WMSU SHS STUDENTS: Perception of Grade-11 STEM Students in

Subject Precalculus

A RESEARCH PROJECT STUDY

Presented to

The Faculty of the Chemistry Department

College of Science and Mathematics
Western Mindanao State University
Zamboanga City

In Partial Fulfillment
Of the Requirements for the Subject of
Research Capstone

JOHN ABERNARD T. PEREZ

JOHN CARLO P. MAGNUN
JOSHUA D. BLANCAFLOR
ALNIEKAN VICTORIANO

January 2018
 10

ABSTRACT

This study is mainly concern with the students’ perception as a factor

which affects students’ performance in the academic subject Pre-calculus. This
study aims to determine the perception percentage which reveals the level of
perception of the students in the subject Pre-calculus, to determine if there is
significant difference of the students’ perception in different quarters, to arrive
with the relationship of Perception and quarterly grades of the students in the
subject Pre-calculus, and to determine if students reached the established target
grade of a better academic performance in the said subject.
The respondents of this study were the Grade 11 STEM students of
Western Mindanao State University. Researchers used the Lynch et. Al formula to
arrive with the 59 respondents who were asked to answer the modified and
adopted research instrument provided.
The data collected were treated statistically through the Pearson
correlation which determined that there is a positive linear and weak significant
relationship with an obtained result of (r = 0.225) in first quarter and (r = 0.340)
in second quarter. One-way Analysis of Variance was also used which determined
that there no significant difference between the students first quarter perception
with their second quarter perception (Fstat = 0.01 < Fcrit = 3.94). Furthermore, T-test
was used which determined that there is no significant difference between the
student’s performance in subject Pre-calculus in terms of grade with the
established grade target of 90 as a value to know the students’ better academic
performance in the said subject.
 11

ACKNOWLEDGEMENT

First and foremost, with the whole of our extent praises, we would like to
thank God for giving us the guidance, blessings, good health and keeping the
courage within us to come up with the results with the results and finally
accomplish our study.
We, the researchers, we would also like to express our deepest and sincere
gratitude to our family who gave us the care, love, support for both morally and
financially, and for the understanding throughout the whole making of our
research, especially the Perez’s family who welcome us inside their home and
gave us more than enough resources for the accomplishment of this study. We
would also like to express the most of our thankfulness to our research instructor,
Mr. Jayson Francisco, who gave us the knowledge and guidance in order to come
up with a better and a more useful and effective research.
We are extending our gratefulness to our friends and our special
inspirations who also gave us the motivation and to keep up positive to
accomplish our study. We also thank our dear friend, Nathan B. Omandam, who
shared his knowledge in using the statistical tools for us to be able to come up
with our results. Finally, our thanks to our schoolmates who are willingly took
part and gave their time in kindly answering our research questionnaires as
respondents of this study and to our classmates who supported us directly and
indirectly.
 12

TABLE OF CONTENTS

Page
TITLE PAGE ............................. i
ABSTRACT ............................. ii
APPROVAL SHEET ............................. iii
TABLE OF CONTENTS ............................. iv
LIST OF THINGS ............................. v

CHAPTER
1. INTRODUCTION ............................. 1
1.1 Background of the Study ................. 1
1.2 Statement of the Problem ................. 2
1.3 Objectives of the Study ................. 3
1.4 Hypotheses ................. 3
1.5 Scope and Delimitations ................. 4
1.6 Significance of the Study ................. 5

2. REVIEW OF RELATED STUDIES . . . . . . . . . . . . . . . . 6

2.1 Perception ................. 6
2.2 Related Studies ................. 6
2.3 Definition of Terms ................. 8

3. METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.1 Conceptual Framework ................. 9
3.2 Research Design ................. 9
3.3 Research Locale ................. 10
3.4 Subjects - Respondents of the Study. . . . . . . . . . . . . . . 10
3.5 Research Instrument ................. 11
3.6 Data Collection ................. 12
3.7 Statistical Treatment ................. 12
 13

3.8 Researchers Role ................. 14

3.9 Schematic Diagram ................. 14

4. RESULTS AND DISCUSSION . . . . . . . . . . . . . . . . . . . 15

4.1 Students’ Perception Percentage . . . . . . . . . . . . . . . . . 15
4.2 Students’ Perception ................. 16
4.3 Perceptions and Grades relationship . . . . . . . . . . . . . . . 19
4.4 Students’ Performance in Pre-calculus . . . . . . . . . . . . . 20

5. CONCLUSION AND RECOMMENDATION . . . . . . . . 21

REFERENCES ............................. 23
APPENDICES
A. GANTT CHART ............................. 25
B. LINE ITEM BUDGET . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
C. CONCENT LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
D. SURVEY QUESTIONNAIRE . . . . . . . . . . . . . . . . . . . . . 28
E. RAW DATA ............................ 29

LIST OF THINGS
 14

Page
FIGURES

Figure 3.1 Research Concept ……………………… 11

Figure 3.2 Methodology Summary ……………………… 15

Figure 4.1 Linear Graph of 1st quarter set ……………… 18

Figure 4.2 Linear Graph of 1st quarter set ……………… 18

TABLES

Table I Distribution of items with one domain ………… 13

Table II Students’ Perception percentage ……………… 16

Table III Determining differences of Perceptions ……… 17

Table IV Perception and Grade correlation …………… 13

Table V Students performance in Pre-calculus ………… 13

CHAPTER 1
INTRODUCTION
 15

1.1 Background of the Study

Western Mindanao State University is well known in producing excellent

graduates at all educational levels with a very high standard of education. Since

then, individual decision on taking up academic track depends on what they are

inclined with, and taking Science, Technology, Engineering and Mathematics

strand is a platform of preparation in taking up courses related to this field. It was

known that different conflicts arrive with any strand most specially in STEM

track, a specific problem that is obviously occurring is the perception and

performance relationship.

