High School Students' Performance in Elementary and Intermediate Algebra: A Correlational Study

Abstract

The research study investigated the Students’ Performance in Elementary and Intermediate Algebra of high school students in the Division of Alaminos City focused on the a) student-related factors in terms of the following: Students’ Profile includes sex, age, educational attainment of parents, occupation of parents, and family income; students’ performance in Elementary Algebra based from the first year final rating and Intermediate Algebra based from first and second grading rates, and aptitude in Algebra based from the Division Test; and students’ characteristics includes interest in Algebra and attitude towards Algebra, b) the school-related factors along the following: Algebra Teachers’ profile includes age, sex, highest educational attainment, field of specialization, length of teaching experience, performance rating, and number of preparations; and, status of existing physical facilities and instructional materials: adequacy, functionality, and accessibility, c) the significant difference between students’ performance in Algebra across their profile variable, d) the significant difference between students’ performance in Elementary Algebra and Intermediate Algebra, e) the significant relationship between the students’ performance in Algebra and their interest and attitude towards Algebra, f) the significant relationship between the students’ performance in Algebra and the characteristics of Algebra Teachers, and g) the significant relationship between the students’ performance in Algebra and the status of existing physical facilities and instructional materials.