BIBLIOGRAPHY

A. JOURNAL

ANKITA, SHARMA AND RICHA, VERMA (2017). Barriers for Students in

Learning of Mathematics. International Journal of Recent Scientific
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NOVIKASARI, IFADA (2017). Factors Affecting the Development of

Mathematical Knowledge for Teaching and Mathematical Beliefs of
Prospective Primary Teachers. International Electronic Journal of
Mathematics Education. vol. 12, no. 3, 243-264.

QURESHI, AZEEM, EJAZ, MARVI, SOOMRO, HASINA AND KHAN (2017).

Assessment of Knowledge Retention Ability of Undergraduate Medical
Students. Article in  Journal of the Liaquat University of Medical and
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DAS, HALDER & BAIRAGYA (2014). A Study on Self-Confidence Vs.

Mathematics Anxiety in Rural Teenager Students. International Journal
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KUNHERTANTI, K. & SANTOSA, R. H. (2018). The Influence of Students’

Self
Confidence on Mathematics Learning Achievement. Mathematics
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Yogyakarta 55281, Indonesia. IOP Conf. Series: Journal of Physics.

AZMIDAR, C., DARHIM, D., & DAHLAN, J. (2017). Enhancing Students’

Interest through Mathematics Learning.

MOHAMED, I. B., & CHARLES, M. A. A. (2017). Interest in Mathematics and

Academic Achievement of High School Students in Chennai District.
Volume 2, Issue 8, August– 2017. International Journal of Innovative
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ONOSHAKPOKAIYE E, ODIRI (2015). Relationship of Study Habits with

Mathematics Achievement. Journal of Education and Practice. ISSN
2222-288 Vol.6, No.10, 2015.

EBELE UJU F. AND OLOFU PAUL A. (2017). Study Habit and Its Impact on
Secondary School Students’ Academic Performance in Biology in The
Federal Capital Territory, Abuja. Vol. 12(10), pp. 583-58
BADRI, M., NUAIMI A., GUANG, Y., & RASHEDI, A. A. (2017). School
Performance, Social Networking Effects, and Learning of School
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VUKOVIC, R. K., ROBERTS, S., & WRIGHT, L. G. (2013). From Parental

Involvement to Children’s Mathematical Performance: The Role of
Mathematics Anxiety. Early Education and Development.

O’SULLIVAN, R.H., CHEN, Y., AND FISH, M. C. (2014). Parental

Mathematics
Homework Involvement of Low-Income Families with Middle School
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OLAITAN, AKINLEKE W. (2017). Impact of Family Structure on the

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Performance of Secondary School Students in Yewa Local
Government Area of Ogun State, Nigeria. International Journal of
Sociology and Anthropology Research Vol.3, No.1, pp.1-10.

AZUMAH, KRAMPAH, NACHINAAB, ONZABERIGU (2018). Effects of

Family Structure on the Academic Performance of Children. A Case
Study of Ayeduase R/C Junior High School in the Kumasi Metropolis,
Ghana; International Journal of Social Science Studies. Vol. 6, No. 10.

SHAW, GOMES, POLOTSKAIA AND JANKOWSKA (2015). The

relationship
between student health and academic performance: Implications for
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UWANNAH, CAROLINE N. PhD., & LOTACHI, M. A. (2018). Eating Habit

and
Academic Performance of Secondary School Students in Ikenne,Ogun
State. Department of Education, Babcock University, Ilishan, Nigeria.

LINK, MCNALLY, SAYRE, SCHMIDT, & SWAP (2011). The Definition of

Community: A Student Perspective.

COX, JANELLE (2009). Teaching Strategies to Help Students Retain

Information.

ANDRIOTIS, NIKOS (2017). Make Your eLearning Stick: 8 Tips and

Techniques for Learning Retention.
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and Highly Effective Teachers in Principal Evaluations.

BURNETT, K., & FARKAS, G. (2009). Poverty and family structure effects on
children’s mathematics achievement: Estimates from random and fixed
effects models. The Social Science Journal 46 (2009) 297–318.

TAMUZ & TESSLER (2015). Majority Dynamics and The Retention of

Information. Israel Journal of Mathematics 206 (2015), 483–507 DOI:
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B. THESIS/DISSERTATION

CARR, PRENDERGAST, BREEN AND FAULKNER (2016). How Well Do

Engineering Students Retain Core Mathematical Knowledge After a
Series of High Threshold Online Mathematics Tests? Teaching
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PARKER, PHILIP (2009). Factors Affecting Concept Retention. University of

Wisconsin, Platteville.

ALEXANDER, ALAINA HELLUM (2010). Effective Teaching Strategies for

Alleviating Math Anxiety and Increasing Self-Efficacy in Secondary
Students. The Evergreen State College.

NWOKE, IHECHUKWU, IKOKU, UGWUEGBULAM, IKOKU & OWERRI

(2016). Causes and Solutions of Mathematics Phobia Among Secondary
School Students”. Research on Humanities and Social Sciences.

PARSONS, S., CROFT, T. & HARRISON, M., (2009). Does students'

confidence in their ability in mathematics matter? Teaching
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OTOO, D., IDDRISU, W., KESSIE, J., & LARBI, E. (2018). Structural Model
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OTU, AKUA ADOASI (2010). Social Media Addiction Among Students of the
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MONSON, JAMES E. II (2010). Parent Involvement in Mathematics

Education:
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Confidence in Mathematics. University of Minnesota Duluth.

BERTI, MAMELI, SPELTINI & MOLINARI (2016). Teacher justice and parent
support as predictors of learning motivation and visions of a just world.

SNEED, B.L. JR. (2015). Effects of Student Family Structure and Attendance
on Academic Achievement in Middle Grades Mathematics. Liberty
University, Lynchburg, VA 2015.