Being part of this institution, it is evident that most of the students give

negative impression to mathematics (Burton, M. 2012) but with adherence to the

DepEd Senior High School curriculum, Pre-calculus subject is an academic

requirement for STEM Senior High School students. For the students to be able to

pass this core subject they must obtain a grade of 75 and in order for them to

attain a recognition to conclude that they have a better performance in this subject

they must attain an average grade of 90 to 100. Beyond these grades, students

have various ideas and perceptions in the subject Pre-calculus and it is still in the

reality that most of the students have difficulties in learning principles of

Mathematics and so with this subject.

 16

Perception is how we see things, our assessment or real otherwise, Force,

D. (2015). Perception of the students are their best ally to arrive in a concrete

decision for their own and for the betterment of the outcome. Belonging to STEM

strand is an advantage when one intends to pursue a degree that is within the

STEM track reliability in different ways for advancement related to science,

technology, engineering and mathematics. Perceptions present in an environment

that can really affect one’s perception towards a subject, thus directly affecting

one’s ability to work. Building up this study will help students to be aware about

the tendency of perception affects performance directly.

1.2 Statement of the Problem

This study is conducted to determine how Perception greatly affects the

Performance particularly in the subject Pre-Calculus on Senior High School

Grade 11 STEM students.

Specifically, to answer the following questions:

1. Does having a positive perception leads to the increase of Grade?

2. What is the percentage of the population of Grade 11 students who have

negative or low perception in subject Pre-calculus?

3. Are Senior High School Students’ Perceptions greatly affects their

decision and performance in terms of grade in the subject Pre-Calculus?

4. Does the perception of the students differ in two different quarters?

 17

1.3 Objectives of the Study

The study aims to:

1. Determine the number of students with high, neutral and low perceptions

percentage towards subject Pre-calculus within the 59 Grade 11 STEM

student

2. Determine the significant difference of students' perception between 1 st

quarter and 2nd quarte

3. Determine if Grade 11 students reach the better standard of academic

performance in Pre-calculus and correlation with Perception and academic

standing

1.4 Hypotheses

The hypothesis between levels of perception of students toward subject

Pre-Calculus Performance are:

 Ho: There is no significant difference between students' 1st grading

perception and 2nd grading perception of Grade 11 students in subject Pre-

Calculus

 H1: There is a significant difference between students' 1st grading

perception and 2nd grading perception of Grade 11 students in subject Pre-

Calculus
 18

 Ho: There is no significant relationship between Perception and Grade of

Grade 11 student in subject Pre-Calculus

 H1: There is a significant relationship between Perception and Grade of

Grade 11 students in subject Pre-Calculus

 Ho: Pre-calculus grade = 90

 H1: Pre-calculus grade ≠ 90

1.5 Scope and Delimitation of the Study

The respondents of the study will be Senior High School Grade 11

students of Western Mindanao State University and limited only to the enrolled

students under the academic track Science Technology Engineering and

Mathematics strand belonging to the College of Science and Mathematics and

College of Engineering and Technology. Moreover, on the conduct of the survey

proper, a formal consent will be asked from the respondents and the whole of the

survey will be exercised only during the availability and given time of the

respondents and the researchers. In order for the researchers to determine the

relationship of the two variables (Grade and Perception), gathered data’s will be

tabulated.
 19

1.6 Significance of the Study

The result of the study will rebound to the benefit of this institution, the

Western Mindanao State University, most especially to the future Senior High

School students who will take up the Pre-calculus subject under the STEM strand.

This study then investigate the relationship of perception of the students towards

the subject Pre-calculus. Furthermore, the researchers may aim to provide

recommendation for the future study from the conducted research in order to add

up to the reliability of the study on how perception influence Performance in the

subject Pre-Calculus which will be determined during the process of the study.

The participants will be benefited in such a way that the result of this study by

using it as a guide upon taking their CSM and CET courses in the future since

they will be subjected again into the lectures of Pre-calculus.

 20

CHAPTER 2
REVIEW OF RELATED LITERATURE

Many students are not well equipped to engage and take a step on the first

stage on their college courses where analytics is very essential for learning. In this

stage, it is required that for every topic, their mathematical abilities and basic

understanding about mathematics is required which are eminently the hindrance

and the common challenge for most of the students.

2.1 Perception

Perception incorporates a huge number of suppositions, worked in or

learnt, enables him to accept a scope of subjects not ordinarily connected with the

point. For instance, confirmation bias noticing evidence that affirms one's world

view, but disregarding contradictory evidence is conventionally taken to be a

cognitive phenomenon. Like knowing the past inclination, it adds to assumptions

that keep us bolted into a restricted point of view on our own and social reality

(Douwe D., 2017).

2.2 Related Studies

The perception of students in the field of analytics is like encouraging.

Their lowered grades and scores in exams in Mathematics which was said to

cause by the demeanor intrigue and a teacher’s way of teaching are actually not

important contributing factors for their decreased results in Mathematics. This

 21

could be caused by some other factors such as having the lack and weak

foundation in basic Mathematical principles (Kanafiah, S. & Jumadi, 2013).

According to the study conducted by Xinrong Yang (2003) investigate

senior secondary school student in China perceived their mathematics classroom

environments and the relationship between their perceptions and attitudes towards

mathematics and found out that there’s no such favorable held by the participants

about their learning in mathematics yet founded that there is a significant

relationship between perception and attitudes with regard to subject mathematics

Findings of the conducted comparative research contributes to the better

understanding of how a particular social influences and how the learning

environment affects students’ mathematics affective learning outcomes..

According to the study of García-Santillán, A. et al. (2016) The study of

mathematics could be examined from different perspectives, from the perspective

of the contents of mathematics, from the student perception and attitude,

considering their needs, their attitudes, beliefs and feelings to confront them, from

the point of view of teachers, from the educational system, their curricula and

teaching-learning models involved. As a result, students appreciate most the wide

application of the field of mathematics with a positive attitude, which generate

enjoyment and satisfaction and not frustration.

