INTERPRETATI

ON OF DATA
 Evident in table 3 is the grades of the students in Mathematics during
their high school. Most of the students, 130 or 46 percent have a grade of
satisfactory while 109 or 38 percent have a grade of very satisfactory. Only
24 or eight percent of the students have an outstanding grade and same
frequency is also tallied for students who are considered to be beginners.
The mean grade of the students in high school Mathematics is 84.54 with a
standard deviation of 3.99 which fall shortly beyond the lower boundary of a
very satisfactory grade. This implies that the students do not excel much in
Mathematics. In an informal interview with some of the students, they said
that Mathematics is a difficult subject for them.
Table 3. Distribution of the students in terms of grade in high school Mathematics
Grade Frequency
Percentage
(adapted from DepEd) (n=286)
90 or above (Outstanding) 24 8
85 to 89 (Very satisfactory) 109 38
80 to 84 (Satisfactory) 130 46
75 to 79 (Beginner) 23 8
74 or below (Did not meet expectations) 0 0
Mean = 84.54 S.D. = 3.99
 Among the possible educational materials found at home, as can be
seen in table 10, books and magazines are the number one available with
a frequency of 225, followed nearly by dictionaries with 218 and
calculators with 181. On the other hand, the rarest available educational
facility at home is computer with Internet connection where 45 students
own one of it. This finding means that they have available educational
materials at home. The finding further implies that they have available
references that they could cite, use and research to about their
assignments and requirements in Algebra.
Table 10. Available educational materials at the students’ home
Educational Materials Frequency Rank
Books/ magazines 225 1
Dictionary 218 2
Calculator 181 3
VHS/DVD/VCD/MP3/MP4 players 113 4
TV with cable connection 82 5
Encyclopedia 79 6.5
Radio/cassette 79 6.5
Computer set with internet, laptop, tablets 45 8
*multiple response
 Frequency
Pilot testing of the proposed Personal Profile Variables
(n=93)
Percentage

standardized test was administered Sex

to a total of 93 Grade 11 senior high Male 50 54

school students. Table 1 showed the Female 43 46

distribution of the student- Age (in years)

respondents according to their 20 to 21 2 2

personal profile: sex, age (in years), 18 to 19 14 15

living arrangement, and weekly 16 to 17 77 83

allowance (in pesos). Mean = 16.86 y/o S.D. = 0.88

Among ninety-three (93) Living arrangement

Grade 11 senior high school students, Lives with parents 85 91

50 are male constituting 54% of the Lives in a boarding house/dormitory/apartment 2 2

student-respondents while 46% or 43 Lives with relatives 4 5

are female. This means that there are Lives with siblings 1 1

Lives with others as working student 1 1

more male students enrolled in STEM
Weekly allowance (in pesos)
compared to female students.
601 or higher 1 1
Accordingly, an article published by
401 to 600 28 30
www.collegefactual.com reported that
201 to 400 50 54
STEM degrees are more popular to 100 to 200 14 15
male. In 2016, the breakdown of Mean = Php 351.29 S.D. = 173.84
STEM graduates showed that 63% are
male while only 37% are female.
 Frequency
Personal Profile Variables Percentage
(n=93)
Along with the living Sex

arrangement of students, 91% (85) Male 50 54

Female 43 46
among them live with their parents, Age (in years)
20 to 21 2 2
5% (4) of them lives with relatives,
18 to 19 14 15

while 2 of them lives in a boarding 16 to 17 77 83

Mean = 16.86 y/o S.D. = 0.88

house or a dormitory and only 1 lives
Living arrangement

with siblings as well as a working Lives with parents 85 91

Lives in a boarding house/dormitory/apartment 2 2

student. It can be noted that most of Lives with relatives 4 5

the students live with their parents. Lives with siblings 1 1

Lives with others as working student 1 1

Thus, most of them are likely to be Weekly allowance (in pesos)
601 or higher 1 1
dependent to their parents, and
401 to 600 28 30

adjustment to a new environment as 201 to 400 50 54

100 to 200 14 15
well as time management to do
Mean = Php 351.29 S.D. = 173.84

household chores along with academic

 Frequency
Personal Profile Variables Percentage
(n=93)
Along with the living
Sex
arrangement of students, 91% (85) Male 50 54

Female 43 46
among them live with their parents,
Age (in years)

