TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES
938 Aurora Blvd., Cubao, Quezon City

SCHOOL CULTURE AND STUDENT ACHIEVEMENT IN MATHEMATICS

Presented by:

Macaraeg, Emmerson C.
Pelo, Emelani G.
Reyes, Lovely Mar L.
Salamat, Sarah M.

to:

Mr. Ruben E. Faltado III

November 18, 2011

Introduction For over thirty years, the effect of schooling on student performance has been one of the major themes in educational research. Coleman’s study on equality of educational opportunity in the United States (Coleman, Campbell, Hobson, McPartland, Mood, Weinfeld & York, 1966) is often conceived as the starting point of what became later known as the school effectiveness research tradition (see, e.g. Creemers, 1994a; Scheerens & Bosker, 1997; Teddlie & Reynolds, 2000a). Considerations of the ways in which issues of culture show up in the Math classroom are central to each of the analytic planes. The Math classroom is the local site through which the culture system of Math education is enacted where particular types of Math knowing are privilege over others and where cultural enterprise of Math learning plays out in interactional space. School culture plays a vital role in student’s achievement in Mathematics. This study aims to offer a thoughtful treatment of the role of culture in teaching and learning of Mathematics and synthesize literature that is relevant to this concern from multiple sub discipline in education. The concept of culture refers to a group’s shared beliefs, customs, and behavior. A school’s culture includes the obvious elements of schedules, curriculum, demographics, and policies, as well as the social interactions that occur within those structures and give a school its look and feel as “friendly,” “elite,” “competitive,” “inclusive,” and so on. Studies on school effectiveness have identified a number of important factors that can