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This chapter presents the findings of the study with the corresponding analysis

and interpretation of the data. Included here are the following sub-topics: profile of the

students in Grade 11 Celsius of Eastern Visayas Regional Science High School;

mathematical learning performance of the grade 11 students in terms of: learning

response, mental response, and social response; factors affecting the student’s

performance in Mathematics; and relationship between the learning, mental and social

response.

The table below presents the profile of the Respondents, the grade 11 Celsius of

EVRSHS in terms of Age and Sex.

Age and Sex. Table 2 presents the age and sex of the Respondents.

Table 2

Sex

Age

F %

Distribution Male Female

13 - 14 1 0 1 2.38

15 – 16 10 10 20 47.62

17 - 18 9 12 21 50.00

Total 20 22 42 100.00

% 47.62 52.38 100.00

Mean 15.5

S.D. 9.32

30

From the table, it can be gleaned that 21 of the respondents or 50 percent were

aged 17 – 18 years old, 20 or 47.62 percent of the students were aged from 15 – 16, and 1

or 2.38 percent of the respondents were aged between 13 – 14. The values were

distributed in the age brackets identified in this study.

The mean age of the respondents, the grade 11 Celsius of EVRSHS was pegged at

15.5 years old with a standard deviation of 9.32 years. The respondents of the study were

at their 17’s, relatively young and still active in their academic performances as well as in

their socialization and interaction within the class. Moreover, majority of the respondents

in this study were female students, accounting for 22 or 52.38 percent, while the male

counterpart was composed of 20 students or 47.62 percent.

The data showed female dominance among the respondents of this study, the

grade 11 Celsius students of EVRSHS. This is expected considering that more female

students are enrolled in the Grade 11 Celsius of EVRSHS; thus, the probability of the

students’ mathematical learning performance is high.

Celsius students of Eastern Visayas Regional Science High School in terms of their

learning response; mental response and social response.

Learning Response

Table 3 provides information on the learning response of the respondents; the data

were gathered and got the totality. These were the results of their 1st to 3rd grading

performances in their Mathematics subject.

Table 3

31

Grades

Respondents

Sex 1st Grading 2nd Grading 3rd Grading

1 M 87 90 85

2 M 85 87 85

3 M 87 90 86

4 M 89 92 91

5 M 87 90 85

6 M 85 88 88

7 M 86 89 84

8 M 87 90 84

9 M 85 89 85

10 M 90 90 90

11 M 91 88 83

12 M 88 92 88

13 M 89 92 90

14 M 86 90 87

15 M 87 90 88

16 M 88 88 85

17 M 88 89 88

18 M 88 89 88

19 M 88 90 90

20 M 89 91 89

21 F 90 91 88

22 F 92 89 86

23 F 88 92 85

24 F 87 93 91

25 F 85 90 87

26 F 88 89 87

32

Table 3 Continued

27 F 89 87 87

28 F 91 90 88

29 F 90 90 90

30 F 87 92 92

31 F 88 92 92

32 F 87 89 87

33 F 88 89 86

34 F 85 87 85

35 F 91 93 91

36 F 89 92 87

37 F 86 88 87

38 F 89 89 89

49 F 85 87 86

40 F 89 91 90

41 F 85 88 86

42 F 88 90 89

Mean 87.78 89.81 87.5

Table 3 shows the data, grades of the respondents, wherein, in the first grading,

the mean grades of the respondents were 87.78 which passed the passing grade. It shows

that in the first grading of the class, the learning performance of the respondents were

great and interactive. On the other hand, on the second grading of the classes in their

Mathematic subject, the data results portrayed a mean grade of 89.81, which means that

they performed well in their second grading than in their first grading. Meanwhile, on

their third grading, the latter showed a mean of 87.5, presented the performance of the

students of Grade 11 Celsius that even though the result decreased, and shows the least

learning response, they’ve still performed well in the grading.

33

Mental Response

The data below shows the mental response of the Grade 11 Celsius students on

their Mathematics subject. Some are in tabular value and some are stated and analyze

base from the questionnaire used by the researchers.