Mentality towards subject math plays a crucial role in the educating and

learning procedures of arithmetic. Its effects understudies' accomplishment in

mathematics. How arithmetic is spoken to in the classroom and perceived by

understudies, notwithstanding when educators trust they are displaying it in

 22

genuine and contexts subordinate path strands to distance numerous understudies

from Mathematics. Barton, (2000) and Furinghetti & Pekhonen, (2002). In this

statement researchers concluded that positive attitudes have a great relationship in

students towards success in mathematic.

2.3 Definition of Terms

Pre-Calculus - Mandatory subject grade 11 students enrolled in STEM

curriculum

Perception - Perspective / How we see things

CHAPTER 3
METHODOLOGY
 23

This chapter encompasses the methods to be utilized by the researcher in

the conduct of the study. This includes the research design, the research locale

and the subjects of the study, the instruments to be used, the procedure of data

gathering, and the statistical tool which will be applied to the data gathered.

3.1 Conceptual Framework

Ca
Gr
ad

us

Pr
ul

e-
lc
e
toward

Percep
Calcul
Pre-

tion
us

1st 1st
Grading Grading

2nd 2nd
Grading Grading

Figure 3.1 Research Concept

3.2 Research Design

This conducted research will be a quantitative and descriptive research

along with using survey questionnaires to gather the data then treated with

statistical tool for conclusion.

3.3 Research Locale

 24

This study will be conducted at Western Mindanao State University,

Baliwasan Normal Road, Zamboanga City. This university is where researchers

are studying too. Specifically, the study took place at the College of Science and

Mathematics of Western Mindanao State University with the student amounting

to 70 will serve as the respondents

3.4 Subjects - Respondents of the Study

Researchers use Lynch et al. to take smaller number of individuals from

population known as the sample size. With 95% confidence level, 5% sampling

error and 50% chance of getting a good sample from the 70-population size.

NZ² p (1-p)
n=
Nd² + Z²p (1-p)

Where Z is the value of the normal variable for a reliability level (1.98), p is the

proportion of getting a good sample which at 50%, 1-p is the proportion of getting

a poor sample, d is the sampling error which at 5%, N is the population size at 70

and n is the sample size

The target group of this study will be 59 students in any range of students

age; the Grade 11 Senior High School Students of Western Mindanao State

University. See full solution in Appendix E.

3.5 Research Instrument

The researcher uses survey questionnaire that was originally created with a

basis from past related conducted study in order to have a standard quality

questionnaire to be more accurate in collecting data of answered survey

questionnaires. Five-point Likert Scale will be used as a method which allow the

students to express how much they agree or disagree with the given questions.

Statements are constructed in positive sentences which are rated in completely

agree (5), agree (4), neutral (3), disagree (2), and completely disagree (1). In

connection with this, the researchers will also be able to measure and quantify the

Perception for the statistical treatment of this study. The reliability of this study

will be contingent on this type of instrument to be used. To be more reliable, the

researchers used Cronbach’s Alpha in determining reliability index of the

instrument. The Cronbach Alpha for the instrument is 0.81, indicated as good in

internal consistency (Tavakol, 2011). Showing questions are consistent and

reliable. See full solution in Appendix E.

Table 3.1 Distribution of items with one domain

No. of items Variance of total scores Alpha Values

10 40.07 0.81
3.6 Data Collection

So as to acquire a succinct and fair-minded information, 59 sample size

will be divided into 2 as it is the number of sections that Western Mindanao State

University Grade 11 STEM has in order to equalize the distribution of

questionnaires per section. The selection of sample per section will be through

controlled randomization. The data collected from the answered surveys will be

tabulated using Windows Microsoft Excel 2013.

3.7 Statistical Treatment

Due to the fact that the study conducted is a Quantitative research in

nature, the data gathered will be treated with:

Correlation analysis tool, Pearson-Moment Correlation Coefficient to

determine if there is a significant relationship referring to the changes and

movements of the variables Level of Perception and Pre-Calculus grade using

95% confidence level (a = 0.05).

n ( ∑xy ) – ( ∑x )( ∑y )
r=
√ [ n ∑x2 – (∑x)2 ][ n ∑y2 – (∑y)2 ]

n = Total number of participants

x = Variable for Perception
y = Variable for Pre-calculus grade
 One-way ANOVA to determine if there is significant difference on the

student’s perception in first quarter and second quarter also using 95% confidence

level (a = 0.05).

∑x
x̅gm=
N
SS(T) = ∑ (x - x̅gm)2
SS(B) = ∑ n (x̅ - x̅gm)2
SS(W) = ∑ (x-x̅gm)^2
Sb2
F=
Sw2
x̅gm = Grand Mean
SS(T) = Total Variation
SS(B) = Between Group Variation
SS(W) = Within Group Variation
F = Test Statistic

Z test to determine if there is significant difference between the student

mean and the stablished grade of students reach the better performance grade of

90.

x̅ - µ
Z=
σ / √n

3.8 x̅ = Mean of the sample

µ = Stablished Value
σ = Standard deviation of Mean sample
n = Sample population

Researcher’s Role
 The researchers' role will collect data which totally fit the research

objectives. Tabulation, application of statistics, analyzing the data with 0.05 level

of significance and interpreting all the results shall be accomplished by the

researchers in order to come up to the conclusion with respect to research problem

and so for the researchers to be able to suggest and recommend new sets of

strategies for the future study.

3.9 Schematic Diagram

Grade 11 STEM

Population
Lynch et al. formula

Sample Population
Survey

Pre-Calculus Grade Perception

Statistical Treatment

Relationship of
Perception and
Subject Pre-Calculus

Figure 3.2 Methodology Summary

 CHAPTER 4
RESULTS AND DISCUSSION

This chapter covers the findings of this study were mainly based on the

quantitative data gathered from the respondents using a developed set of

questionnaires to come up with an answer to the research problem with respect to

the objectives of the study.