5% (4) of them lives with relatives, 20 to 21 2 2

18 to 19 14 15
while 2 of them lives in a boarding 16 to 17 77 83

house or a dormitory and only 1 lives Mean = 16.86 y/o S.D. = 0.88

Living arrangement
with siblings as well as a working Lives with parents 85 91

student. It can be noted that most of Lives in a boarding house/dormitory/apartment 2 2

Lives with relatives 4 5

the students live with their parents. Lives with siblings 1 1

Lives with others as working student 1 1

Thus, most of them are likely to be
Weekly allowance (in pesos)

dependent to their parents, and 601 or higher 1 1

401 to 600 28 30
adjustment to a new environment as 201 to 400 50 54

well as time management to do 100 to 200 14 15

Mean = Php 351.29 S.D. = 173.84

household chores along with academic
tasks is not necessary.
 Frequency
Personal Profile Variables Percentage
(n=93)
As regards to the weekly Sex
Male 50 54
allowance of the student-respondents, Female 43 46

54% (50) of the students has 201 to Age (in years)

20 to 21 2 2
400 pesos, 30% (28) has 401 to 600 18 to 19 14 15

pesos, 15% (14) has 100 to 200 pesos 16 to 17 77 83

Mean = 16.86 y/o S.D. = 0.88

and only 1 of them has 601 pesos or Living arrangement
Lives with parents 85 91
higher. Results implied that most of the
Lives in a boarding house/dormitory/apartment 2 2

students have weekly allowance of 201 Lives with relatives 4 5

Lives with siblings 1 1

to 400 pesos yielding to a mean weekly
Lives with others as working student 1 1

allowance of Php 351.29. With this, it Weekly allowance (in pesos)

601 or higher 1 1
can be inferred that the student- 401 to 600 28 30

respondents have sufficient weekly 201 to 400 50 54

100 to 200 14 15
allowance considering that most of Mean = Php 351.29 S.D. = 173.84

them live with their parents.

 The study skills of the students in terms of time management
and procrastination are shown in table 16. The reckoned overall
weighted mean of 3.86 implies that the students have a very good
study skills in terms of time management. It can be highlighted that
the students always arrive in time on their classes in Algebra (4.54)
and often devote sufficient study time (3.80). It is also important to
note that they often avoid activities which tend to interfere with
their schedules
Table 16. Students’(3.63).
study skills with respect to time management and procrastination
Weighted Descriptive
Statement
Mean Value
The students…
1. …attend Algebra classes and other meetings on time. 4.43 Excellent
2. …devote sufficient study time in Algebra. 3.80 Very good
3. …outline specific goals for their study in Algebra. 3.76 Very good
4. …avoid activities which tend to interfere with their schedule in Algebra. 3.63 Very good
5. …begin assignments well in advance. 3.70 Very good

Overall Weighted Mean 3.86 Very good

Notes for reliability: Legend:
Teacher-made questionnaire was subjected to reliability test using Cronbach’s alpha 4.20 – 5.00 Excellent
Cronbach’s alpha coefficient = 0.606 3.40 – 4.19 Very good
vs. Cronbach’s alpha for standardized item = 0.644 2.60 – 3.39 Good
Interpretation: Reliable 1.80 – 2.59 Fair
1.00 – 1.79 Poor
 This implies that the students have high regard of their
class and manage their time wisely. It also suggests that the
students could cope with their Math class on time.
Mathematics class is crucial and has cascading effect that
when an absence is committed, there is a high possibility that
the next lessons would not be understood.
Table 16. Students’ study skills with respect to time management and procrastination
Weighted Descriptive
Statement
Mean Value
The students…
1. …attend Algebra classes and other meetings on time. 4.43 Excellent
2. …devote sufficient study time in Algebra. 3.80 Very good
3. …outline specific goals for their study in Algebra. 3.76 Very good
4. …avoid activities which tend to interfere with their schedule in Algebra. 3.63 Very good
5. …begin assignments well in advance. 3.70 Very good

Overall Weighted Mean 3.86 Very good

Notes for reliability: Legend:
Teacher-made questionnaire was subjected to reliability test using Cronbach’s alpha 4.20 – 5.00 Excellent
Cronbach’s alpha coefficient = 0.606 3.40 – 4.19 Very good
vs. Cronbach’s alpha for standardized item = 0.644 2.60 – 3.39 Good
Interpretation: Reliable 1.80 – 2.59 Fair
1.00 – 1.79 Poor
 HYPOTHESIS
TESTING
is the process of making an inference or generalization on
a population based on the results of the study on samples.

