FACTORS AFFECTING THE ACADEMIC

PERFORMANCE OF LEARNERS IN MATHEMATICS

AMIDST PANDEMIC

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2022
Volume: 5
Pages: 624-637
Document ID: 2022PEMJ358
DOI: 10.5281/zenodo.7337795
Manuscript Accepted: 2022-19-11
Psych Educ, 2022, 5(1): 624-637, Document ID: PEMJ358, doi: 10.5281/zenodo.7337795, ISSN 2822-4353
Research Article

Factors Affecting the Academic Performance of Learners in Mathematics

Amidst Pandemic
Benjamin F. Mijares III*
For affiliations and corres

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Research Article

(Manlangit et al., 2021). This pandemic has paved the way for the
implementation of different learning modalities like
Teaching mathematics through modular distance
Modular Distance Learning as an urgent response to
learning has been a challenge to mathematics
ensure the continuity of education. The key purpose of
educators due to the nature of communication with
learners and the availability of material delivery during this research is to determine the effects of the
instruction. Traditionally, mathematics was primarily identified factors such as parental roles, learners ‘
taught through face-to-face interaction, and the attitudes toward Mathematics, and strategies of
students were able to interact with the materials teachers on the academic performance of intermediate
provided as well as with one another in the classroom. learners in Mathematics using the Modular Distance
Facing the new normal of education in mathematics Learning Modality at Bungahan Elementary School.
teaching is critical for teachers who use various The respondents are the parents, teachers as well as
Distance Learning Modalities. It is a significant learners of Grade 4, 5, and 6 who are currently
challenge to convey a teacher's knowledge to students enrolled during the school year 2021-2022.
while taking into account the individual's ability to
reach out, particularly to those students who cannot Research Questions
afford a cellphone or even buy enough to communicate
with them, and vice versa. (Dampog, 2021). Aksan This study aimed to determine the factors affecting the
(2021) stressed that there is an impact of the teaching- academic performance of intermediate learners in
learning process in new normal education on students’ Mathematics. Specifically, the study seeks an answer
performance above all using modular set up of to the following questions:
learning in Mathematics. Because education is no
longer confined to the classroom, parents have become 1. How may the teacher’s strategies in response to
educators' partners. As home facilitators, parents play education times of the pandemic be described?
a critical role. In modular learning, their primary role 1.1 Utilization of a variety of teaching strategies and
is to establish a connection with the child and to guide
resources
them (FlipScience, 2020).
1.2 Information, communication, and technology
According to Nardo (2017), the utilization of modules skills for online and offline instruction
advocates self-directed learning. Students with better 1.3 Student assessment and evaluation skills in the
self-study or learning skills benefit from using new normal
modules for learning. Students are engrossed in 1.4 Interpersonal communication skills
learning because of the concepts presented in the 1.5 Self-management skills
modules. Students develop a sense of responsibility as 2. How may parental involvement be described in
a result of the tasks they are given. They were ready to terms of the following categories?
progress on their own. They are empowered as they 2.1 Mentoring strategies
learn to learn. In addition, the students take part in real- 2.2 Parental involvement strategies
life activities. They learn new things and have their 2.3 Awarding recognition strategies
own experiences with their knowledge. Students learn 2.4 Awarding scheme strategies
to reflect on their own experiences, allowing them to 3. How may a learner’s perceived attitude towards
develop new skills. Learning through modular mathematics be described?
instruction allows students to take charge of their
3.1 Perceived motivation and support
education. On the other hand, Bijeesh (2017),
3.2.Perceived anxiety in learning mathematics
emphasized that if students are not surrounded by
3.3 Perceived self-efficacy in learning mathematics
teachers and classmates who remind them of their
responsibilities, they are more likely to become
4. How may a learner’s academic performance in
distracted and lose track of deadlines. Furthermore, Mathematics be described based on their general
Dangle and Sumaoang (2020) revealed the main weighted average?
challenges that arose in the implementation of modular 5. Is there a significant relationship between parental
distance learning, including a lack of budget for the involvement in the academic performance of learners
creation and delivery of modules; students having in Mathematics?
difficulty answering their tasks on their modules; and 6. Is there a significant relationship between the
parents lacking academic knowledge to guide their students' perceived attitudes in the academic
children. performance of learners in Mathematics?

