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\definecolor{GJBlue}{HTML}{273B81} \definecolor{GJLightBlue}{HTML}{0A9DD9} \definecolor{GJMediumGrey}{HTML}{6D6E70} \definecolor{GJLightGrey}{HTML}{929497} \renewenvironment{abstract}{% \setlength{\parindent}{0pt}\raggedright \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}} \vskip16pt \textcolor{GJBlue}{\large\bfseries\abstractname\space} }{% \vskip8pt \textcolor{GJMediumGrey}{\rule{\textwidth}{2pt}} \vskip16pt } \usepackage[absolute,overlay]{textpos} \makeatother \usepackage{lineno} \linenumbers \begin{document} \author[1]{Ace N. Bombaes} \renewcommand\Authands{ and } \date{\small \em Received: 9 February 2021 Accepted: 5 March 2021 Published: 15 March 2021} \maketitle \begin{abstract} The study aims to determine the effects of teacher?s factors, student attitude, and motivation on student?s ability to absorb, recall and maintain the learned concepts. This research measures the effects of the said factors on student?s mathematics retention. For this study, the data are collected from 101 STEM students of the University of Perpetual Help System-Pueblo de Panay Campus. The data analysis is done using Paired t-test, Cronbach?s Alpha and Pearson r. The results have revealed that teacher?s factor, students? attitude and motivation have significant differences. Results indicate that the three factors have statistical effect and significant impact on student's ability to absorb, recall and maintain the learned concepts in Mathematics subject via e-learning platform. Based on the findings, teacher?s factor is one of the factors that the school should give much focus on since teacher has the ability to motivate and influence the attitude and performance of the students and they are accountable for the achievements and performance for the students. \end{abstract} \keywords{emerging methodology, e-learning, retention.} \begin{textblock*}{18cm}(1cm,1cm) % {block width} (coords) \textcolor{GJBlue}{\LARGE Global Journals \LaTeX\ JournalKaleidoscope\texttrademark} \end{textblock*} \begin{textblock*}{18cm}(1.4cm,1.5cm) % {block width} (coords) \textcolor{GJBlue}{\footnotesize \\ Artificial Intelligence formulated this projection for compatibility purposes from the original article published at Global Journals. However, this technology is currently in beta. \emph{Therefore, kindly ignore odd layouts, missed formulae, text, tables, or figures.}} \end{textblock*} \let\tabcellsep& \section[{Introduction}]{Introduction}\par athematics is one of the fundamental subjects that is a part of human life that can solve and understand ourselves and the world we live in . Mathematics in education can provide an effective way towards new inventions, solutions and innovation. Through this, people can do a lot of things at ease by the help of its applications. In meeting this convenience, there is a need to find out whether the identified factors have a relationship between student's retention of Mathematics.\par As one of the identified factors, teacher's influence towards the learning of a student has a vital role in education ). Teacher's factor contributes to the students' academic performance. Moreover, under this factor, other variables are taken punctuality of teachers , learners' exercises , teacher preparedness and teacher teaching aid {\ref (Siachifuwe, 2017)}. This also includes teacher's ability to utilize e-learning platform as a mode of teaching and learning to deliver information and instruction to student. Other factors like attitude (Briz-Ponce et al., 2017) and motivation of students can influence and affect their academic performance most specifically in learning mathematics. In this regard, the perceived enjoyment is regarded as one of the components which determines students behavior towards math retention using the elearning platform .\par In today's generation, education is enhanced by the use of technology integration particularly the e-learning platform and teaching using this platform is regarded as an emerging methodology of teaching and learning. Teaching and learning via e-learning platform brings changes in pedagogical strategies and improves the efficiency of teaching and learning (D. Doculan, 2016). It is regarded as an emerging methodology. This platform bridges the students and teacher relationship to the next level of education. Digital technology has changed the very notion of what being a human means .