“The Relationship between Students’ Algebra Skills and Performance in

Basic Calculus”

A Research Paper Presented to

the Senior High School Department
Pamantasan ng Lungsod ng Maynila

In Partial Fulfillment
of the Requirements for the subject
Research/Capstone Project

By
Mayor, Cyros Aris V.

Magadia, Franz Kyle D.

Marcelino, Julia Dorothy E.

Vicillaje, Nicole T.

Anapi, John Oliver P

March 2018
 Acknowledgement

The researchers would like to express their sincere gratitude to the

following contributors who helped throughout the making of this study:

To their Capstone Research adviser, Prof. Marivic Molina for the

continuous support, patience, motivation, enthusiasm, and her sharing of

immense knowledge. Her guidance helped the researchers all the time in order

to improve this study.

The researchers’ sincere gratitude also goes to the Senior High School

Principal, Prof. Lalaine A. Isip and STEM head coordinator, Prof. Roberto J. Dela

Cruz, for giving their favorable response in conducting this study.

To the selected participants, who helped the researchers to accomplish

this study with their consideration and support during data gathering.

To the parents of the researchers, who gave all their support emotionally,

spiritually, financially and by giving motivation for the researchers to accomplish

this study.

To the Almighty God, for giving the researchers strength, knowledge,

ability, and opportunity to undertake this study and to accomplish it successfully.

Without his blessings, this achievement would not have been possible.

ii
 Dedication

The researchers dedicate this study to God Almighty, our creator, strong pillar,

and our source of inspiration, wisdom, and knowledge. He has been the source

of the researchers’ strength throughout this study.

The researchers would also like to dedicate this study to their parents, who

supported them to conduct this study spiritually, emotionally, and financially.

iv
 Abstract

This study focused on determining if there is an existing significant

relationship between the senior high school students’ Algebra skills and

performance in Basic Calculus. Through the utilization of slovin’s formula and

random sampling, 223 senior high school STEM (Science, Technology,

Engineering, and Mathematics) students studying at Pamantasan ng Lungsod ng

Maynila were used as the participants of the study. The researchers-made

Algebra test was employed in order to assess the students’ skills in Algebra.

Meanwhile, the final grades of the student in Basic Calculus were elicited in order

to measure the students’ performance in the said subject. The statistical findings

revealed that the senior high school students failed in the Algebra test which

indicates the lack of knowledge and skills of the students in Algebra. In terms of

the performance of the senior high school students in Basic Calculus, it has been

revealed that the students performed fairly satisfactory. This implied that the

students did not perform very well and encountered certain difficulties which

hindered them from learning the concepts in Basic Calculus. Furthermore, it has

also been revealed that there was a significant moderately strong positive

relationship between the senior high school students’ Algebra skills and

performance in Basic Calculus. This indicated that Algebra skills have a

significant impact on the performance in Basic Calculus.

Keywords:

Algebra skills, Basic Calculus Performance, STEM, Senior High School

v
 Table of Contents

Title Page.............................................................................................................. i
Approval Sheet .................................................................................................... ii
Acknowledgement .............................................................................................. iii
Dedication ........................................................................................................... iv
Abstract ............................................................................................................... v
Table of Contents ............................................................................................... vi
List of Tables .................................................................................................... viii
List of Figures ................................................................................................... viii
Chapter I – The Problem and its Background
Background of the Study............................................................................ 1
Statement of the Problem .......................................................................... 3
Hypothesis ................................................................................................. 3
Significance of the Study ........................................................................... 3
Scope and Limitations of the Study ........................................................... 5
Definition of Terms ..................................................................................... 5
Chapter II – Review of the Related Literature
Related Literature ...................................................................................... 6
Synthesis ................................................................................................... 8
Theoretical Framework ............................................................................ 10
Chapter III – Methodology
Research Design ..................................................................................... 13
Research Locale ...................................................................................... 13
Research Instrument................................................................................ 15
Data Gathering Procedure ....................................................................... 17
Statistical Treatment ................................................................................ 17

vi
Chapter IV – Presentation, Analysis and Interpretation of Data
Average Score of the Selected Senior High School Students in the
Algebra Test ............................................................................................ 20

Average Performance of the Selected Senior High School Students in

Basic Calculus ......................................................................................... 21

