HOMEWORK GUIDANCE AS A PREDICTOR OF STUDENT’S ACADEMIC

PERFORMANCE IN MATHEMATICS

____________________

A Research Presented to the Senior High School Department of Mangayon

National High School, Compostela, Davao de Oro

___________________

In Partial Fulfillment of the Requirements for the Practical Research

____________________
 1

Chapter 1

THE PROBLEM AND ITS SETTING

Background of the Study

Mathematics is a subject with significant interest due to its perceived dislike and difficulty

among the students(Fernandez et al., 2018). Many believe it is impractical, difficult, and

uninteresting, with additional attention required and not affordable for (Castillo-Sánchez et al.,

2020). Low math achievement is commonly recognized as one of the most serious issues

(Hodgen et al., 2020). The big-fish-little-pond effect (BFLPE) suggests that adolescents in

mathematically higher-performing classrooms may have a low mathematics self-concept

(Marsh, Parker, & Pekrun, 2019) and experience unpleasant mathematics-related achievement

emotions (Pekrun, Murayama, Marsh, Goetz, & Frenzel, 2019).

In the 2018 PISA test, the average math score for OECD countries was 489, whereas

Turkey’s average score was 454. Turkey’s performance remains below average. In addition,

Turkey’s average math score (454) is lower than the national averages in science (468) and

reading (466) (OECD, 2018a). According to the Trends in International Mathematics and

Science Study (TIMSS) exams, Lebanon’s average mathematics achievement levels have not

only declined since 2007, but have also continuously fallen below the global average. The

current TIMSS level is 475 (Mullis et al., 2020). Demonstrates that Lebanese students are

capable of applying their basic mathematics knowledge to simpler circumstances rather than

tackling difficult issues (Mullis et al., 2020).

The Philippines struggles in math education and scores among the worst in international

tests (San Juan, 2019). The average math ability score of Filipino students in the 2018

international PISA report was 353 points, much lower than the OECD average of 489 points,

indicating a proficiency level below level 1 (OECD, 2019). The Philippines also scored 297 in

math in the 2019 Trends in the Society for International Evaluation of Education (TIMSS) (Mullis
et al., 2019). In the 2018 Program for International Student Assessment (PISA), Philippine

students were among the lowest performing students among all participating countries. In math,

less than 20% of students demonstrated minimal proficiency (level 2), while more than 50% of

students demonstrated very low proficiency (below level 1). These Filipino children were

certainly left behind in terms of mathematics education, performing below the lowest PISA

proficiency level; More than half of Filipino students in this age group have insufficient math

skills compared to their classmates in other parts of the world. Levels of underachievement in

math varied between public and private school students, with average scores of 343 and 395,

respectively (Department of Education 2019).

One of the schools in Compostela, Davao de Oro recorded that 15 out of 45 students

were able to pass their fourth quarter examination in mathematics last school year 2022 – 2023.

This signifies that students have low performance in mathematics as also stated by their math

coordinator (Office of the Math Coordinator, 2023).

Studies predict math performance by focusing on students’ problem-solving skills and

attitudes. There is a gap in understanding subtle influences and techniques for guiding

homework, structuring it, and supporting independent learning. Research is being conducted in

other countries as well. Although research exists on predicting math achievement using teacher

factors, no studies have modeled homework guidance as a predictor of academic Performance

in math . This local-level study motivated the researcher to continue this study. This study aims

to fill the gap.

This research will serve as an instrument to those students who are struggling in

mathematics because they will learn and understand that homework guidance is an important

factor because it will help those students to truly understand what they need to know about

mathematics and, most importantly, it will help them increase productivity and motivate them to

study in mathematics in order to address their low performance in mathematics. Administrator

can also benefits this study to better understand that Homework guidance can considerably
increase a student’s knowledge and mastery of mathematical ideas. Students are more likely to

finish their tasks effectively and on time when they receive assistance and support with their

math homework.