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Research Article

Literature Review contributes more to children’s intellectual and social

development than parental occupation, education, or
income. A parent’s attitudes, aspirations, and behavior
Parental Involvement in Increasing Learners’ are all important, as is their ability to know their
Academic Performance child’s day-to-day progress, undertake family learning
together, and talk regularly with their child about their
Improving the educational success of all students is an learning (Dampog, 2021).
essential educational goal that has received a lot of
public attention. As a result, it is critical to identify the Attitudes of Learners towards Mathematics
influence factors that promote academic success as
well as the pathways through which they operate. A Several studies have identified various factors that
study conducted by Xiong (2021) said that many contribute to students' poor math performance. Tudy
researchers pointed out that parental involvement is (2014) studied Filipino students and discovered that
one promising avenue for improving students' only attitudes toward mathematics had a significant
academic outcomes. Parents play a critical role in their influence on the student's academic performance.
children's education. Studies have shown that when Students who have a positive attitude toward the
parents are more involved in their children's education, subject perform better. As a result, developing a
they achieve better results. According to the positive attitude toward mathematics can help students
Department of Education (DepEd), parents and in the Philippines improve their math performance.
guardians perform varied roles in Modular Learning One factor affecting the academic performance of
like Module-ator, Bundy-clock, and Home Innovator. learners is certainly their anxious attitude. Anxiety is
As a Module-ator, they're liable for collecting and defined in the dictionary as "sadness, concern/distress,
submitting printed Self-Learning Modules (SLMs) worry" Language Association (TDK), 2019. ( Turkish
from and to schools or barangay halls at the beginning ). Anxiety is a component of mental, physical, and
and end of every week, as agreed by the parents and affective behaviors, according to Aydn and Tiryaki
the school. They must check their child's schedule or (2017). Anxiety is commonly thought to have only a
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number of subjects or activities to be completed, they
must ensure that all procedures are followed to avoid
cramming or delays in submission, which could
negatively impact the child's performance. Finally, as
Home innovators, they must provide a productive
learning environment for their children to help them
focus more on learning. It must be a well-lit, well-
ventilated space with little or no distractions in the
house (Nalagon, 2021).

There is an outsized and growing body of evidence

showing that parental engagement in children’s
learning is related to higher levels of attainment among
children. According to Mathipa (2014), the level of
commitment to parental support and the level of
parental activity and participation are the two key
elements that contribute to the concept of parental
involvement. This is supported by the study conducted
by Cai et al., (2016) that students with the most
supportive parents not only have higher proficiency
levels but are also more positive toward mathematics
than those with the least supportive parents. Aquino et
al., (2019) concluded that the academic performance
of students in Mathematics is influenced by parental
involvement strategies, but only to a minor extent. The
role of parents within the entire journey of their child’s
education is one biggest attributes and contributory
factors to their success. Good quality home learning

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Psych Educ, 2022, 5(1): 624-637, Document ID: PEMJ358, doi: 10.5281/zenodo.7337795, ISSN 2822-4353
Research Article

Distribution of Teacher-Respondents

literacy and competency out of all the different online

learning challenges. This is not surprising given the
wealth of research demonstrating the high
technological and digital literacy of Gen Z students
(born after 1996) (Ng, 2012; Barrot, 2018; Roblek et
al., 2019).

The table represents the percentage distribution of

Methodology teachers who taught Math subjects in the school year
2021-2022. A total of six teachers were able to become
part of the study.
The study used descriptive-correlational design, which
aimed to determine the relationship between the Distribution of Parent/Guardian Respondent
factors affecting the academic performance of learners
in Mathematics. A correlational study design,
according to Asuero et al. (2006), entails gathering
data to ascertain whether and how much a relationship
exists between two or more variables.

