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040			_cNVSU
100			_aDela Peña, Mary Ann
245			_aFactors affecting the mathematics achievement of entering grade II pupils in Bagabag district/ _cMary Ann Dela Peña
260			_aBayombong: _bNueva Vizcaya State University, _c2001.
300			_axii, 82 leaves : _billustrations ; _c28 cm.
500			_aThis study focused on the factors affecting the mathematics achievement of entering grade two pupils in Bagabag District. The research method used was descriptive survey. Findings: 1. The pupil-respondents of the study were composed generally of 130 males and 132 females. Most of them had satisfactory grades in Math I and English 1, and about three-fourths attended preschool education. 2. One-third of the teacher-respondents were very young. Most of them were females, married, with M.A/M.S. units, no specific field of specialization, new in the teaching service, with Teacher-1 position, very satisfactory performance ratings, no trainings in Mathematics and about half of them were involved in co-curricular activities 3. Majority of the pupil-respondents were within the "average" level of mathematics achievement. 4. The mathematics achievement between the male and female pupil-respondents had no significant difference. However, pupils with preschool attendance hadsignificantly higher mathematics achievement than those without preschool attendance. 5. Final grades in Math 1 and English I were significantly correlated to mathematics achievement 6. Age, civil status, number of teaching years, teaching position, performance rating, trainings attended by teacher-respondents had significant relationship to pupils' mathematics achievement. On the other hand, highest educational attainment, field of specialization and co-curricular activities involvement of grade one teachers had no significant relationship to the mathematics achievement of pupils. 7. Occupation of parents and size of family had no significant relationship to mathematics achievement of pupils. Recommendations: This study recommends that teachers should be encouraged to pursue a specialization in accredited schools particularly in mathematics. They should likewise be encouraged to attend seminars, workshops, trainings and the like to upgrade their mathematics proficiency. The schools should devise an instructional program in order to improve the mathematics achievement of pupils through remedial instruction, provision of alternative instructional materials, and better learning environment in terms of mathematics facilities and equipment.
500			_aThesis (Master of Education - Language, Reading and Numeracy)
504			_aIncludes appendices and bibliographical references.
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