Mathematical Performance of Freshman Students’ vis-à-vis

Abstract

The descriptive correlational method of research aimed to analyze the mathematical performance of high school freshmen in relation to their admission test results. Specifically, it sought to answer the following questions: 1.) What is the profile of the respondents in the terms of age, gender, and types of elementary school graduated? 2.) What is the mathematical performance of the respondents? 3.) Is there a significant relationship between the mathematical performance and the profile of the respondents in terms of age, gender, and types of elementary school graduated? 4.) What are the admission test results of the respondents? 5.) Is there a significant relationship between the admission test results of the respondents and their profile in terms of age, gender, and types of elementary school graduated? 6.) Is there a significant relationship between the mathematical performance of the respondents to their admission test results? 7.) Is there a significant difference in the mathematical performance between ASC and VAC respondents? 8.) Is there a significant difference in the admission test results between ASC and VAC respondents? Findings revealed that the mean age of the respondents was 12.96 (ASC) and 12.80 (VAC). There were more female than the male students in the VAC, while of the same number among the ASC. More public elementary graduates were found in the VAC while lesser in the ASC program. Talking about the mathematical performance, the ASC obtained 29.42 (Good); the VAC was 25.15 (Good). The admission mean scores of both programs were 38.04 and 32.13 described as both Satisfactory. The relationship of the mathematical performance and the admission test results to the age, gender, and types of elementary school of the ASC and VAC respondents were not significant. Relationship between the mathematical performance and the admission test results was significant. Difference in mathematical performance and admission test results between ASC and VAC respondents was significant.                 In reference to the foregoing summary of findings and conclusions, the following recommendations are hereby provided: Different approaches such as cooperative learning, making topics practical and workable, and student’s perceptions towards Mathematics should be taken into considerations in teaching Math to ASC and VAC students to enhance their mathematical abilities and become very satisfactory in Mathematics. Elementary teacher should provide deeper concepts to prepare grade six students for the different school admission test. A similar study should be conducted that will trail the Mathematics learning process of the students from first year to fourth year high school. Further study should be conducted to include factors, which were not considered in this study.