\par Retention of learned concepts can be defined as having the information stored in long-term memory in such a way that it can be readily retrieved, for example, in response to standard prompts . Retention attempts to describe the ways in which the student and the institution interact with one another. The theoretical principles convey the importance of having knowledge of student attributes that influence retention .\par This paper confirms the relationship between teacher's factors, student attitude, and student motivation where the role of the teacher in on-line education and the degree of student's attitude and motivation are substantiated. To further understand this relationship between these factors towards student 'retention of learned concepts of mathematics, the paper is explained and discussed in different sections as follows.\par II. \section[{Research Objectives}]{Research Objectives}\par With the advanced technological innovation and development, the use of e-learning platform has become very prominent especially during the COVID-19 pandemic period. E-learning has become the primary way of teaching and learning and become a necessary teaching method (Moreno-Guerrero et al., 2020). This study presents contributing factors towards student's retention of mathematics via e-learning as a mode of delivery in teaching. The aims of this study to identify the influences and impacts of teacher's influence, student attitude, and motivation on student's retention of mathematics which can be observed when teaching is delivered and learning is achieved online. The main objective of this study is to identify the factors that influence retention and effectiveness of the e-learning method in student's ability to absorb, recall and maintain the learned concepts about mathematics. \section[{III.}]{III.} \section[{Method of Investigation a) Research Design and Method}]{Method of Investigation a) Research Design and Method}\par The study is a quantitative research developed is quantitative. A case study has been designed to measure the teacher's factor, students' attitude, and students' motivation towards student's retention of learned concepts in mathematics. The delivery of teaching and learning was done through the use of elearning as an emerging methodology. To assess the said factors, the study was done through correlational research. The total number of population consisted of 101 grade 12 STEM students has been covered, for it serves the purpose of the study. To find out the relationship and significant difference of the variables of the study, a self-made questionnaire was used gather the needed data. The questionnaire was made by the researchers in accordance with the current study. \section[{b) Instrumentation}]{b) Instrumentation}\par The study took place at the University of Perpetual Help System -Pueblo de Panay, Roxas City, Capiz, Philippines. All STEM students of Grade 12 were covered to gather the information. The questionnaire has only one part which measures the student's retention in terms of teacher factor, student's attitude and student's motivation towards student's retention of learned concepts using five-point Likert Scale. \section[{c) Sample Design}]{c) Sample Design}\par For statistical analysis the data were collected from Grade 12 STEM students, all are active users of elearning platform of the university. There were 101 participants and they were given a structured questionnaire to identify and perform the relationship of every variable using correlation analysis. Cronbach's Alpha was used to determine the reliability of each item from the questionnaire. This study is quantitative with the support of SPSS. \section[{d) Pilot Testing}]{d) Pilot Testing}\par The number of participants was identified based on the 15\% of total Grade-12 STEM students and it was conducted in Grade-11 STEM students first in order to test the applicability and objectivity of the research tool. \section[{e) Data Analysis and Results}]{e) Data Analysis and Results} \section[{i. Data Analysis and Results}]{i. Data Analysis and Results}\par Pearson r correlation analysis is utilized for measuring the model that consists of validity test. All factors are tested to be greater than 0.5. In the reliability test, Cronbach's Alpha value is determined and found to be higher than 0.8. This is a manifestation that questions under each construct are significantly valid and reliable with Sig.(2-tailed) = 0.000 < p = 0.05 and r(x,y) ? 0.5 > r = 0.195 in order to measure the teacher's factor, students' attitude and perceived enjoyment towards students' retention in mathematics using e-learning platform. ii. Result and Hypothesis Testing After signifying the validity of the measurement model, the next step was to hypothesize the significant difference and relationship using paired T-test and person r. The results based on the structural model support that all proposed hypotheses were supported by the data.