Undergraduate - BSED-Math - Bachelor of Secondary Education - Major in Mathematics

Permanent URI for this collectionhttps://hdl.handle.net/20.500.14578/66

Browse

Now showing 1 - 2 of 2

Academics workload pressure band schoolwork performance of education students
Bayking , Shaina Valerie S. (Davao Del Sur State College, 2024-06)
Students have an abundance of responsibilities and duties that compete for their time and attention inside the intricate tapestry of academic life. This study aimed to investigate the relationship between academic workload pressure and schoolwork performance education students at Davao del Sur State College. A study was conducted on 268 education students using stratified random sampling and in-person surveys. Descriptive statistics were used to analyze differences in workload pressure and schoolwork performance across demographics. ANOVA was used to analyze differences and Pearson correlation coefficient was used to examine the relationship between workload pressure and schoolwork performance. Respondents perceived academics workload pressure at a moderate level and reported high schoolwork performance . There were no significant differences in workload pressure based on gender or course, but a significant difference was observed according to year level. Similarly, no significant differences in schoolwork performance were found across gender, course, or year level. Additionally, no significant relationship was detected between academic workload pressure and schoolwork performance. This study provides insight into the demographic profile ,academic workload pressure, and schoolwork performance of education students at Davao del sur State College. While workload pressure varied by year level ,it did not significantly impact schoolwork performance. Further research is needed to explore additional factors influencing workload pressure and strategies to enhance schoolwork performance among education students.
Personal disposition and teacher related factors towards performance in mathematics
Daligdig, Kyla B. (Davao del Sur State College, 2024-06)
This study aimed to investigate the correlation between personal disposition and teacher related factors, towards performance in mathematics among grade 10 students at Hagonoy National High School. A quantitative-descriptive correlational study was conducted on a total of 191 students participating in the study, responding to a questionnaire assessing their personal disposition and teacher-related factors. The results showed a significant positive correlation between personal disposition, particularly in terms of interest and study habits, and mathematics performance. However, no significant relationship was found between teacher-related factors (personality traits, teaching skills, institutional materials) and mathematics performance. This suggests that while teacher related factors may not directly correlate with mathematics performance, there exists a positive correlation between personal disposition and mathematics performance. Enhancing students' personal disposition towards mathematics is crucial for improving academic performance. Additionally, the lack of significant correlation with teacher-related factors implies that other variables or factors beyond teachers' characteristics and classroom practices may play a more influential role in determining students' academic performance in mathematics. Therefore, a comprehensive understanding of these factors is essential for improving mathematics education beyond traditional measures of teacher quality and classroom effectiveness.