Available Online: 30 June 2022
Raza, Jose Mari
Dapa National High School, Department of Education Siargao Division, Philippines (email@example.com)
The main purpose of this study was to assess the Junior High School Students’ arithmetic principles and operations understanding in Siargao Division. Also, to further seek its role to their mathematics performance. The participants of this study were 295 randomly selected municipal and 182 barangay junior high school students across all grade levels of the Municipality of Dapa during the school year 2019-2020. The study utilized a descriptive-correlational study design. The instrument used was localized with consent from Dr. Terry Tin-Yau Wong (2017). Then validated by content experts and has a 0.976 intra-class correlation coefficient value for its reliability. Based on the findings, it was found out that the students have low mastery level on arithmetic principles and operations. Despite having an average of satisfactory rating on their mathematics achievement. Also, students’ performance across grade levels in Operation Application and Relation to Operand Task do not significantly vary. However, Grade 7 and 8 students’ performance in Commutativity and Associativity Judgement Task statistically differ from those of higher grade levels. Moreover, only Grade 7 and Grade 9 students significantly vary in Operation Mastery. This study has unraveled the relationship between the extent of students’ arithmetic principles and operation understanding to their mathematics performance. A model was crafted as well on the predictability of the former variable to the latter variable abovementioned.
Keywords: arithmetic principles, arithmetic operation understanding, student performance, operation application, relation to operand, commutativity and associativity judgement
Cite this article:
Raza, J. M. (2022). Role of arithmetic principles and operations in understanding students’ mathematics performance. International Journal of Research Studies in Education, 11(12), 89-102. https://doi.org/10.5861/ijrse.2022.326