4.1 Students' Perception percentage

Table 4.1 Summary of Student Perception Percentage

No. of student High Perception Neutral Low Perception

population (3.41- 5.00) (2.61- 3.40) (1- 2.60)

59 40. 68% 44.07% 15.25%

Mean 3.813 3.014 2.233

Based on table 2, the data shows that the highest percentage of Grade 11

STEM students favors on the neutral level of perception with a mean of 3.014 that

indicates a moderate level of perception compared to the high and low level of

perception with a mean of 3.813 and 2.233 respectively (Leng, Q. 2006) which

implies that students who got a low perception towards Pre-Calculus might

experience a poor performance, this is in accordance with the study of Xinrong

Yang (2003) which he concluded that there is no such favor held by the

participants about their learning in mathematics. With this result, researchers were

able to compare the rate of perceptions to come up with a relationship basis in

terms of the grades of Grade 11 STEM students in the subject Pre-calculus. Full

solution is displayed in Appendix E.

4.2 Students' Perceptions

Table 4.2. Summary result of determining differences of Perceptions

Standard
Variable Mean Fstatistic P-value Implication
Deviation

1st quarter
3.21 0.638
Perception
Not
1.01 0.32
significant
2nd quarter
3.34 0.713
Perception

Based on table 3, the results of the tabulated data show that there is no

significant difference between the students’ first quarter perception in the Pre-

calculus subject (P value < 0.05) with a mean of 3.21 and a standard deviation of

0.638 compared to the students’ second quarter perception in the Pre-calculus

subject with a mean of 3.34 and a standard deviation of 0.713. With the obtained

results, there is no change with the perception of the students. The unchanged

perception is due to the fact that the students’ perception met their expected

results in the actual experience in the Pre-calculus subject and also between the

time of 1st quarter and 2nd quarter, students faced the same attitude, considering

their needs, their beliefs and feelings to confront them, from the point of view of

teachers, from the educational system, their curricula and teaching-learning

models involved this is in accordance with García-Santillán, A. et al. (2016), that

in studying mathematics, perception can also have a difference in each students

based on their individual characteristics. Full solution is displayed in Appendix E.

4.3 Perceptions and Grades relationship

Figure 4.1 Linear Graph of 1st quarter set

Figure 4.2 Linear Graph of 2nd quarter set

Table 4.3 Summary result of Perception and Grade correlation

Pearson Pearson
1st Grading 2nd Grading
Variable Correlation Correlation
Mean mean
(r) (r)

Perception 3.22 3.34

0.255 0.340
Grade in Pre-
85.1 88.4
calculus

Indicator for correlation

Very high - 0.91 until 1.0 Weak - 0.21 until 0.4

High - 0.71 until 0.9 Very weak - 0.00 until 0.2

Moderate - 0.41 until 0.7 Garrett (1969)

Table 3 displays the Pearson Product Moment correlation between

Students' perception and their Pre-calculus grade. The result (r = 0.255) in first

quarter and (r = 0.340) in second quarter shows that there is a positive linear and a

weak significant relationship which infers that student’s perception does not give

the highest contributing factor to affect their grade in the Pre-calculus subject.

Comparing to the study of Kanafiah. S.F. Jumadi A. (2013) that students'

performance in mathematics is not highly affected by perception. Poor

performance may due to having the lack and weak foundation in basic

mathematical principles (r = -0.496) also in the study of Barton, (2000) and

Furinghetti and Pekhonen, (2002) mentality toward mathematics play a crucial

role in learning it and concluded that positive attitudes has a great relationship in

students towards success in mathematics. Full solution is displayed in Appendix

E.

4.4 Grade 11 STEM students’ Performance in Pre-calculus

To determine that students have excellent performance in the Pre-calculus

subject, a grade of 90 to 100 must be obtained, this is based on the DepEd

curriculum guide regarding the Pre-calculus subject. The researchers used this

criterion with the grade of 90 as the value which establishes the excellent

performance of the Grade 11 STEM students.

Table 4.4 Summary result of Students performance in Pre-calculus

Standard Zcritic
Variable Mean µ Zstatistic Implication
Deviation ( = 0.05)

Pre-
Calculus 86.7 4.18 90.0 -6.01 -1.90 Significant
Grade

Table 4 illustrates that students' performance in Pre-Calculus does not

reached the level of better criterion as what indicated in the table that there is

significant difference between the students’ performance in Pre-Calculus and in

the established grade value of 90 which is the target grade of having a better

performance. Since the result in objective number 3 that there is weak relationship

between Perception and Grade in Pre-calculus, theoretically these results may due
to the reality that students probably facing a very high level of attitude and

surrounded by other factors in their environment in which student behavior in Pre-

calculus may vary. According to the study of Saritas, T et. al (2009), strategies

and methods, teacher competency in math education, and motivation or

concentration where the 3 most factors which affects individual achievements in

learning mathematics which could be the reason why Grade 11 Senior High

School students failed to reach the criterion of having a better performance Full

solution is displayed in Appendix E.

 CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATION

The results in different objectives have relative connection with each

other. Most of the students have neutral level of perception, it also found out that

there is no significant difference in their Perception in different quarters with an

in tandem significant weak relationship with their grades and lastly results show

that students reach the grade criterion of having an excellent performance in Pre-

calculus.

The results of the tabulated data of this study found that there is no change

in the Perception of the SHS Grade 11 students in the first semester of the school

year comprising the first and second quarter with students undertaking the subject

Pre-calculus. With this result, it was also identified that perceptions of the

students do not give the greatest factor which can affect their grades in both

quarters under the said subject. The decrease with the quarterly grades of the

students in the subject Pre-calculus may even be caused by some other factors

such as the effectiveness of delivery and teaching of the instructor inside the

classroom, the kind of environment of the students inside the class and even the

poor foundation of the students in the basic principles of mathematics which

fossilized a gap which was left in unentertained and rejected by the students

themselves.
 This study was conducted only to Grade 11 Senior High School students

of Western Mindanao State University. Therefore, findings cannot be generalized

to all Senior High School Students in other Universities and Colleges since the

data gathered is not proportionate in their respective populations.