Participants

The focus of the study was on the teachers, parents, The table above shows the percentage distribution of
and learners of key stage 2 level which comprised of parents or guardians who participated in the study. A
total of 134 parent/guardian respondents were able to
Grade 4, 5, and 6, who were under the implementation
become a part of the study.
of distance learning during the school year
2021-2022. The respondents of the study consisted of Instruments of the Study
134 learners, 134 parents and guardians and 6 teachers
during the school year 2021-2022. The following The researcher used survey questionnaires as the main
tables shows the distribution of the respondents. data-gathering tool for this study. The instrument
consisted of three questionnaires intended for parents,
Distribution of Respondents-Learners learners, and teachers. Teachers were given a
questionnaire to collect their profiles and their learning
strategies that is conditioned by levels of preparedness
from various perspectives such as (1) utilization of a
variety of teaching strategies and resources, (2)
Information, communication, and technology skills for
online and offline instruction, (3) Student assessment
and evaluation skills in new normal, (4) Interpersonal
communication skills, and (5) Self- management skills.
This research instrument was adopted from the study
conducted by Agaloos et al., (2020) entitled “
The table above shows the percentage distribution of Preparedness of Teachers to the New Normal Learning
learners who were enrolled in the school year in the Schools Division of Pangasinan II –“ and was
2021-2022. The student-respondents were comprised validated by three experts and was interpreted as
of key stage 2 learners identified as grade 4,5, and 6 “highly valid”.
learners. A total of 134 learners were able to become
The questionnaire for parents was adapted from the
part of the study.
published research study conducted by Aquino et al.,

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Research Article

(2019) entitled “Parental Involvement Strategies Vis-

à-Vis Academic Performance of Junior High School were informed about all the steps that will be taken in
Students in Mathematics”. This instrument used a 5- this research. The participants are more important
point Likert scale with responses such as 5-Always, 4- than the study, and therefore always respected. They
Frequently, 3-Sometimes, 2-Rarely, and 1-Never. The were informed that the study is completely voluntary
expected value for the computed coefficient must be and would not affect their lives as students and as
greater than 0.700 to qualify as “reliable” and the persons, even their families, in any way.
resulting Cronbach's alpha is 0.913 which confirms Confidentiality was the researchers’ top priority until
that the questionnaire is reliable. The questionnaire for the completion of the study.
learners was adopted from the Mathematics Attitude
Scale (MAS) developed by Facultad and Sevial
(2019). This instrument was used to measure the Results
attitude of intermediate learners toward Mathematics
in the context of the new normal setting. This
This section of the research shows the results of the
instrument is designed as a Five-Point Likert Scale.
study in relation to both research questions and
The options of this scale are the following: 5-Strongly
existing knowledge following the sequence of the
Agree, 4-Agree, 3-Undecided, 2-Disagree, and 1-
research objectives: (a) to determine the teacher’s
Strongly Disagree. The “Students’ Perceived
strategies in response to education times of the
Motivation and Support in Learning Mathematics”,
pandemic; (b) to identify the level of parental
“Students’ Perceived Anxiety in Learning
involvement; (c) to evaluate the perceived attitudes of
Mathematics”, and “Students’ Perceived Self-Efficacy
learners towards Mathematics; (d) to determine the
in Learning Mathematics” have Cronbach Alpha
academic performance of learners in Mathematics; e)
values of 0.729, 0.766, and 0.776 respectively. It only
to assess the significant relationship that exists
means that the questionnaires used were reliable. This
between parental involvement and learners’ perceived
questionnaire was translated into Filipino to help other
attitudes to their academic performance in
learners answer the survey accordingly. Both parents
Mathematics.
and guardians were assisted by the teachers in
answering the questionnaires virtually through the use Table 1.1. Teacher's strategies in response to
of Google Meet and some were guided personally
education in times of pandemic are described in terms
during the delivery and retrieval of learning modules.
of the Utilization of a variety of teaching strategies
Lastly, the academic performance of the learners was
measured using the average grade from the First to
Fourth quarters. The grades were retrieved with the
help of their subject teachers. The profile of students’
academic performance was examined using frequency
counts and percent interpreted.

Procedure

The survey questionnaire method was used to gather

data based on the following procedures: (1) A letter of
request was sent to the school head to ask for
permission to conduct the study. (2) With the approval
of the concerned personnel, survey questionnaires for
parents and learners were retrieved by the parents
during the delivery and retrieval of learning modules.
(3) The collected data were evaluated using the
software SPSS version 24 to obtain both descriptive and resources
and inferential results.

