**ABSTRACT**

Mathematics is one of the difficult subjects that most student got afraid, nervous, fear and the like. What are the techniques, strategies of teachers will implement for diverse students in one class? This research endeavor aimed to find out the factors that affect the performance of Grade 11 learners in General Mathematics per strand. They study utilized adopt questionnaire for 385 respondents. Mean, Spearman Rho Correlation and Stepwise Regression Analysis were the statistical tools employed. The study revealed that different strand has different factors that affect the performance in General Mathematics. For ABM only sex (t = -2.332, p < .022). Sex explains only 4.3% of the variance in Math grades, but the explanatory model is significant at F = 5.440, p < .022, Math anxiety (t = -2.851, p < .005) is a significant predictor of Mathematics performance. For GAS Mathematics anxiety (t = -2.224, p < .032) among the psychological factors. Whilst ICT age (t=-2.147, p < .004). It indicates that age with 7.5 % variance on their math grade but an predictive model F= 8.864, p < .004. While Mathematics anxiety (t = -2.224, p < .032). For STEM Mathematics anxiety (t = -2.509, p < .018) among the psychological factors was found to have a predictive relationship with the said academic performance. The predictive model was significant at F = 6.295, p < .018. Lastly, HUMSS strand has no predictive significant.

Keywords: Polytechnic University of the Philippines, Master of Science in Mathematics Education, biological and psychological factors, mathematics performance, strand

**INTRODUCTION**

Mathematics is one subject that most students don’t like despite it teaching us may important and useful skills in our human life. Without the knowledge of mathematics, we are nothing in this world. Now-a-day’s, it is very useful in our daily living, everything we do it involves mathematics. It has been accepted as an important component of formal education from the ancient period to the present day. (Salvador et al., 2018). History shows that ancient scholars developed mathematics by practically being obliged by day-to-day problems. It emphasized language to communicate with other people, giving information and the like. Learning is an infinite process that requires time, effort, mind, and innovation (Dapitan et al, 2019). The Department of Education is aiming for the quality of education where no child will be left behind. From the 20th century to the 21st century, the evolution of curriculum has been noticed. According to Republic Act, 10533 also called the Enhanced Basic Education Act of 2013 mandates the Department of Education to another two years of basic education and compulsory kindergarten. Way back to 2012 DepEd was implementing the K-12 program under the new Enhanced Basic Education which requires a Filipino child to undergo Kindergarten, Elementary, Junior High School, and an additional two years in Senior High School. Section 2 Article IV of the Code of Ethics for Professional Teachers mandates that as a teacher it is a must to do all the best preparation for every aspect of teaching. Thus, low performance in mathematics has evidence in our NAT result as the record attests of the National Achievement Test (NAT) of the last three years. According to the Department of Education or DepEd (2015), the new curriculum provides a solid foundation and deeper understanding in mathematics to students. More importantly, it prepares students for the Global future and provides them the best possible tools and career choices after High School. It pertains to pave way necessary concepts and skills in life necessary for every Filipino learner as their preparation to the next stage in their life as life-long learners and responsible citizens of the country. The Department of Education Senior High School students are required to take two mathematics subjects. These subjects are General mathematics which is offered in the first semester, and Statistics and Probability offered in the second semester. All strands are required to take General mathematics. Strengthening mathematics learning among the students’ in secondary schools is necessary as it brings about national progress and development.

According to Mata, and Monteiro et al. (2012), attitude is a reflection and students acquire positive attitudes towards mathematics as an effect of them of grade and achievement in math. Mato and De La Torre [4] in a study with secondary school students also stated that students with a positive attitude achieved better grades or performance in math than those with negative attitude who achieved poorer mathematics performance. From investigations, most secondary schools record the same pattern of poor mathematics performances year in, year out. The exit assessment of Senior High School testifies the poor performance in mathematics as record attests. In the National Achievement test of Kasiglahan Village Senior High School for the last three years in math, the result for the year 2017-2018 is 33.82% MPS only. For the school year 2017-2018, mathematics NAT result in KVSHS is the lowest of all other fields. The National performance of the Fourth year (Grade 10) public high school in National Achievement Test in terms of Mean Percentage Score (MPS) are 45.56% (2009-2010), 47.92%, (2010-2011), 48.90% (20111-2012) respectively. The result of the NAT exam got a very low mean percentage; it signifies that students have poor performance and retention levels in mathematics. Bawas and Cagas et al (2018) found out that the level of a problem-solving skills of Senior High School (SHS) students in General mathematics is not satisfactory. The students as respondents have less mastery of the topics/competencies in General mathematics thereby reflecting a very poor problem-solving ability. The Philippines participated in Trends in mathematics and Science Studies (TIMSS), and out of 45 countries, based on the average scores of High school students that were tested in mathematics, the Philippines ranked 41 in the year 2003. The Philippines had a lower average compared to the international average in both math and Science. The different factors affecting the progress and development of students are the primary concern of Educators; the society in which these students live determines their purpose in pursuing a higher degree of education. The demands on technically skilled workers, the employability of graduates in different fields of expertise, and the nature of the country’s industry are the factors considered in choosing a major course in college.

Geist (2010) stated that math anxiety and negative attitudes combined towards mathematics are serious problems for children in all levels of schooling. The negative attitude toward mathematics is a big difference between levels of mathematics achievement. Several studies focus on biological factors only and other studies on psychological factors with different variables used as predictors in mathematics performance.

This study combined both biological and psychological factors with selected variables and applied them to five strands ABM, ICT, GAS, HUMSS, and STEM to determine the variables that affect the performance in General mathematics of Grade 11 Learners of the public Senior High School in Rodriguez, Rizal.

see PDF attachment for more information