ROSS, AMY (2010). Nutrition and its Effects on Academic Performance. How
can our Schools Improve. July 28, 2010; Northern Michigan Undersity.

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Achievement in China: A Review.

PATRICE JULIET PINDER (2008). Cultural, Ethnic Differences and

Educational Achievement of African Heritage Students: Towards
Employing a Culturally Sensitive Curriculum in K-12 Classrooms: A
Literature Review.

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AND MONTESCLAROS (2015). Effective Teaching Strategies in Teaching-
learning process. Eastern Visayas State University-Ormoc City.
SULTAN, S., & SHAFI, M., (2018). Impact of Perceived Teachers'
Competence on Students' Performance: Evidence for Mediating/
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the Classroom and its Effects on Academic Performance A Cross-
National Perspective. University of Geneva, Switzerland.

BACHELOR, VAUGHAN, & WALL (2012). Exploring the Effects of Active

Learning on Retaining Essential Concepts in Secondary and Junior
High Classrooms. Saint Xavier University Chicago, Illinois May 2012.

MANUAL, BYLINE (2010). College students Addicted to Social Media Study.

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BACHELOR, R., VAUGHAN, P.M., & WALL, C.M. (2012). Exploring the
Effects of Active Learning on Retaining Essential Concepts in
Secondary and Junior High Classrooms. Saint Xavier University,
Chicago, Illinois.

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Harvard Graduate School of Education (2012). Unpublished
manuscript, submitted as coursework, December 2011.
 COLUMBIO NATIONAL HIGH SCHOOL
Columbio, Sultan Kudarat

SURVEY QUESTIONAIRE

Researcher-Modified Questionnaire on Determinants of Student’s

Retention Competence of Columbio National High School S.Y. 2019-2020.

STUDENT’S NAME: _____________________________ TRIBE: _________

PARENT’S MONTHLY INCOME: __________________________
ADDRESS: ___________________________________________

I. Internal/Personal Determinants

Direction: Please check (√) and rate yourself honestly based on what you
do on the given the statements using the following scales:

Scale Description
5 Always
4 Often
3 Sometimes
2 Seldom
1 Never
A. Math Phobia 5 4 3 2 1
1 I cringe when it is a time for Math class
2 I am nervous about going to the board in a math
class
3 I am frightened to ask questions in math class
4 I am worried about being called on in math class
5 I recognize math now, but I worry that it’s going to
get difficult soon
6 I fear math tests more than any other subjects’
tests
7 I don’t know how to study for math tests
8 It’s clear to me in math class, but when I go home
and open my notes it’s like I was never there

B. Self- Confidence
1 I am confident that I can understand and solve
problems in math
2 I am not nervous of solving boardwork in math
class
3 I can explain math to my friends to help them
understand
4 I can get good grades in math
5 When I see new math problem, I can use what I
have learned to solve the problem
C. Interest
1 I make myself prepared for the Mathematics
subject
2 I listen attentively to the lecture of my Math
Teacher
3 I actively participate in the class discussion, group
activities, seatwork/boardwork and/or clarifying
things I did not understand
4 I want to get high scores/grades on quizzes,
assignments, projects and exams
5 I get frustrated when the discussion is interrupted
or when the teacher is absent
D. Study Habit
1 I do my assignment regularly
2 I exert more effort when I have difficulties in
 answering my assignments and reviewing my
math lessons
3 I spend my vacant time in doing assignments or
studying my lessons
4 I study the lessons I missed if I was absent in the
class
5 I study and prepared for quizzes and exams
6 I study harder when I got lower grades
7 I spend less time with my friends during school
days to concentrate more on my studies
8 I prefer finishing my studying ang assignments
first before watching any television program
9 I see to it that extra-curricular activities do not
hamper my studies
1 I have an organized study room at our home
0 which I am using daily

II. External Determinants

Direction: Please rate each item as to the extent that your external
determinants affect your acquisition of learning in Mathematics
using the following scales:

A. Social Media Addiction

1 I am using multiple social networking sites such as
Facebook, twitter, viber, skype and others
2 I stay up late night or get up early to spend more
time on Facebook and other social networking
sites
3 I used to ignore a responsibility like math
assignments or chores because of social
networking sites
4 I spend so much time in social networking sites
5 I have more friends in social networking sites than
in actual life.
6 I become frustrated or angry when a social
networking site goes down or unavailable.
B. Parent’s Support
1 My parents check if I do my math assignments
2 My parents make sure that I set aside time for
reviewing lessons, practice solve problems and
doing homework
3 My parents are asking me daily about what I have
learned that day
4 I talk about my math schoolwork with my parents
5 My parents attending school meeting and other
school activities
6 My parents give full financial support with my
studies
C. Family Structure
1 I am living with my intact parents and siblings
2 My whole family spends vacation or outing during
holidays or weekend
3 I am attending church with my parents
4 I am watching movies/television with my family
5 My mother/father is working in a distant place or
abroad
D. Health
1 My parents are the one who preparing my meals
and baon to school
2 I am eating healthy meals three times a day
3 I have enough healthy food for snacks during
recess at school
4 I attend math class with my full tummy
5 My parents attended community health education
E. Community Factors
1 I have a peaceful home surroundings
2 Most of the children at our place are students
3 My friends are all students too
4 There are parents at our place that biologically
related with each other
5 There are families that have marital conflict at our
place
F. Teaching Strategy
1 My teacher is giving bite-sized math lessons daily
2 My teacher is integrating/connecting math lessons
to a story
3 I have daily group activities, group projects and
peer tutoring in math class
4 It has more practice exercises given to master our
math lessons
5 My math class is using visual aids or power point
presentation
6 My teacher is motivating students to have positive
attitude toward mathematics