Ethical Considerations Table 1.1 presents the teacher’s strategies in response

to education in times of pandemic be described in
This research considered the ethical standards set by terms of the Utilization of a variety of teaching
generic research ethics. In so doing, the participants strategies and resources. Data revealed the overall

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mean of the study which is 4.30 is interpreted as a

“Very Great Extent”. This implies that teachers
responded well to the call of service amidst the
pandemic by providing a variety of teaching strategies
and resources for students who are learning at home. Table 1.3. Teacher's strategies in response to
education in times of pandemic are described in terms
In a study conducted by Agayon et al. (2022), it is
of Student Assessment and Evaluation skills in the New
proven that teachers have faced significant challenges Normal
in terms of learning quality transfer, module
distribution and retrieval, students' difficulties
following teaching, power outages, internet
connectivity, and the pandemic's health concerns.
However, they overcame these challenges by using
their own coping mechanisms. Even in these trying
times, teaching can be difficult and frustrating, but as
teachers have proved, anything is possible.

Table 1.2. Teacher's strategies in response to

education in times of pandemic are described in terms
of Information, Communication, and Technology Skills
for Online and Offline Instruction

Table 1.3 presents the teacher's strategies in response

to education in times of pandemic be described in
terms of student assessment and evaluation skills in the
new normal. It shows that the teacher’s response is to a
“Very Great Extent” in measuring students’
understanding by applying varied strategies as
evidenced by the overall mean value of 4.60. Teachers
have adopted the DepEd Order No. 031 s. 2020
“Interim Guidelines for Assessment and Grading in
Light of the Basic Education Learning Continuity
Table 1.2 presents the teacher’s strategies in response Plan”. This is where the guidelines in assessing and
to education in times of pandemic be described in evaluating student written outputs and performance
terms of Information, communication, and technology tasks are stipulated. This was released to provide
skills for online and offline instruction. The overall guidance on the assessment of student learning and on
mean interpreted as ‘Very Great Extent’ shows how the grading scheme for the school year 2020-2021.
the teacher’s response to the need for proper Cahapay (2020) emphasized that assessment practices
instructions toward students learning is evidenced by were contextually reshaped because classes were
the overall mean value of 4.60. As mentioned in the suspended when assessment evidence could not be
research conducted by Mijares (2022), teachers have computed; limited internet connectivity posed
developed information, communication, and logistical challenges in moving to online assessment.
technology skills even before the pandemic started, it
was then maximized since the educational setting
required them to utilize both online and offline
instruction.

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Table 1.4. Teacher's strategies in response to

education in times of pandemic are described in to education in times of pandemic be described in
terms of Interpersonal Communication Skills terms of Self-Management Skills. The overall means is
interpreted as a “Very Great Extent” as evidenced by
the overall mean value of 4.83. This implies that the
teacher respondents manage themselves professionally
in exercising their duty during the new normal.
However, it is advised that teachers must receive
training on stress management, distance learning, and
time management to avoid or be less affected by
negative effects like pandemics without field
limitations. This is because the COVID-19 process has
a negative impact on time management (Cengizhan,
2021).

Table 2.1. Parental Involvement in terms of Mentoring

Strategies
Table 1.4 presents the teacher's strategies in response
to education in times of pandemic be described in
terms of Interpersonal communication skills that have
an overall mean value of 4.77 interpreted as ‘Very
Great Extent”. This means that the following
indicators are well utilized by teachers to reach out to
their students. It is evident that for almost two years,
lack of student-teacher communication is one of the
major challenges faced by teachers. Teacher
communication with families shifted in response to the
pandemic, and this was a particular source of concern
for teachers due to variations in household
environments and their capacity to support. online
education. Teachers reported more difficulty reaching
Table 2.1 presents the parental involvement in terms of
families where access to technology was more limited
(Stelitano et al., 2020).
monitoring strategies which has an overall mean of
4.28 described as “Always”. This indicates that parents
Table 1.5. Teacher's strategies in response to are in full support of the learning of their children.
education in times of pandemic are described in terms This is the same as the findings of the study conducted
of Self-Management Skills by Garen et al., (2021) which shows that parents are
more interested in talking to their children than rather
than working together and making decisions with the
school community, the teachers, and the institution.
Most parents are also found to be quite involved in
guiding and helping their kids, according to the
studies. Despite the advantages, they also encountered
difficulties, with time management being the most
frequent one. Parental involvement is generally how
the parents see it. as important and advantageous to
their child’s education. They actively interact with
their kids as a result, which strengthens the parent-
child relationship.