TWO TYPES OF HYPOTHESIS

Null Alternativ
hypothesi e
s hypothesis
 TWO TYPES OF ERRORS

is TRUE is FALSE

ERROR CORRECT
REJECT
TYPE I decision

CORRECT ERROR
ACCEPT
decision TYPE II
Guiding Principles:
 Reject Ho if the p-value is less than or
equal to the established level of
significance.

 Reject Ho if the t statistic is greater than

or equal to the critical value.
 EXAMPLE
DV: Performance of the students in the
proposed test in Pre-Calculus Correlation
Independent Variables: Probability Statistical Inference*
Coefficient

Personal Profile

Age -0.232 0.026

Sex -0.010 0.921

Living arrangement 50.924 0.939

Weekly allowance -0.208 0.046

Academic Profile

Grade in Mathematics 10 0.279 0.007

Grade in General Mathematics 0.494 0.000

Grade in Pre-Calculus 0.966 0.000

 DV: Performance of the
Table 12 presents the profile variables that students in the Correlat
proposed test in Pre- ion Probab Statistical
significantly relates to the performance of the Calculus Coeffici ility Inference*
Independent Variables: ent
students in the proposed Pre-Calculus test. Age
(r=-0.232, p=0.026), weekly allowance (r=-
Personal Profile
0.208, p=0.046) and grades in Mathematics 10
(r=0.279, p=0.007), General Mathematics Age -0.232 0.026 Significant
(r=0.494, p=0.000) and Pre-Calculus (r=0.966,
Sex -0.010 0.921 Not significant
p=0.000) are significantly related to the
performance of the students in the proposed Living arrangement 50.924 0.939 Not significant

Pre-Calculus test. Weekly allowance -0.208 0.046 Significant

Younger students relate to have a higher
Academic Profile
performance in the test than older students.
This result is consistent with the findings of a Highly
Grade in Mathematics 10 0.279 0.007
significant
study published by International Conference on
Grade in General Highly
0.494 0.000
Social Science and Humanity (2011) which Mathematics significant

showed that younger students perform better in Highly

Grade in Pre-Calculus 0.966 0.000
significant
Mathematics than older students. Further, the
 DV: Performance of the
students in the Correlat
proposed test in Pre- ion Probab Statistical
Calculus Coeffici ility Inference*
Students who receive lower weekly allowance Independent Variables:
ent
also relate to have a higher performance in the test.
Personal Profile
This finding is similar to the study of Utanes (2014)
Age -0.232 0.026 Significant
which he credited this finding from the fact that the
Sex -0.010 0.921 Not significant
student is challenged to strive and perform harder
Living arrangement 50.924 0.939 Not significant
despite his financial disability. Alternatively, a student

with more or additional allowances could sort to some Weekly allowance -0.208 0.046 Significant

activities that interferes his studies. Academic Profile

Highly
Grade in Mathematics 10 0.279 0.007
significant
Grade in General Highly
0.494 0.000
Mathematics significant
Highly
Grade in Pre-Calculus 0.966 0.000
significant
 DV: Performance of the
students in the Correlat
proposed test in Pre- ion Probab Statistical
The higher the students’ grades in Calculus Coeffici ility Inference*
Independent Variables: ent
Mathematics during their Grade 10 and their

General Mathematics and Precalculus subject Personal Profile

during SHS, the higher also are their performance Age -0.232 0.026 Significant

in the test. Spiral progression approach is used in Sex -0.010 0.921 Not significant

the K to 12 Basic Education Curriculum wherein Living arrangement 50.924 0.939 Not significant

learning competencies in lower grades are Weekly allowance -0.208 0.046 Significant

prerequisite for the learning competencies of Academic Profile

higher grades. Hence, the students’ level of Highly

Grade in Mathematics 10 0.279 0.007
significant
achievement of the learning competencies in Grade in General Highly
0.494 0.000
Mathematics significant
lower grades affect their performance in the
Highly
Grade in Pre-Calculus 0.966 0.000
significant
higher grades.