\par Teacher Factor (mean = 4.4072, SD = .51276) is higher than Perceived Enjoyment (mean = 3.8430, SD = .64014) in terms of mean which signifies that teacher factor has higher effect than perceived enjoyment on student's retention. Based on the result, there is a high significant difference between teacher factor and perceived enjoyment with t = 10.318, df = 100 and sig. (2 tailed) = .000. Also, the correlation value of teacher factor and perceived enjoyment is equal to .51276 which indicates that there is a positive or direct relationship between these two variables. Teacher Factor (mean = 4.4072, SD = .51276) is higher than Student attitude (mean = 3.2896, SD = .80291) in terms of mean which signifies that teacher factor has higher effect than student's attitude on student's retention. Based on the result, there is a high significant difference between teacher factor and student attitude with t = 13.885, df = 100 and sig.\par (2 tailed) = .000. Also, the correlation value of teacher factor and student attitude is equal to .308 which indicates that there is a positive or direct relationship between these two variables.\par Perceived Enjoyment (mean = 3.8430, SD = .64014) is higher than Student attitude (mean = 3.2896, SD = .80291) in terms of mean which signifies that perceived enjoyment has higher effect than student's attitude on student's retention. Based on the result, there is a high significant difference between teacher factor and student attitude with t = 9.821, df = 100 and sig. (2 tailed) = .000. Also, the correlation value of perceived enjoyment and student attitude is equal to .714 which indicates that there is a positive or direct relationship between these two variables. \section[{IV.}]{IV.} \section[{Discussion and Conclusion}]{Discussion and Conclusion}\par This study examines the influence and impact of teacher's factor, student's motivation, and student's on student's ability to absorb, recall, and maintain the learned concepts in Mathematics of Grade 12 STEM students of the University of Perpetual Help System-Pueblo de Panay Campus, Roxas City, Philippines. The results of this study assemble by t-test and Pearson r which indicate that teacher factor, student attitude and student motivation towards students' retention. These findings support that these factors are significant and have a positive impact on the findings generated with the use of Paired t-test analysis.\par As part of the investigation, it reveals that based on 101 respondents who participated in the data collection; Teacher Factor has the highest influence on student's ability to absorb, recall and maintain the knowledge she or he learned. With the help of e-learning the students along with teacher factors, teacher was able to successfully and effectively deliver his lessons thus contributing to the success of teaching and learning. The findings show that teacher preparedness and ability to deliver his lesson through e-learning platform, teacher motivation, marking of learner's exercises, punctuality of teacher and teaching aid which fall under teacher factor should be considered in teaching mathematics. Teachers who are successful in establishing an online learning community encourage student participation and discourage lurking behavior. This was followed by the student motivation and student attitude have the least effect on student's retention.\par Based on the findings, the study recommends that, teachers should enrich better the teacher factor such as teacher preparedness, teacher motivation, marking of learner's exercises, teaching aid, together with student motivation and student attitude for these contribute to student's retention of learned concepts and knowledge in Mathematics. In order to make learning appears more profound, teachers should engage students in a more challenging online environment by making the lessons more interactive and the e-learning platform fun since students find it enjoyable to use.