Open AccessAcademic Achievement in Algebra of the Public High School Students in the New Normal
Author(s) -
Diana B. Rodrigo,
Alfredo D. Alave
Publication year - 2021
Publication title -
philippine social science journal (university of negros occidental-recoletos- online)/philippine social science journal (university of negros occidental-recoletos-print)
Language(s) - English
Resource type - Journals
eISSN - 2704-288X
pISSN - 2672-3107
DOI - 10.52006/main.v4i3.381
Subject(s) - academic achievement , mathematics education , test (biology) , rank (graph theory) , significant difference , mann–whitney u test , mathematics , descriptive statistics , psychology , kruskal–wallis one way analysis of variance , rank correlation , spearman's rank correlation coefficient , algebra over a field , statistics , combinatorics , pure mathematics , paleontology , biology
This study describes the academic achievement level in Algebra of the public secondary school students in the new normal as a whole and when grouped according to sex and parent's highest educational attainment. Utilizing descriptive-comparative and correlational designs, the academic achievement level, significant differences and relationships among the variables, and the perceived learning difficulties in Quadratic Functions were determined using mean, Mann-Whitney, Kruskal Wallis, Chi-square test of association, Spearman rank correlation, and frequency and percentage distribution. Results showed that the academic achievement level was low; no significant difference and relationship between sex and academic achievement level; there was a significant difference and relationship between parent's highest educational attainment and achievement level, and students' top difficulty is transforming quadratic functions into the form f(x)=[a(x-h)^2]+k. Therefore, Algebra teachers, school heads, and parents should take necessary interventions to address the problem.