Abstract:
The purpose of this study was to identify the determinants of students’ scholastic achievement in learning calculus in DPS. The research was designed in a descriptive survey method. Participants of the study were 72 grade 12 students and 3 mathematics teachers in DPS. Simple random sampling techniques were employed in order to select sample participants. Three instruments were used for data collection from sample students and teachers. Primary data were used to assess achievements in calculus. Data were analyzed by using SPSS version 20 for questionnaires and achievement test and narrative words for teachers’ interviews. The results of the data analysis were presented using mean and percentage. According to the key finding of this study: Items related to Library, teachers’ competency and training, school facilities and parent involvement, Items related to students background knowledge on pre-calculus and items related to students knowledge on calculus were found to be a contributing determinants for these patterns as well as low achievement levels in DPS. Finally, it was recommended that: calculus curriculum designers regularly evaluate, revise and design by identifying the problems to work on improving the status of students learning calculus from the lower level of the country’s educational system. Mathematics teachers would revise the concepts of pre-calculus for students before he/she starts the lesson calculus portions. Teachers and key stakeholders would work hand in hand to improve students pre-calculus and calculus achievement and provide supplementary materials such as reference books which help students on pre-calculus and calculus portions.
