ABSTRACT

This research was conducted at the Laguna State Polytechnic University L. de

Leon St. Siniloan, Laguna, with a total of one hundred twenty six (126) respondents.

Descriptive method was used in this study. The researcher used a checklist-questionnaire

method in order to reveal the relationship of the variables.

The research was conducted to determine the factors affecting mathematics

performance of laboratory high school students at Laguna State Polytechnic University

Academic Year 2009-2010. It aimed to find out the appropriate answers to the following

questions: what is the extent of the student-related factors in terms of interest and study

habits?;what is the extent of teacher-related factors as evaluated by the students in terms

of personality traits, teaching skills and instructional materials ?; what is the level of

students’ mathematics performance ?; Is there a significant relationship between the

students’ mathematics performance and the student-related factors?; Is there a significant

relationship between the students’ mathematics performance and teacher-related factors ?

Through the problems stated, the researcher came up with the following null

hypotheses: H0 There is no significant relationship between students’ mathematics

performance and the student-related factors. H0 There is no significant relationship

between students’ mathematics performance and the teacher-related factors.

After administering the questionnaire, the researcher used weighted mean and

rank to determine the extent of student-related factors in terms of interest and study habits

and the extent of teacher-related factors in terms of personality traits, teaching skills and

instructional materials. Mean, median, mode, standard deviation, skewness, kurtosis were

used to determine the level of performance of students in mathematics. Pearson-r was

used to test the significance of input and output variables.

After analyzing the data, the researcher concluded that there is no significant

relationship between the student-related factors and students’ mathematics performance.

There is no significant relationship between the teacher-related factors and students’

mathematics performance. Therefore, the null hypotheses were accepted.

Based on the conclusions the following were recommended: more comprehensive

researches to Mathematics be made by the future researchers to determine a more focused

result on the relationship; more thorough research on study habits be made by future

researchers to determine its effects on student performance; and it is further

recommended that the same study be conducted in a National High School wherein the

respondents will be composed of heterogeneous learners.