Table 4.1

Sex

Score Score

Male 13 5

Female 15 6

Total 28 11

% 71.79 28.21

The table showed that out of 39 students in grade 11 Celsius, there were 28 or

71.79 percent preferred having a passing score in their Mathematics quizzes, while there

were 11 students or 28.21 percent who preferred having a higher scores than the passing

score. Students who preferred having a passing score reasoned out in the questionnaires

taken from the researchers that they chose to have them for compliance and for at least

they’ve passed the test even though they didn’t get higher scores. Whereas, the students

who favored having a higher score than the passing score coherently states that they

prefer higher grades, since higher scores is equal to having a higher grades. Some of them

also like it higher since they want to challenge themselves to learn much better and

review often to enhance their learning abilities in Mathematics subject.

Table 4.2

34

Sex

by-Step Solutions Shortcut Methods

Male 8 10

Female 13 8

Total 21 18

% 53.85 46.15

The data in table 4.2 revealed that with 39 respondents, 21 or 53.85 percent of the

students chose to have a step-by-step solution, while 18 of them or 46.15 percent favored

to shortcut methods. It can be gleaned that most of the boys chose to have a shortcut

methods; however, female students mostly chose to have step-by-step solutions than

having shortcut methods. Those 53.85 percent of students who preferred having step-by-

step solutions articulately said that they prefer a more detailed and in order solutions of

answers, since it is more easier to understand and analyze according to them. On the right

side, the 46.17 percent of the students chose to have shortcut methods because they prefer

having an easier accessibility, they said, in shortcut methods, they can fastly answer the

problems, hence it is time-saving method than the step-by-step one.

their Mathematics subject affects their participation and learning in class. The

relationship is directly proportional, the more they review their notes, the more they can

participate and cooperate in class discussion. In that way, they reasoned out that their

mind are refreshed if they’re reviewing their lessons, making them more accessible to

their past knowledge and lessons discussed already.

In able for them to catch up with their discussions of their instructor, they eagerly

listen with the class discussions, some of them gathered outside and external information

such as the internet, the books from their own or borrowed books and even power points

from trusted and reliable source. And they try to analyze as much as they can for them to

35

understand their lessons. Most of the respondents in the Grade 11 Celsius answered by

listening to the discussions tentatively.

They mostly clarify by asking questions to their instructor if they have confuses and

misapprehensions with the topics. Some answered inquiring with their classmates for an

easier access. Some preferred consulting sources such as books and any other literature

for a clearer picture of the discussions of the topics.

Social Response

Tables and data that were gathered below are from the results of the respondents’

social response. The results are based from the answers of the respondents on their

questionnaires.

Table 5.1

Sex

Reviewing Alone Study

Male 6 12

Female 13 8

Total 19 20

% 48.72 51.28

The table 5.1 above displayed the results gathered from the respondents’ answers.

As it was seen, most of the male students preferred having a group study. 12 of them or

66.67 percent of the boys chose to have a group study over the other 6 or 33.33 percent of

the students who answered having a review alone. On the other hand, female students of

grade 11 Celsius mostly answered reviewing alone. 13 or 61.90 percent of them voted

reviewing alone, while the other 8 students, 44.44 percent, favored having their group

36

study. Generalizing, students from grade 11 Celsius of EVRSHS preferred having group

study, the results revealed, 20 students or 51.28 percent chose them. The reason is that

they became more interactive when it comes to lessons since they’ve got their classmates

to ask to or to clarify things. They become more interested of the discussions when

they’re having a group review, whereas, 19 or 14.72 students preferred reviewing alone

for a better focused and concentration.

Table 5.2

Male 4 14

Female 10 11

Total 14 25

% 35.90 64.10

The results on the table shows that 4 male students or 10.26 percent agreed on

having a competitive learning while 14 of them, or 35.90 percent answered no. Therefore,

most of the male students favored on not being in a competitive learning. While on the

female part, 10 answered yes or 25.64 percent and 11 or 28.21 answered no. In general,

the 14 students or the 35.90 students who answered yes are the one who are into

challenges and tests but mostly of the students preferred no competition at all, out of 100

percent, 64.10 percent or 25 students are on this side. It is because, from them, they are

studying in order to gain knowledge not to gain competition. They may be honored but

without any rivalry. They became more interactive with their way and it is more effective

for them to perform well in their Math subject.

them their knowledge and clarifying things. Most are able to motivate them and inspired.

