike.

6 Mathematics does not scare me at all.

7 I have a lot of self-confidence when it comes to

Mathematics.

8 I am able to solve Mathematics problems without

too much difficulty.

9 I expect to do fairly well in any math class I take.

10 I am always confused in my Mathematics class.

11 I learn Mathematics easily.

12 I believe I am good at solving math problems.

13 A strong math background could help me in my

professional life.

B. VALUE

(Given my class size, I believe that...)

14 Mathematics is a very worthwhile and necessary

subject.

15 I want to develop my mathematical skills.

 65

Thank you so much for your cooperation.

APPENDIX C

DOCUMENTATIONS
66
 67

APPENDIX D
CURRICULUM VITAE OF THE RESEARCHERS

John Michael S. Angana

Serafin Borces St., Mabolo, Cebu City

09632760954

johnangana1111@gmail.com

EDUCATIONAL ATTAINMENT

2022 – PRESENT Mabolo National High School

Pope John Paul II Avenue, Mabolo, Cebu City

Senior High School

2018 – 2022 Mabolo National High School

Pope John Paul II Avenue, Mabolo, Cebu City

Junior High School Diploma

2012 – 2018 Mabolo Elementary School

M.J. Cuenco Ave., Mabolo, Cebu City

Elementary School Diploma

 68

WORKING EXPERIENCE

 Internship Southpole Central Hotel

Junquera St. Cebu City, Cebu
February 26, 2024–March 22,
2024

Maria Elyza F. Dela Peña

Soriano St. Sitio San Isidro, Mabolo Cebu City

09945409188

mariaelyzadelapena2@gmail.com

EDUCATIONAL ATTAINMENT

2022 – PRESENT Mabolo National High School

Pope John Paul II Avenue, Mabolo, Cebu City

Senior High School

2018 – 2022 Mabolo National High School

Pope John Paul II Avenue, Mabolo, Cebu City

Junior High School Diploma

2012 – 2018 Mabolo Elementary School

M.J. Cuenco Ave., Mabolo, Cebu City

 69

Elementary School Diploma

WORKING EXPERIENCE

 Internship Prime Care Alpha Cebu

2nd floor of APM Centrale, A. Soriano
Ave.,
North Reclamation Area, Cebu City,
Philippines
February 19, 2024–March 15, 2024

Fitz Gerald Galit

Back Matimco, Subangdaku, Mandaue City

09288618182

fitzgeraldgalit@gmail.com

EDUCATIONAL ATTAINMENT

2022 – PRESENT Mabolo National High School

Pope John Paul II Avenue, Mabolo, Cebu City

Senior High School

2018 – 2022 Mabolo National High School

Pope John Paul II Avenue, Mabolo, Cebu City

Junior High School Diploma

2012 – 2018 Subangdaku Elementary School

 70

597 Lopez Jaena St, Mandaue City, 6014 Cebu

Elementary School Diploma

WORKING EXPERIENCE

 Internship SkyRise Builders

104 Charity St. Belmont Village, Minglanilla,
6046 Cebu
February 20, 2024 - March 08, 2024

Baby Jane P. Genovia

1381 MJ Cuenco Ave. Brgy. Upper Carreta, C.C

09165373512

babyjanegenovia@gmail.com

EDUCATIONAL ATTAINMENT

2022 – PRESENT Mabolo National High School

Pope John Paul II Avenue, Mabolo, Cebu City

Senior High School

2018 – 2022 Mabolo National High School

Pope John Paul II Avenue, Mabolo, Cebu City

Junior High School Diploma

2012 – 2018 Suba-Masulog Elementary School

 71

Sitio Suba Masulog, Masulog Road, Lapu-Lapu

Elementary School Diploma

WORKING EXPERIENCE

 Internship Southpole Central Hotel

Junquera St. Cebu City, Cebu
February 26, 2024–March 22, 2024

Joshua Kent Niño L. Limjap

Lorega San Miguel St. Cebu City

09696120810

limjapjoshua555@gmail.com

EDUCATIONAL ATTAINMENT

2022 – PRESENT Mabolo National High School

Pope John Paul II Avenue, Mabolo, Cebu City

Senior High School

2018 – 2022 Mabolo National High School

Pope John Paul II Avenue, Mabolo, Cebu City

Junior High School Diploma

 72

2012 – 2018 Carreta Elementary School

M.J. Cuenco Ave., Carreta, Cebu City

Elementary School Diploma

WORKING EXPERIENCE

 Internship Prime Care Alpha Cebu

2nd floor of APM Centrale, A. Soriano
Ave.,
North Reclamation Area, Cebu City,
Philippines
February 19, 2024–March 15, 2024

Althea B. Vargas

1424 Mactan Street, Mabolo Cebu City

09551954855

vargasalthea09@gmail.com

EDUCATIONAL ATTAINMENT

2022 – PRESENT Mabolo National High School

Pope John Paul II Avenue, Mabolo, Cebu City

Senior High School

2018 – 2022 Mabolo National High School

 73

Pope John Paul II Avenue, Mabolo, Cebu City

Junior High School Diploma

2012 – 2018 Mabolo Elementary School

M.J. Cuenco Ave., Mabolo, Cebu City

Elementary School Diploma

WORKING EXPERIENCE

 Internship Mabolo Elementary School

M.J. Cuenco Ave., Mabolo, Cebu City, 6000
February 15, 2024 – March 15, 2024

APPENDIX E

CURRICULUM VITAE OF THE ADVISER

Sweet Niere Lou G. Saldaña

Unit V, Opra, Kalunasan, Cebu City

sweetnierelou.saldana@deped.gov.ph/sweetnierelougamboa2@gmail.com
 74

+639227354170

EDUCATIONAL ATTAINMENT

October 2017 - January 2023 Cebu Technological University

Main Campus

Corner M.J. Cuenco & R. Palma St Cebu City

Master of Arts in Education

Major in Teaching Mathematics

June 2004 – April 2008 Visayas State University

Visca, Baybay City Leyte

Bachelor of Secondary Education

Major in Mathematics

June 2000 – May 2004 St. Mary’s Academy of Dalaguete

Población, Dalaguete, Cebu

PROFESSIONAL EXAMINATION

2011, Licensure Examination for Teachers – Passed, Registration No.1117136

EMPLOYMENT:

June 14, 2022 – Present Senior High School Teacher II

Mabolo National High School

Cebu City Division

December 01, 2016 – June 13, 2022, Senior High School Teacher II

Catalina Lapus-Omega National High

School
 75

Cebu Province Division

July 28, 2014 – January 1, 2016, Customer Service Representative

Convergys

PUBLISHED PAPER:

Title: Breaking Silence: The Quality of Life, Experiences, and

Challenges of Balik Aral Grade 12 Students

Co-authors: Mark Anthony N. Polinar, Mary Adeline Delos Cientos, Marife

Templado

Psychology and Education: A Multidisciplinary Journal DOI:

10.5281/zenodo.10791048

https://scimatic.org/storage/journals/11/pdfs/2615.pdf