Furthermore, researches similar to this study can conduct segregation of

male and female students' perception, test the students' ability in Pre-calculus and

study the other factors affecting student’s perception with a higher confidence

level (greater that 95%). Future researchers may also improve the generalizability

by using higher sample population in other universities and colleges.

 REFFERENCE

Carla C. et al. (2007). Attitude toward mathematics of precalculus and calculus

students. Retrieve from https://www.questia.com/read/1G1-
163980003/attitudes-toward-mathematics-of-precalculus-and-calculus?
fbclid=IwAR1vKu9XRQ3FdLW9WLf_brSCzJE5QQWmYqJZbHjdUob
X-1g4bzBdnojamr8

Carlso, M et al. (2015). A study of students’ readiness to learn calculus. Retrieved

from http://rd.springer.com

Douwe, D. (2017). Perception: Our useful inability to see reality. Retrieved from
http://www.nature.com

Farooq, M. et al.. (2019). Students' attitude towards mathematics. Retrieve from

https://www.researchgate.net/publication/251196021_STUDENTS'_ATTI
TUDE_TOWARDS_MATHEMATICS

Fennema, E. et al. (1976). Fennema-Sherman Mathematics Attitudes Scales:

Instruments Designed to Measure Attitudes toward the Learning of
Mathematics by Females and Males. Journal for Research in Mathematics
Education, Vol. 7, No. 5 (Nov., 1976), pp. 324- 326

Force, D. (2015). Perception Vs. Opinion. Retrieved from

http://www.linkedin.com

Furinghetti, F., & Pehkonen, E. (2002). Rethinking characterizations of beliefs. In

Leder, G., Pehkonen, E., and Torner, G. (Eds.), Beliefs: A hidden variable
in mathematics education? 31,39-57. Dordrecht, Kluwer.

Gadiane, A. (2017). The english proficiency of the engineering students of

western mindanao state university school year 2017-2018. Western
Mindanao State University, Zamboanga City.

Garcia-Santillan, A. et al. (2016). Student perception toward mathematics

assessment, temporality toward exams, the understanding toward
problems associated to the numbers and mathematical operations in real
life. really are factors generators of anxiety toward math?. International
Journal of Developmental and Educational Psychology INFAD Revista de
Psicología, 2016. pp: 393-402
Kanafiah, S.F et al. (2013). Students’ perception towards mathematics, Attitudes ,
interest, and lectures’ teachings. Retrieve from
https://www.academia.edu/6836597/Students_Perception_Towards_Ma
theatics_Attitudes_Interest_And_Lectures_Teaching?auto=download
Policy guidelines on awards and recognition for the K to 12 basic education
program. (2016, April 19). Retrieved from http://www.deped.gov.ph/wp-
content/uploads/2016/06/DO_s2016_036.pdf

Saritas, T. and Akdemir, O. (2009). Identify factors affectin the marhematics

achievements of students for better instructural design. Retrived from
http://itdl.org/Journal/Dec_09/article03.htm

Tavakol, M. and Dennick R. (2011).  Making Sense of Cronbach’s Alpha.

International Journal of Medical Education. 2011. pp: 2:53-55

Yang, X. (2003). Senior Secondary Students’ Perceptions of Mathematics

Classroom Learning Environments in China and Their Attitudes Towards
Mathematics. Southwest University, Chongqing, China.
 APPENDIX A
GANTT CHART

Month November December January February

Week 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Topic
Selection

Approval
and
Validation
of Topic

Chapter 1
Chapter 2
Chapter 3

Proposal
Defense

Preparation
for the
Survey

Survey
Proper

Tabulation
of Data

Chapter 4
Chapter 5
Finalization
of Paper

Final
Defense

APPENDIX B
RESEARCH LINE ITEM BUDGET

Title: WMSU SHS STUDENTS: Perception of CET and CSM students in subject
Pre-calculus

Project Duration: November 2018 – March 2019

Study Leader: John Abernard T. Perez

Co-researchers:
John Carlo P. Magnun
Joshua D. Blancaflor
Alniekan Victoriano

Implementing Department: College of Science and Mathematics, Western

Mindanao State University

Items Budgetary Requirements

MOOE
Ink Php 500
Bond Paper Php 300
Travel Expenses Php 200
Grand Total Php 1000

Prepared by:
John Abernard T. Perez
John Carlo P. Magnun
Joshua D. Blancaflor
Alniekan Victoriano
 APPENDIX C
CONSENT LETTER
 Western Mindanao State University
College of Science and Mathematics
Senior High School Department
Normal Road, Baliwasan Zamboanga City

Good day Students!

In partial fulfilment of our requirement for Research 12. We, the Grade 12 Senior High
School students of Western Mindanao State University, under the College of Science and
Mathematics are conducting a research study entitled, “WMSU SHS STUDENTS: Perception of
CET and CSM students in subject Pre-calculus”. The duration of the said study will cover
months of January and February 2019.

With this matter, we would like to ask for your permission to conduct this study inside your
classroom and to take your response. Your participation in this study is completely voluntary and
you can also skip or neglect questions which you think may invade your privacy. Responses shall
remain confidential and anonymous. Researchers of this study will only be the one to know
individual answers to the questionnaire. The gathered data from this research will be kept and will
only be mentioned as a whole and collective.

The results of this study will benefit the fore coming students of Western Mindanao State
University and as well as to give awareness for the faculty and the teachers regarding the
performance of the students and if there is a need to improve the system of education of this
institution. Your kind approval will be greatly appreciated.

Thank you for your assistance in this important endeavor!