\par Furthermore, the study finds out that e-learning does not reduce education, learning process, between students and teacher. This only proves that retention rates for online students are much higher than for traditional, in-person students, for online learning increases access and makes it more likely that a student can finish a course or program. \begin{figure}[htbp] \noindent\textbf{1} \par \begin{longtable}{P{0.02318181818181818\textwidth}P{0.6761363636363635\textwidth}P{0.1506818181818182\textwidth}} \tabcellsep 0: Teacher's factor items correlation\tabcellsep \\ \tabcellsep Correlations\tabcellsep \\ \tabcellsep \multicolumn{2}{l}{TOTAL (TEACHER FACTOR)}\\ Q1\tabcellsep Pearson Correlation\tabcellsep .738 **\\ \tabcellsep Sig. (2-tailed)\tabcellsep .000\\ \tabcellsep N\tabcellsep 101\\ Q2\tabcellsep Pearson Correlation\tabcellsep .728 **\\ \tabcellsep Sig. (2-tailed)\tabcellsep .000\\ \tabcellsep N\tabcellsep 101\\ Q3\tabcellsep Pearson Correlation\tabcellsep .694 **\\ \tabcellsep Sig. (2-tailed)\tabcellsep .000\end{longtable} \par {\small\itshape [Note: **. Correlation is significant at the 0.01 level(2-tailed). *. Correlation is significant at the 0.05 level(2-tailed). **. Correlation is significant at the 0.01 level(2-tailed).]} \caption{\label{tab_0}Table 1 .}\end{figure} \begin{figure}[htbp] \noindent\textbf{2} \par \begin{longtable}{P{0.45102040816326533\textwidth}P{0.3874149659863946\textwidth}P{0.011564625850340135\textwidth}} \tabcellsep .0: Teacher factor Reliability Statistics\tabcellsep \\ \tabcellsep Reliability Statistics\tabcellsep \\ \multicolumn{3}{l}{Cronbach's Alpha Cronbach's Alpha Based on Standardized Items No. of Items}\\ .887\tabcellsep .894\tabcellsep 10\end{longtable} \par \caption{\label{tab_1}Table 2}\end{figure} \begin{figure}[htbp] \noindent\textbf{2} \par \begin{longtable}{P{0.02819905213270142\textwidth}P{0.16248025276461295\textwidth}P{0.05774091627172196\textwidth}P{0.1597946287519747\textwidth}P{0.08728278041074249\textwidth}P{0.06311216429699841\textwidth}P{0.05774091627172196\textwidth}P{0.05774091627172196\textwidth}P{0.05774091627172196\textwidth}P{0.05908372827804107\textwidth}P{0.05908372827804107\textwidth}} \tabcellsep \tabcellsep \tabcellsep \multicolumn{6}{l}{1: Teacher factor Inter-Item Correlation Matrix}\tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep \tabcellsep \multicolumn{4}{l}{Inter-Item Correlation Matrix}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\ \tabcellsep Q1\tabcellsep Q2\tabcellsep Q3\tabcellsep Q4\tabcellsep Q5\tabcellsep Q6\tabcellsep Q7\tabcellsep Q8\tabcellsep Q9\tabcellsep Q10\\ Q1\tabcellsep 1.000\tabcellsep .743\tabcellsep .605\tabcellsep .282\tabcellsep .443\tabcellsep .526\tabcellsep .585\tabcellsep .489\tabcellsep .443\tabcellsep .307\\ Q2\tabcellsep .743\tabcellsep 1.000\tabcellsep .626\tabcellsep .324\tabcellsep .458\tabcellsep .330\tabcellsep .351\tabcellsep .402\tabcellsep .458\tabcellsep .216\\ Q3\tabcellsep .605\tabcellsep .626\tabcellsep 1.000\tabcellsep .465\tabcellsep .415\tabcellsep .527\tabcellsep .444\tabcellsep .308\tabcellsep .732\tabcellsep .507\\ Q4\tabcellsep .282\tabcellsep .324\tabcellsep .465\tabcellsep 1.000\tabcellsep .681\tabcellsep .368\tabcellsep .563\tabcellsep .537\tabcellsep .341\tabcellsep .393\\ Q5\tabcellsep .443\tabcellsep .458\tabcellsep .415\tabcellsep .681\tabcellsep 1.000\tabcellsep .637\tabcellsep .325\tabcellsep .592\tabcellsep .304\tabcellsep .371\\ Q6\tabcellsep .526\tabcellsep .330\tabcellsep .527\tabcellsep .368\tabcellsep .637\tabcellsep 1.000\tabcellsep .510\tabcellsep .228\tabcellsep .386\tabcellsep .557\\ Q7\tabcellsep .585\tabcellsep .351\tabcellsep .444\tabcellsep .563\tabcellsep .325\tabcellsep .510\tabcellsep 1.000\tabcellsep .570\tabcellsep .325\tabcellsep .579\\ Q8\tabcellsep .489\tabcellsep .402\tabcellsep .308\tabcellsep .537\tabcellsep .592\tabcellsep .228\tabcellsep .570\tabcellsep 1.000\tabcellsep .408\tabcellsep .325\\ Q9\tabcellsep .443\tabcellsep .458\tabcellsep .732\tabcellsep .341\tabcellsep .304\tabcellsep .386\tabcellsep .325\tabcellsep .408\tabcellsep 1.000\tabcellsep .639\\ Q10\tabcellsep .307\tabcellsep .216\tabcellsep .507\tabcellsep .393\tabcellsep .371\tabcellsep .557\tabcellsep .579\tabcellsep .325\tabcellsep .639\tabcellsep 1.000\\ \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{3}{l}{Reliability Statistics}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\ \tabcellsep \multicolumn{9}{l}{Cronbach's Alpha Cronbach's Alpha Based on Standardized Items No. of Items}\tabcellsep \\ \tabcellsep .850\tabcellsep \tabcellsep \tabcellsep \tabcellsep .864\tabcellsep \tabcellsep \tabcellsep \tabcellsep 7\tabcellsep \end{longtable} \par \caption{\label{tab_2}Table 2 .