Table 2.2. Parental involvement in terms of parental

Table 1.5 presents the teacher's strategies in response involvement strategies

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Table 2.4. Parental Involvement in terms of Awarding

Scheme Strategies

Table 2.4 presents parental involvement in terms of

Table 2.2 shows the parental involvement in terms of awarding scheme strategies which has an overall mean
parental involvement strategies. The overall mean of 3.88 interpreted as ‘frequently’. This implies that
value is 4.14 interpreted as “Frequently”. This result parents frequently find ways to make their children
shows a positive response to parents’ active happy and this also serves as a positive reinforcement
participation in shaping and monitoring their child’s to make the child want to achieve more in school.
achievement in school. This is explained in the Recognition has a positive impact on student retention
research of Lirio et al., (2022) which discussed that and academic success. Additionally, it shows that a
pandemic has made it more difficult for parents to positive impact occurs after a student is recognized for
balance employment and involvement in their their efforts. They become more motivated, have a
children's extracurricular activities. Parents must stronger intention, and expend more effort and energy
assume more responsibility because of the switch to successfully complete their courses and graduate on
from traditional to online schooling, responsibilities in time (Bliven, 2021).
their children's educational processes and support the
family in unforeseen situations (Harris, 2020). Datu Table 3.1 Learners’ Perceived Motivation and Support
and Episcope (2021) noted that to give their children
the resources they need for their studies, it was advised
that parents should get more active in their children's
education.

Table 2.3. Parental Involvement in terms of Awarding

Recognition Strategies

Table 2.3 presents parental involvement in terms of

awarding recognition strategies. Data revealed the
Table 3.1 presents learners’ perceived motivation and
overall mean of the study which is 4.03 interpreted as
support. The overall mean is interpreted as “Strongly
“Frequently”. This means that parents don’t fail to
Agree” as evidenced by the overall mean value of
recognize their child’s effort and show appraisal
4.43. This means that the following indicators are
towards the child’s achievement.
ways to help the student respondents become

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motivated to learn mathematics despite the difficulty in learning Mathematics. The overall mean is 4.15
of the subject matter. It is showed that learning which is described as “Agree”. This implies that
mathematics through engaging virtual media is the respondents have a high level of self-efficacy toward
most common type of intrinsic motivation to learn. Mathematics. Higher academic performance is
Curiosity, needs, interests, and satisfaction are more associated with a more positive attitude, a higher level
examples of intrinsic motivation. Extrinsic motivation of self-efficacy, and a higher level of motivation in
comes from rewards and well stated learning goals. mathematics. It is suggested that maintain very
For pupils, learning is most fun when they believe they satisfactory performance, there should be a close
are learning more than they are. The complexity of the monitoring and intervention plan between
learning enhances this level of enthusiasm. The administrators, teachers, parents, stakeholders, and
students are more engaged and eager to study learners (Paguican and Torreon, 2022).
(Tabuena & Pentang, 2021).
Table 4. Learner's Academic Performance in
Table 3.2. Learners’ Perceived Anxiety in Learning Mathematics as described based on their General
Mathematics Weighted Average (GWA)

Table 4 shows the learner’s academic performance in

mathematics was described based on their general
weighted average. It appears that 26 or 29% of
respondents who obtained a grade within 90-100 were
described as “Outstanding”, 39 or 43% obtained an 85-
89 grade described as “Very Satisfactory”, and 25 or
28% obtained a grade of 80-84 describes as
Table 3.2 presents learners’ perceived anxiety in
“Satisfactory”. This suggests that most of the
learning Mathematics. Data revealed that the overall
respondents obtained a grade between 85-89.
mean is 3.31 described as “Neutral”. This indicates
that students’ anxiety in learning Mathematics is not
Table 5. Significant relationship between Parental
high nor low. It is stated in the research conducted by
Involvement to the Academic Performance of Learners
Ablian and Paranga (2022) that students reported
in Mathematics
feeling anxious while learning mathematics. Students
stated that mathematics is a difficult and complex
subject, and that they do not possess the mathematical
abilities necessary to handle challenging problems.