Alniekan Victoriano
Joshua D. Blancaflor
John Abernard T. Perez
John Carlo P. Magnun
Researchers

Noted by: Jayson T. Francisco

Research 12 Adviser

Recommending Approval: Engr. Elsa A. Saavedra

Principal, Senior High School

APPENDIX D
SURVEY QUESTIONNAIRE
 APPENDIX E
Tabulated Survey Report
GRADING

GRADING
Perception

GRADE
Student
1ST

1ST
S10
S1

S2

S3

S4

S5

S6

S7

S8

S9
1 5 3 5 4 4 5 4 4 5 5 4.4 93
2 3 2 3 3 4 3 4 4 5 4 3.5 80
3 3 3 4 3 3 3 3 2 2 2 2.8 84
4 4 4 4 4 3 4 4 4 3 3 3.7 88
5 5 4 3 4 4 4 4 3 4 4 3.9 86
6 3 1 4 3 4 5 5 4 5 5 3.9 91
7 3 1 4 4 3 4 3 2 3 4 3.1 87
8 1 1 1 5 5 5 5 2 3 1 2.9 89
9 2 2 1 4 3 3 3 1 3 1 2.3 86
10 3 1 3 3 1 5 4 2 4 3 2.9 87
11 5 3 4 4 4 5 5 3 4 4 4.1 84
12 3 2 3 3 2 5 5 3 3 3 3.2 83
13 4 2 3 3 3 4 4 2 3 3 3.1 83
14 4 2 2 2 3 4 4 3 3 3 3 83
15 4 2 3 2 3 4 3 3 4 4 3.2 89
16 4 2 5 2 3 5 4 4 4 4 3.7 94
17 3 1 3 3 2 5 3 3 4 4 3.1 74
18 3 1 4 3 4 5 5 5 5 5 4 88
19 3 1 5 2 3 4 4 3 4 3 3.2 88
20 5 3 5 4 5 5 4 4 4 4 4.3 91
21 4 3 3 3 3 4 4 3 4 4 3.5 81
22 3 3 4 3 3 4 4 3 5 3 3.5 86
23 2 2 2 4 3 5 4 2 4 3 3.1 87
24 4 2 3 3 1 3 4 3 3 3 2.9 87
25 3 2 3 4 3 5 5 3 4 4 3.6 81
26 3 1 3 3 2 4 5 3 4 2 3 79
27 3 1 2 2 2 3 3 2 4 3 2.5 80
28 1 1 1 1 0 3 3 1 1 1 1.3 79
29 2 2 2 4 2 5 4 2 3 2 2.8 78
30 2 3 5 2 4 4 4 2 4 4 3.4 85
31 0 1 4 2 2 4 4 2 3 3 2.5 80
32 1 1 1 1 5 5 1 1 1 3 2 99
33 5 4 4 4 3 5 5 5 5 5 4.5 84
34 4 3 0 5 4 5 3 1 3 4 3.2 86
35 3 2 3 3 2 5 4 3 5 3 3.3 82
36 3 2 0 3 2 3 4 2 3 3 2.5 86
37 2 2 2 3 4 5 5 4 4 4 3.5 87
38 1 1 1 1 2 5 1 1 3 4 2 81
39 3 2 2 4 2 4 4 3 0 3 2.7 83
40 5 3 0 3 3 5 5 4 4 5 3.7 85
 41 5 5 5 5 5 1 3 2 2 2 3.5 83
42 5 5 3 5 5 5 5 5 4 3 4.5 82
43 2 1 2 3 4 3 3 2 3 2 2.5 80
44 3 2 3 4 3 5 5 3 4 3 3.5 86
45 2 2 3 3 2 3 2 2 3 3 2.5 93
46 3 1 3 2 3 5 4 1 4 3 2.9 82
47 3 2 3 4 2 3 4 3 2 2 2.8 82
48 2 2 3 3 3 3 3 3 2 3 2.7 88
49 4 3 3 4 5 5 4 3 3 2 3.6 88
50 4 3 3 4 5 5 5 5 5 5 4.4 91
51 2 2 3 3 3 5 4 3 4 3 3.2 81
52 1 1 3 4 2 3 3 3 4 3 2.7 79
53 3 3 3 3 4 5 4 4 4 3 3.6 92
54 3 2 2 4 3 5 3 1 4 2 2.9 86
55 3 2 3 3 2 4 3 3 4 3 3 82
56 3 2 2 3 3 4 5 3 3 3 3.1 80
57 3 3 3 3 3 4 4 3 4 5 3.5 86
58 4 2 3 3 4 5 3 3 5 4 3.6 85
59 3 3 4 3 4 4 4 3 4 3 3.5 88
GRADING