The urgency of studying homework guidance as a predictor of academic Performance in

mathematics lies in its ability to significantly improve academic achievement. This study has the

potential to give crucial information about the impact of teacher instruction on students’

knowledge and mastery of mathematical ideas, which is essential for academic achievement.

Addressing this critical issue may help in the development of better teaching techniques and

appropriate assistance for students, resulting in better math skills and achievement. It can also

help to the present efforts to improve educational quality and lower the math achievement gap,

supporting a more equitable and effective educational system.

 STATEMENT OF THE PROBLEM

This study aims to determine the causal relationship of homework guidance as predictors

of academic Performance in mathematics. Specifically, this study wants to seek answers to the

following questions:

1. What is the level of homework guidance in terms of:

1.1 Homework resource (HR)

1.2 Learning resources (LR)

1.3 Learning content (LC)

1.4 Learning method (LM)

1.5 Emotional support (ES).

2. What is the level of student’s academic performance in mathematics?

3. Is there a significant relationship between homework guidance and student’s academic

performance in mathematics?

4. Do homework guidance Significantly predict student’s academic performance in

mathematics?
 THEORITICAL AND CONCEPTUAL FRAMEWORK

This study anchored on the following concepts and studies:

According to Zhu and Lueng ( 2011), the time spent on daily mathematics homework

had significantly positive effect on students. The study of Rosario et al., (2018), showed that

homework purposes, students’ homework variables and mathematic achievement are

associated, and the relationship between homework purposes and mathematic achievement is

mediated, by students’ perception of homework quality. In addition, the results of multilevel

modeling showed that after controlling for student characteristics and class-level variables,

extension homework positively impacted students’ mathematics achievement (Rosario et al.,

2015). Another study showed that student homework behaviors, perceived parental homework

involvement, and academic achievement are significantly related ( Núñez et al., 2015). The

study of Rosario et al., (2019), showed that teachers monitored homework either using a single

strategy or a combination of strategies linked to a specific purpose.

Figure 1 shows the hypothesize model of the study. It displays the direct relationship

between Homework guidance towards Student’s academic performance in mathematics. As

shown in the figure, the independent variable is homework guidance, while the dependent

Variable is student’s academic performance in mathematics. The figure assumes that

homework guidance significantly predicts student’s Academic performance in mathematics.

Further, according to the study of Zhou et al., (2017) the study’s independent variable is

homework guidance has five (5) indicators: Homework requirement, Learning resources,

Learning content, Learning method, Emotional support . Lastly, the dependent variable, student

academic performance in mathematics was a final Grade based on mathematics subjects in

Grade 10 curriculum.
Homework Guidance :

 Homework requirement
(HR) Student’s Academic
 Learning resources (LR) Performance in Mathematics
 Learning content (LC)
 Learning method (LM)
 Emotional support (ES)