Table 3.3. Learners’ Perceived Self-Efficacy in

Learning Mathematics

Table 5 shows the relationship between Parental

Involvement to the Academic Performance of Learners
in Mathematics. As shown in the table, there is a
significant relationship between the Mentoring
Strategies and learners’ Academic Performance; p=
0.016 (< 0.05), which means a p-value smaller than
0.05 suggests that the correlation is statistically
Table 3.3 presents the learners’ perceived self-efficacy significant (at the 5 % level). The correlation

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coefficient for Mentoring Strategies and Learners’ Discussion

Academic Performance is -0.253, which is negative. In
other words: as the Mentoring Strategies increase,
Learners’ Academic Performance decreases. Teachers are challenged to apply various strategies to
Concerning the strength of the correlation, -0.253 can provide a quality education despite the ongoing
pandemic crisis. These problems include teaching the
be said to be weak.
students, where it is difficult for teachers to reach out
to all the students at home, even though the teachers
The results of the study clearly revealed that learners’
use various forms of communication. As a result, it is
attitudes toward Mathematics do not affect their
difficult for them to develop the learners' skills
academic performance in Mathematics. However,
because the learners remain at home while learning the
among the parental involvement stated in the study, lessons. Not all parents have the desire or ability to
only the mentoring strategies provided by the parents help their children with their studies. Negative
during the indicated school year have been effective in attitudes toward math were evident, resulting in
increasing their performance in Mathematics. This is disengagement, increased anxiety, and a lack of
supported by the study conducted by Borres (2017), confidence, as well as a reluctance to try to improve
which emphasized that parental involvement with their skills. Teachers are challenged to enhance learners’
children is very essential. Aquino et al., (2019) state mathematical knowledge by making positive changes
that parental involvement practices have a limited in their attitude towards it. Parental involvement is
impact on student’s academic performance in highly encouraged in supporting the learners to
mathematics, and Leander et al., (2020) suggested that increase their academic performance in Mathematics.
parental involvement is crucial for improving students' There is a need for healthy parental involvement, but
academic performance, particularly for those who some parents are hesitant to get involved in their
were determined to have received unsatisfactory children's education. Involvement between parents and
marks. The goal of the partnership between the school teachers must be enhanced and strengthened. Families
and the parents could be to increase the learners’ and schools shape collaborative working relationships
academic performance. in home-school partnerships. They can make students
be more productive and consistent in their work and
Table 6. Significant Relationship between the attitudes, which can significantly raise students'
interest, motivation, and engagement in learning both
Mathematics Attitude Scale of Students to their
at home and at school.
Academic Performance in Mathematics
In modular distance learning, the top priority of
teachers is to create a stimulating learning
environment that will pave the way to increased
engagement among learners. Students are expected to
actively participate in the learning material when using
this type of instruction. It offers innovative and
knowledgeable suggestions and knowledge to inspire
learners from various backgrounds. This is to help
Table 6 shows the relationship between the them develop a positive perception in certain subject
Mathematics Attitude Scale of students and their areas like Mathematics. Parental involvement in
children's education is essential for their academic
Academic Performance in Mathematics. A p-value
success. It is critical to investigate how parents can
smaller than 0.05 indicates that there is a statistically
assist and contribute to their children's academic
significant relationship (at the 5 % level) between the
success. This study can help educators and school
two variables in the test, whereas a p-value larger than
administrators understand how to assist parents in
0.05 suggests that there is not a statistically significant supporting their children's education. Researchers can
relationship. Since the p-values of all the areas are conduct a more specific study on how both teachers
greater than the .05 levels of significance. In this case, and parents help learners cope with different learning
the null hypothesis was accepted. Therefore, it can be situations.
concluded that learners’ perceived attitude toward
Mathematics are not associated with their academic The teachers and the school head may collaborate with
performance in Mathematics. the parents in supporting the learners. One effective
way for parents and teachers to collaborate is to

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communicate the same message of safety to children References

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