GRADING
Perception

GRADE
Student
2ND

2ND
S10
S1

S2

S3

S4

S5

S6

S7

S8

S9

1 5 3 5 4 4 5 4 4 5 5 4.4 98
2 4 3 4 3 5 4 3 4 3 3 3.6 88
3 4 3 4 3 3 3 3 3 2 2 3 87
4 3 4 3 4 4 3 3 3 3 4 3.4 90
5 4 4 4 3 4 4 3 4 4 4 3.8 82
6 4 3 3 3 5 5 5 4 5 5 4.2 92
7 4 1 4 4 3 4 1 3 3 4 3.1 93
8 2 3 3 4 5 5 5 3 3 3 3.6 75
9 2 2 1 4 3 3 3 1 3 1 2.3 86
10 4 3 3 2 1 5 4 2 3 3 3 92
11 5 4 4 5 5 5 5 4 4 4 4.5 89
12 4 2 3 4 3 5 5 3 3 3 3.5 89
13 4 2 3 3 3 4 4 3 3 3 3.2 85
14 4 2 3 3 3 4 3 3 3 3 3.1 93
15 4 2 3 2 3 4 4 3 4 4 3.3 92
16 3 2 3 2 3 5 4 4 4 3 3.3 94
17 3 1 3 3 3 5 3 3 5 4 3.3 76
18 4 2 2 3 4 5 5 5 5 5 4 89
19 5 3 5 5 2 5 4 3 4 4 4 92
 20 5 3 3 4 4 5 4 3 4 5 4 92
21 4 3 3 3 4 5 4 3 4 5 3.8 90
22 3 3 3 3 4 4 4 3 3 5 3.5 84
23 3 2 4 3 3 5 4 2 5 4 3.5 88
24 4 2 3 3 1 3 4 3 3 3 2.9 92
25 3 2 3 4 3 5 5 3 4 4 3.6 86
26 3 3 2 3 3 4 3 1 3 3 2.8 86
27 3 2 2 2 3 4 2 2 3 3 2.6 83
28 1 1 1 1 1 3 3 1 1 1 1.4 85
29 3 2 3 4 3 5 5 3 3 3 3.4 83
30 3 4 5 3 4 4 4 4 4 4 3.9 89
31 3 2 4 4 2 5 4 2 3 4 3.3 80
32 1 1 1 2 1 0 2 1 2 1 1.2 84
33 5 3 3 5 5 5 5 5 5 5 4.6 89
34 5 4 2 5 3 5 3 2 4 3 3.6 90
35 4 3 4 4 3 5 4 4 5 4 4 92
36 3 2 0 3 3 3 3 2 3 2 2.4 87
37 3 2 2 3 4 4 5 4 5 4 3.6 88
38 1 1 1 1 2 5 1 1 3 4 2 90
39 3 2 2 3 2 4 4 3 0 3 2.6 83
40 4 3 0 3 3 5 5 4 4 5 3.6 90
41 5 5 5 5 5 1 3 2 5 3 3.9 84
42 5 3 3 4 3 5 4 3 3 3 3.6 85
43 2 1 2 3 4 3 3 2 3 2 2.5 81
44 4 3 3 4 4 5 5 3 3 4 3.8 85
45 2 2 3 3 2 3 2 2 3 3 2.5 95
46 3 1 3 3 2 5 3 1 4 3 2.8 92
47 3 2 3 4 3 3 4 3 2 2 2.9 84
48 3 3 5 5 5 5 5 3 5 4 4.3 98
49 4 3 2 3 5 5 4 1 3 2 3.2 87
50 4 3 4 4 5 5 5 5 5 5 4.5 93
51 3 2 3 3 3 5 3 3 4 3 3.2 83
52 1 1 3 4 2 3 3 3 4 3 2.7 83
53 4 3 3 4 4 5 4 4 4 4 3.9 96
54 3 3 3 3 3 3 3 3 3 3 3 90
55 3 3 3 3 3 5 3 3 4 4 3.4 92
56 3 2 3 2 2 3 3 2 2 2 2.4 87
57 3 3 3 3 3 4 4 3 4 5 3.5 97
58 4 2 5 4 5 5 4 3 5 4 4.1 93
59 4 3 5 3 5 5 5 3 4 4 4.1 98

3.3 Subjects - Respondents of the Study

 NZ² p (1-p)
n=
Nd² + Z²p (1-p)

(70)(1.98)2 ● (0.5)(1-0.5)
n=
(70)(0.05)2 + (1.98)2 (0.5)(1-0.5)
n = 59.39

3.4 Research Instrument

Total number of items

10 Cronbach Alpha
(N)
Sum of the item Variance
10.78311 α = (N/N-1)(1-∑ Vitem/Vscores)
(Vitem)
α = (10/10-1)(1-10.78311/40.07297)
Variance of total scores α = 0.812125731
40.07297
(Vscores)

4.1 Students' Perception percentage towards Pre-Calculus

High Neutral Low
4.4 2.8 2.3
3.5 3.1 2.5
3.7 2.9 1.3
3.9 2.9 2.5
3.9 3.2 2
4.1 3.1 2.5
3.7 3 2
4 3.2 2.5
4.3 3.2 2.5
3.5 3.2
3.5 3.1
3.6 2.9
 4.5 3
3.5 2.8
3.7 3.4
3.5 3.2
4.5 3.3
3.5 2.7
3.6 2.9
4.4 2.8
3.6 2.7
3.5 3.2
3.6 2.7
3.5 2.9
3.1
3
SUM 24 26 9 Total 59
% 40.68 44.07 15.25 100
MEAN 3.8125 3.011538462 2.233333333

