Algebraic Skills and Academic Achievement in Mathematics of Grade 7 Students in a Philippine Chinese School

Nery S. Garinganao; Francis Jose D.  Bearneza

doi:10.52006/main.v4i3.396

Nery S. Garinganao Bacolod Tay Tung High School, Bacolod City, Philippines https://orcid.org/0000-0001-5824-8509
Francis Jose D. Bearneza Carlos Hilado Memorial State College, Talisay City, Philippines https://orcid.org/0000-0002-0175-3472

DOI: https://doi.org/10.52006/main.v4i3.396

Keywords: Mathematics, Algebraic skills, Academic achievement, Learning modality, Descriptive–correlational, Philippines

Abstract

Mathematics achievement is an essential part of a student's academic achievement. However, teaching and learning mathematics is a significant concern in education, especially in distance learning. This paper described the algebraic skill level and academic achievement in mathematics of Grade 7 students of a Chinese high school. Also, it determined the difference in their level of algebraic skills according to learning modality. It determined whether a significant relationship exists between algebraic skills and academic achievement. Using the researcher-made questionnaire and students' secondary data (average grade from the first quarter to the fourth quarter in Mathematics), mean, standard deviation, Kruskal-Wallis, and Spearman's rho were used. Results reveal that the level of algebraic skills were average while academic achievement levels were approaching proficient. No significant difference was found in their algebraic skills level according to learning modality. However, the significant low relationship was found between the students’ level of algebraic skills and academic achievement.