SCHOOL-LEVEL FACTORS AFFECTING MATHEMATICS PERFORMANCE IN A DEVELOPING COUNTRY: A CASE STUDY IN A PHILIPPINES STATE UNIVERSITY

Severina P. Velos, Marivel B. Go, Johnry Dayupay, Glynne P. Bate, Rodolfo A. Golbin, Jr.
, Cebu Technological University- Moalboal Campus

Abstract

This study aims to identify which school-level factors relate to the teacher’s competence, instructional materials, classroom climate, administrative and supervisory support, and school facilities associated with university students' performance. A case study is then presented in a state university in Cebu, Philippines, with students' and teachers' participation. The analysis makes use of a correlation method. Results show that the most influential factor with a very high positive correlation is teacher’s competence, followed by classroom climate and school facilities, which yielded a high positive correlation and instructional materials and administrative and supervisory support with a moderate positive correlation. These findings are intended to guide various stakeholders in understanding the influence of school-level factors on students' performance in mathematics in the context of a developing country. Moreover, such results will help stakeholders develop education strategies, policies, and initiatives to effectively improve student performance.


 


Published
2019
How to Cite
VELOS, Severina P. et al. SCHOOL-LEVEL FACTORS AFFECTING MATHEMATICS PERFORMANCE IN A DEVELOPING COUNTRY: A CASE STUDY IN A PHILIPPINES STATE UNIVERSITY. Journal of Agriculture and Technology Management, [S.l.], v. 22, n. 1, p. 27-33, dec. 2019. ISSN 2599-4980. Available at: <http://jatm.ctu.edu.ph/index.php/ttj/article/view/291>. Date accessed: 07 mar. 2021.