4.2 Students' Perceptions

Percepti Percepti (x-x̅gm)2 n(x̅-x̅gm)2
on x on y
1.25515943 1.25515943 0.232033 0.232033
4.4 4.4
7 7 898 898
0.04854926 0.10261706
3.5 3.6
7 4
0.23007469 0.07821028
2.8 3
1 4
0.17668486 0.01448147
3.7 3.4
1 1
0.38482045 0.27075265
3.9 3.8
4 7
0.38482045 0.84702384
3.9 4.2
4 4
0.03227808 0.03227808
3.1 3.1
1 1
0.14414248 0.10261706
2.9 3.6
8 4
0.95973570 0.95973570
2.3 2.3
8 8
0.14414248 0.07821028
2.9 3
8 4
0.67295604 1.48922723
4.1 4.5
7 4
0.00634587 0.04854926
3.2 3.5
8 7
0.03227808 0.00634587
3.1 3.2
1 8
0.07821028 0.03227808
3 3.1
4 1
0.00634587 0.00041367
3.2 3.3
8 4
0.17668486 0.00041367
3.7 3.3
1 4
0.03227808 0.00041367
3.1 3.3
1 4
0.51888825 0.51888825
4 4
1 1
0.00634587 0.51888825
3.2 4
8 1
0.51888825
4.3 4 1.04109164
1
0.04854926 0.27075265
3.5 3.8
7 7
0.04854926 0.04854926
3.5 3.5
7 7
3.1 3.5 0.03227808 0.04854926
 1 7
0.14414248 0.14414248
2.9 2.9
8 8
0.10261706 0.10261706
3.6 3.6
4 4
0.07821028 0.23007469
3 2.8
4 1
0.60787130 0.46193909
2.5 2.6
1 8
3.91905774 3.53312553
1.3 1.4
2 9
0.23007469 0.01448147
2.8 3.4
1 1
0.01448147 0.38482045
3.4 3.9
1 4
0.60787130 0.00041367
2.5 3.3
1 4
1.63753231 4.32498994
2 1.2
8 5
1.48922723
4.5 4.6 1.74329503
4
0.00634587 0.10261706
3.2 3.6
8 4
0.00041367 0.51888825
3.3 4
4 1
0.60787130 0.77380350
2.5 2.4
1 5
0.04854926 0.10261706
3.5 3.6
7 4
1.63753231 1.63753231
2 2
8 8
0.33600689 0.46193909
2.7 2.6
5 8
0.17668486 0.10261706
3.7 3.6
1 4
0.04854926 0.38482045
3.5 3.9
7 4
1.48922723 0.10261706
4.5 3.6
4 4
0.60787130 0.60787130
2.5 2.5
1 1
0.04854926 0.27075265
3.5 3.8
7 7
0.60787130 0.60787130
2.5 2.5
1 1
2.9 2.8 0.14414248 0.23007469
 8 1
0.23007469 0.14414248
2.8 2.9
1 8
0.33600689
2.7 4.3 1.04109164
5
0.10261706 0.00634587
3.6 3.2
4 8
1.25515943 1.48922723
4.4 4.5
7 4
0.00634587 0.00634587
3.2 3.2
8 8
0.33600689 0.33600689
2.7 2.7
5 5
0.10261706 0.38482045
3.6 3.9
4 4
0.14414248 0.07821028
2.9 3
8 4
0.07821028 0.01448147
3 3.4
4 1
0.03227808 0.77380350
3.1 2.4
1 5
0.04854926 0.04854926
3.5 3.5
7 7
0.10261706 0.67295604
3.6 4.1
4 7
0.04854926 0.67295604
3.5 4.1
7 7
23.8750847 29.7561016
∑ 189.8 197.2
5 9
3.216949 3.342372
x̅
153 881
0.407638 0.509035
s^2
808 652
n 59 59
N 118
x̅gm 3.279661017
dfss
116
w
dfssb 1

SSB 0.464067797
Sb^2 0.464067797
SSW 53.63118644
Sw^
0.462337814
2
 F 1.003741815
P-
0.318492123
value

4.3 Relationship of Perceptions and Grades in Pre-calculus

GRADING

Students
Mean 1ST
1ST

Perception GRADING xy x^2 y^2

(x) GRADE(y)

1 4.4 93 409.2 19.36 8649

2 3.5 80 280 12.25 6400
3 2.8 84 235.2 7.84 7056
4 3.7 88 325.6 13.69 7744
5 3.9 86 335.4 15.21 7396
6 3.9 91 354.9 15.21 8281
7 3.1 87 269.7 9.61 7569
8 2.9 89 258.1 8.41 7921
9 2.3 86 197.8 5.29 7396
10 2.9 87 252.3 8.41 7569
11 4.1 84 344.4 16.81 7056
12 3.2 83 265.6 10.24 6889
13 3.1 83 257.3 9.61 6889
14 3 83 249 9 6889
15 3.2 89 284.8 10.24 7921
16 3.7 94 347.8 13.69 8836
17 3.1 74 229.4 9.61 5476
18 4 88 352 16 7744
19 3.2 88 281.6 10.24 7744
20 4.3 91 391.3 18.49 8281
21 3.5 81 283.5 12.25 6561
22 3.5 86 301 12.25 7396
23 3.1 87 269.7 9.61 7569
24 2.9 87 252.3 8.41 7569
25 3.6 81 291.6 12.96 6561
26 3 79 237 9 6241
27 2.5 80 200 6.25 6400
28 1.3 79 102.7 1.69 6241
29 2.8 78 218.4 7.84 6084
30 3.4 85 289 11.56 7225
31 2.5 80 200 6.25 6400
32 2 99 198 4 9801
 33 4.5 84 378 20.25 7056
34 3.2 86 275.2 10.24 7396
35 3.3 82 270.6 10.89 6724
36 2.5 86 215 6.25 7396
37 3.5 87 304.5 12.25 7569
38 2 81 162 4 6561
39 2.7 83 224.1 7.29 6889
40 3.7 85 314.5 13.69 7225
41 3.5 83 290.5 12.25 6889
42 4.5 82 369 20.25 6724
43 2.5 80 200 6.25 6400
44 3.5 86 301 12.25 7396
45 2.5 93 232.5 6.25 8649
46 2.9 82 237.8 8.41 6724
47 2.8 82 229.6 7.84 6724
48 2.7 88 237.6 7.29 7744
49 3.6 88 316.8 12.96 7744
50 4.4 91 400.4 19.36 8281
51 3.2 81 259.2 10.24 6561
52 2.7 79 213.3 7.29 6241
53 3.6 92 331.2 12.96 8464
54 2.9 86 249.4 8.41 7396
55 3 82 246 9 6724
56 3.1 80 248 9.61 6400
57 3.5 86 301 12.25 7396
58 3.6 85 306 12.96 7225
59 3.5 88 308 12.25 7744
3.21694915
MEAN 85.05084746
3
16185. 634.2
SUM 189.8 5018 427996
8 2

n ( ∑xy ) – ( ∑x )( ∑y )
r=
√ [ n ∑x2 – (∑x)2 ][ n ∑y2 – (∑y)2 ]
59 ( 16185.8 ) – ( 189.8 )( 5018 )
r=
√ [ 59 (634.22) – (189.8)2 ][ 59 (427996)– (5018)2 ]

r = 0.255
4.4 Grade 11 STEM students’’ Performance in Pre-calculus

x̅ - µ
Z=
σ / √n

86.729 - 90
Z=
4.1785 / √59

Z = -0.102