}\end{figure} \begin{figure}[htbp] \noindent\textbf{3} \par \begin{longtable}{P{0.5411337209302326\textwidth}P{0.1630813953488372\textwidth}P{0.0024709302325581395\textwidth}P{0.0024709302325581395\textwidth}P{0.0024709302325581395\textwidth}P{0.003706395348837209\textwidth}P{0.030886627906976744\textwidth}P{0.10377906976744185\textwidth}} \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep Year 2021\\ \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep 49\\ \tabcellsep \multicolumn{5}{l}{1: Student attitude Inter-Item Correlation Matrix Inter-Item Correlation Matrix Table 3.0: Student attitude Reliability Statistics}\tabcellsep \tabcellsep Volume XXI Issue VII Version I\\ Q1\tabcellsep Q2\tabcellsep Q3\tabcellsep Q4\tabcellsep Q9\tabcellsep Q10\tabcellsep Q11\tabcellsep ( H )\\ \multicolumn{7}{l}{Q1 Q2 Q3 Q4 Q9 Q10 Q11 Cronbach's Alpha 1.000 .433 .218 .400 .284 .218 .319 Table 4.0: Perceived enjoyment Reliability Statistics .433 .218 .400 .284 1.000 .285 .717 .256 .285 1.000 .591 .653 .717 .591 1.000 .675 .256 .653 .675 1.000 .285 .473 .591 .760 .368 .593 .563 .725 Reliability Statistics Cronbach's Alpha Based on Standardized Items No. of Items .218 .319 .285 .368 .473 .593 .591 .563 .760 .725 1.000 .593 .593 1.000 .893 .892}\tabcellsep Global Journal of Human Social Science\\ \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep © 2021 Global Journals\tabcellsep \end{longtable} \par \caption{\label{tab_3}Table 3 .}\end{figure} \begin{figure}[htbp] \noindent\textbf{5} \par \begin{longtable}{P{0.4735159817351598\textwidth}P{0.08538812785388127\textwidth}P{0.03881278538812785\textwidth}P{0.12420091324200912\textwidth}P{0.12808219178082192\textwidth}} \multicolumn{5}{l}{.0: Statistics (Teacher Factor, Student Attitude and Perceived Enjoyment)}\\ \tabcellsep Mean\tabcellsep N\tabcellsep Std. Deviation\tabcellsep Std. Error Mean\\ Teacher Factor\tabcellsep 4.4072\tabcellsep 101\tabcellsep .51276\tabcellsep .05102\\ Perceived Enjoyment\tabcellsep 3.8430\tabcellsep 101\tabcellsep .64014\tabcellsep .06370\\ Student Attitude\tabcellsep 3.2896\tabcellsep 101\tabcellsep .80291\tabcellsep .07989\end{longtable} \par \caption{\label{tab_4}Table 5}\end{figure} \begin{figure}[htbp] \noindent\textbf{51} \par \begin{longtable}{P{0.075\textwidth}P{0.5708333333333333\textwidth}P{0.041666666666666664\textwidth}P{0.09583333333333333\textwidth}P{0.06666666666666667\textwidth}} \tabcellsep Paired Samples Correlations\tabcellsep \tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep N\tabcellsep Correlation\tabcellsep Sig.\\ Pair 1\tabcellsep Teacher Factor \& Perceived Enjoyment\tabcellsep 101\tabcellsep .565\tabcellsep .000\\ Pair 2\tabcellsep Teacher Factor \& Student Attitude\tabcellsep 101\tabcellsep .308\tabcellsep .002\\ Pair 3\tabcellsep Perceived Enjoyment \& Student Attitude\tabcellsep 101\tabcellsep .714\tabcellsep .000\end{longtable} \par \caption{\label{tab_5}Table 5 . 1 :}\end{figure} \begin{figure}[htbp] \noindent\textbf{52} \par \begin{longtable}{P{0.2991139240506329\textwidth}P{0.023670886075949367\textwidth}P{0.14848101265822783\textwidth}P{0.0710126582278481\textwidth}P{0.13556962025316455\textwidth}P{0.051645569620253164\textwidth}P{0.038734177215189874\textwidth}P{0.023670886075949367\textwidth}P{0.05810126582278481\textwidth}} \tabcellsep \tabcellsep \multicolumn{2}{l}{Paired Samples Test}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep \multicolumn{3}{l}{Paired Differences}\tabcellsep \tabcellsep \tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{95\% Confidence}\tabcellsep \tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{Interval of the}\tabcellsep \tabcellsep \tabcellsep \\ \tabcellsep \tabcellsep \tabcellsep \tabcellsep \multicolumn{2}{l}{Difference}\tabcellsep \tabcellsep \tabcellsep \\ \tabcellsep Mean\tabcellsep Std. Deviation\tabcellsep Std. Error Mean\tabcellsep Lower\tabcellsep Upper\tabcellsep t\tabcellsep df\tabcellsep Sig. (2-tailed)\\ \multicolumn{2}{l}{Pair 1 Teacher Factor -Perceived Enjoyment .56415}\tabcellsep .54950\tabcellsep .05468\tabcellsep .45567\tabcellsep .67263\tabcellsep 10.318\tabcellsep 100\tabcellsep .000\\ Pair 2 Teacher Factor -Student Attitude\tabcellsep 1.11755\tabcellsep .80887\tabcellsep .08049\tabcellsep .95787\tabcellsep 1.27723\tabcellsep 13.885\tabcellsep 100\tabcellsep .000\\ \multicolumn{2}{l}{Pair 3 Perceived Enjoyment -Student Attitude .55339}\tabcellsep .56630\tabcellsep .05635\tabcellsep .44160\tabcellsep .66519\tabcellsep 9.821\tabcellsep 100\tabcellsep .000\end{longtable} \par \caption{\label{tab_6}Table 5 . 2 :}\end{figure} \footnote{Exploring the Factors in Student's Retention of E-Learning Mathematics: A Case of Grade 12 Senior High School Students at the University of Perpetual Help System-Pueblo de Panay Campus} \backmatter \begin{bibitemlist}{1} \bibitem[Borba et al. ()]{b2}\label{b2} ‘Blended learning, e-learning and mobile learning in mathematics education’. 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