Figure 1: Conceptual Framework of the Study

REFERENCES:
Castillo-Sánchez, M., Gamboa-Araya, R., & Hidalgo-Mora, R. (2020). Factors that influence
student dropout and failing grades in a university mathematics course. Uniciencia, 34(1),
219-245. https://doi.org/10.15359/ru.34-1.13
Cosgaya-Barrera, B. R., & Castro-Villagrán, A. (2019). Creencias sobre el Aprendizaje de las
Matemáticas en Estudiantes de Ingeniería. Conciencia Tecnológica, (57), 1-15.
Fernández, R., Hernández, C. A., Prada, R., & Ramírez, P. (2018). Dominio afectivo y prácticas
pedagógicas de docentes de Matemáticas. Dominio afectivo y prácticas pedagógicas de
docentes de Matemáticas. Revista Espacios, 39(23), 25-35
Hodgen, J., Coe, R., Foster, C., Brown, M., Higgins, S., & Küchemann, D. (2020). Low
Attainment in mathematics: An investigation focusing on Year 9 students in England.
London: University College London Institute of Education.
https://discovery.ucl.ac.uk/id/eprint/10091720/
Marsh et al., 2019 H.W. Marsh, P.D. Parker, R. Pekrun Three paradoxical effects on academic
self-concept across countries, schools, and students: Frame-of-reference as a unifying
theoretical explanation European Psychologist, 24 (2019), pp. 231-242, 10.1027/1016-
9040/a000332
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019
International results in Mathematics and Science. Retrieved from Boston College,
TIMSS & PIRLS. https://timssandpirls.bc.edu/timss2019/international-results/
International Study Center website.
Mullis, I., Martin, M., Foy, P., Kelly, D., & Fishbein, B. (2019). TIMSS 2019 international Results
in mathematics and science. TIMSS & PIRLS International Study Center, Lynch School
of Education and Human Development, Boston College and International Association for
the Evaluation of Educational Achievement (IEA), 9.
Núñez J. C., Suarez N., Rosario P., Vallejo G., Valle A., Epstein J.L., (2015). Relationships
between perceived parental involvement in homework, student homework behaviors,
and academic achievement: differences among elementary, junior high, and high
school students. Retrieved from : https://link.springer.com/article/10.1007/s11409-015-
9135-5
OECD (2018a). PISA 2018 results. Available from https://www.oecd.org/pisa/publications/pisa-
2018- results.htm.
OECD. (2019). Programme for international students’ assessment (PISA) results from PISA
2018. OECD 2019, 1(3), 1-12.
https://www.oecd.org/pisa/publications/PISA2018_CN_PHL.pdf
Office of the Mathematics Coordinator (2023) School Records, Compostela, Davao de Oro
Pekrun et al., 2019 R. Pekrun, K. Murayama, H.W. Marsh, T. Goetz, A.C. Frenzel Happy fish in
little ponds: Testing a reference group model of achievement and emotion Journal of
Personality and Social Psychology, 117 (2019), pp. 166-185, 10.1037/pspp0000230
Rosario P., Cunha j., Nunes A. R., Moreira T., Núñez J. C., Xu J., (2019). Did you do your
homework? Mathematics teachers’ homework follow-up practices at middle school
level. Retrieved from: https://scholar.google.com/scholar?hl=en&as_sdt=-
0%2C5&as_ylo=2019&q=Did+you+do+your+homework%3F+Mathematics+teacher
%27s+homework+follow-up+practices&btnG#d=gs_qabs&t=1695630942802&u=%23p
%3DPfBanILtnVoJ
Rosario P., Núñez J. C., Vallejo G., Nunes T., Cunha J., Fuentes S., Valle A., (2018) :
Homework purposes, homework behaviors, and academic achievement. Examining the
mediating role of students’ perceived homework quality. Retrieved from:
https://www.sciencedirect.com/science/article/abs/pii/S0361476X1730111X?via%3Dihub

Rosario P., Núñez J. C., Vallejo G., Nunes T., Cunha J., Mourão R., Pinto R., (2015). Does
homework design matter? The role of homework's purpose in student mathematics
achievement. Retrieved from:
https://www.sciencedirect.com/science/article/abs/pii/S0361476X15000405
San Juan, R. (2019). Deped welcomes PISA results, recognizes ‘gaps’ in education quality.
PhilStar global.
https://www.philstar.com/headlines/2019/12/04/1974229/depedwelcomes-pisa-results-
recognizes-gaps-education-quality
Zhu y., and Lueng F. K. S., (2011) HOMEWORK AND MATHEMATICS ACHIEVEMENT IN
HONG KONG: EVIDENCE FROM THE TIMSS 2003. Retrieved from:
https://link.springer.com/article/10.1007/s10763-011-9302-3

Zhou Y., Chai C. S., Liang J. C., Jin M., Tsai C. C., (2017) The Relationship Between Teachers’
Online Homework Guidance And Technological Pedagogical Content Knowledge About
Educational Use of Web