English language proficiency, mathematics performance and learning difficulties of high school students

Sub Title:

Author: Flores, Dolly Rose H.

Accession Number: 1317T

Class No: 420.7

Author No: F663

Copyright Year: 2008

Abstract:

This descriptive – correlational study was conducted to determine the English Language Proficiency, Mathematics Performance and Learning Difficulties of the high school students. The subjects of the study were the 150 second year high school students of Passi City, Iloilo enrolled for school year 2007 – 2008. This study intended to determine the level of the students’ English language proficiency and mathematics performance in terms of basic concepts, computation and problem solving. This study also aspired to ascertain whether significant difference existed in the students’ mathematics performance when they are grouped according to sex and type of school. Also to test whether there is a relationship between the students’ English language proficiency and mathematics performance. Statistical tests employed were frequency count and percentage, ranking, mean, standard deviation, t – test, ANOVA, Scheffe test and Pearson’s r. The results showed that the students had a “high” level of English language proficiency when taken as an entire group and when classified according to sex. When classified as to type of school, the private and the public – special science class had a “high” English language proficiency level while the public – regular class had an “average” level of English language proficiency. This study revealed that when taken as an entire group and when grouped according to sex the students had a “high” level of mathematics performance on basic concepts and on computation. When classified as to type of school, the private and the public – special science class had a “high” level of mathematics performance while the public – regular class had an “average” level mathematics performance on basic concepts and computation. In terms of problem solving, the students when taken as a whole group and when classified according to sex the students showed an “average” level of mathematics performance. When classified as to type of school, the private school exhibited an “average” level of mathematics performance, the public special science class had “high” level of mathematics performance while the public – regular class had a “very low” level mathematics performance in terms of problem solving. The top five topics which the students found to be most difficult under basic concepts were: divisibility rules, operations on fractions, relations and functions, solving for the square root and properties of equality. Under computation the topics which were found to be difficult by the students were: solving for the hypotenuse of a right triangle, radical equations, number relations, solving for the absolute value and operations on radicals. It was found out that there was no significant difference on the students’ performance in mathematics when they are grouped according to sex but there was a significant difference on the students’ performance in mathematics when they are grouped according to type of school. The results revealed that there was a high positive relationship on the students’ English language proficiency and mathematics performance.


Keywords: English language proficiency, mathematics performance, Learning difficulties

Citation:



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