The respondents as observed are participating always during the group activities and class

37

discussion. They contribute knowledge and information regarding the topic or problem

and solving or analyzing the problem. This result proves that they are more interactive

when they are in social instances, wherein, they can discuss with their classmates and

group mates their answers, clarifying them and correcting.

It is also garnered in the study based from the results, that learning performance

affects students’ social interaction making them more open to the social world while

concentrating on their academic study, their mathematical learning performance as well.

This study also showed the factors affecting the student’s performance in their

Mathematics subject. The data below are the observed factors based on the grade 11

Celsius performance in their Mathematics subject.

Table 6.1

Instructional Teacher

School Context

Curriculum Strategies and Competency in

and Facilities

Methods Math Education

The concerns Being The results In a study by

here are not that successful in showed that Harner (1974),

students should math involves teachers know temperatures

never learn to the ability to and believe above 23° C

compute, but understanding about (74° F)

that students one’s current mathematics are adversely

must learn how state of directly affected

to critically knowledge, connected to mathematics

analyze build on it, their skills.

mathematical improve it, and instructional Another finding

38

produce or decisions in procedures. high population

effective the face of In mathematics of students had a

solutions. This conflicts. To do education negative effect

requires them to this requires research, it on student

learn, how to problem seems to be achievement.

make sense of solving, undisputed that

complex math abstracting, the teacher's

concepts and inventing, and philosophy of

how to think proving. mathematics

mathematically. Instructional has a significant

Research has strategies and influence on the

also revealed methods that structure of

evidence that provide students mathematics

curricula in with learning classes.

which students’ situations where

knowledge and they can

skills grow is develop and

significantly apply higher-

connected to order operations

their learning, are critical for

and therefore mathematics

their achievement.

achievement

Table 6.2

39

Motivation or

Self-Directed Learning Arithmetic Ability

concentration

Mathematics learning Arithmetic ability The challenges of

requires a deep includes the skills such mathematics learning

understanding of as manipulating for today’s education

mathematical concepts, mathematical are that it requires

the ability to make knowledge and disciplined study,

connections between concepts in ways that concentration and

them, and produce transform their meaning motivation.

effective solutions to ill- and implications. In helping students

structured domains. Students with high become motivated

Self-directed students arithmetic ability or learners and producers

can take the initiative in mathematical reasoning of mathematical

their learning by can engage in tasks knowledge

diagnosing their needs, such as solving complex successfully, the

formulating goals, problems, discovering teacher’s main

identifying resources for new meanings and instructional task is to

learning, and evaluating understanding, and create a learning

or monitoring learning arriving at logical environment where

outcomes. conclusions. students can engage in

mathematical thinking

activities and see

mathematics as

something requiring

“exploration,

conjecture,

representation,

generalization,

verification, and

40

reflection”

The tables 6.1 and 6.2 shows significant factors in math instruction and student

achievement, which includes curriculum, instructional strategies, methods, teacher (math)

competency, school context and facilities. The mathematics curriculum contains specific

subject-matter and instructional design principles to enable students to develop logical

and mathematical skills needed to understand fundamental mathematical concepts. In

other words, designing an instruction based on a curriculum that is in harmony with

instructional design can scaffold student learning and promote their achievement in

mathematics. Instructional strategies and methods are important for the achievement of

students. The literature suggests that learning situations ought to be selected and

implemented in a way that allows students to apply higher order operations.

studies reported that teachers should have good understanding of subject domain to

improve the math achievement of students (Ball, 1993; Grossman, et. al., 1989; Rosebery

et. al., 1992). School context and facilities are also reported to influence math

achievement in this study. School safety and facilities, temperature of the class features

of the school buildings, and crowdedness of school, were also reported to influence the

achievement of students. Collectively, these results point out that attention should be

given to school context and facilities to improve the math achievement of students.

The relationship between the learning, mental, and social response are directly

proportional to each other. The results gathered showed that the respondents, grade 11

Celsius students performed well in their mathematics subject, reasons for the good grades

and learning performance. This great learning performance of the respondents in

Mathematics resulted to great mental performance. The processes and the absorption of

knowledge and performance with the mental factors are higher. This measures how good

41

they’ve absorbed information and abilities in solving and analyzing the problems in their

Mathematics. Aside from the learning and mental response, the respondents’ social

response was presented a good performance as well.

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