Relationship between Students’ Algebra Skills and Performance in Basic

Calculus ................................................................................................... 22
Chapter V – Summary, Conclusions and Recommendations
Summary ................................................................................................. 24
Conclusions ............................................................................................. 25
Recommendations ................................................................................... 26
References ........................................................................................................ 28
Curriculum Vitae ............................................................................................... 31
Appendices
Appendix A. Letter for Validation of the Algebra Test Questionnaire ....... 36
Appendix B. Letter for Permission ........................................................... 39
Appendix C. Algebra Test Questionnaire ................................................. 44
Appendix D. Key to Corrections ............................................................... 48
Appendix E. Table of Specification .......................................................... 50
Appendix F. Rubrics for Validation ........................................................... 51
Appendix G. Result from the Validators ................................................... 52
Appendix H. Interpretation for Validity ..................................................... 53

vii
List of Tables

Table 1. Average Score of the Selected Senior High School Students in the
Algebra Test ................................................................................................. 20

Table 2. Average Performance of the Selected Senior High School Students

in Basic Calculus .......................................................................................... 21

Table 3. Relationship between Students’ Algebra Skills and Performance in

Basic Calculus .............................................................................................. 22

List of Figures

Figure 1. Research Paradigm Illustrating the Relationship between Students’

Algebra Skills and Performance in Basic Calculus ....................................... 10

viii
 Chapter I

The Problem and Its Background

This chapter includes the background of the study, statement of the

problem, hypothesis, significance of the study, scope and limitations, and

definition of terms.

Background of the Study

Calculus is a mathematical study that has been developed in order to

understand and describe the relationships between two or more objects which

can continuously change (Davis & Hersh, 1981; as cited in Usman, 2012). It has

two major branches which are called, differential calculus and integral calculus.

Differential calculus is a subfield of calculus which is concerned with the study on

the rates of change of one quantity in comparison to another (Bourne, 2017).

Integral calculus, on the other hand, simply resembles the reverse of differential

calculus. It is a study that is concerned with combining infinitesimal data in order

to describe the area, volume, and displacement (Davidson, n.d.).

In the Philippine education, Basic Calculus has been included in the

Senior High School (SHS) Science, Technology, Engineering, and Mathematics

(STEM) specialized track in which the students are expected to demonstrate an

understanding of the following: (1) the basic concepts of limit and continuity of a

function; (2) basic concepts of derivatives; and (3) antiderivatives and Riemann

integral (K to 12 Senior High School Science, Technology, Engineering and

Mathematics Specialized Subject, 2016).

1
 Despite the importance of calculus in a wide range of disciplines, certain

difficulties prevent students from learning it, which leads to unprecedented failure

(Usman, 2012). The low performance rate of the students in calculus courses

has been observed across different universities around the world (Agustin &

Agustin, 2009). It has also been said that the difficulties of students in

understanding functions and Algebra is what causes them to have the difficulties

in learning Calculus (Judson & Nishimori, 2005; as cited in Yee & Lam, 2008).

According to Yee and Lam (2008), the study of White and Mitchelmore (1996)

found that the major source of students’ difficulties in calculus is from their poor

understanding of variables and symbols. Furthermore, it has been suggested that

the students might perform better in calculus if they had been given more

exposure in learning the concepts in Algebra (Usiskin, 2003; as cited in Yee &

Lam, 2008).

The researchers observed that some students encountered difficulties in

certain Algebra concepts when it comes to dealing problems in Basic Calculus.

Likewise, the researchers also noticed the low performance rate of most senior

high school students in Basic Calculus. Through the observations and previous

studies, the researchers were prompted in conducting a study regarding the

relationship between the Algebra skills and Basic Calculus performance of the

senior high school students. With this in mind, the researchers also intend to

contribute to the growing knowledge regarding the relationship between Algebra

skills and Basic Calculus performance.

2
Statement of the Problem

The study focused on determining whether there is a significant

relationship between the Algebra skills and Basic Calculus performance of the

selected senior high school students. Furthermore, the study sought to answer

the following problems:

1. What is the average score of the selected senior high school students in

the Algebra test?

2. What is the average performance of the selected senior high school

students in Basic Calculus?

3. Is there a significant relationship between the students’ Algebra skills and

performance in Basic Calculus?

Hypothesis

The following null hypothesis was tested at 0.05 level of significance:

There is no significant relationship between the students’ Algebra skills

and performance in Basic Calculus.

Significance of the Study

The study aimed to test whether a significant relationship between

students’ Algebra skills and performance in Basic Calculus exists. The

researchers also believed that this study would benefit several people such as

the students, mathematics educators, and future researchers.

3
 The main beneficiaries of this study are the senior high school students of

Science, Technology, Engineering and Mathematics (STEM) track studying at

Pamantasan ng Lungsod ng Maynila. If ever the relationship between the

Algebra foundation and Basic Calculus performance is found to be significant,

the researchers believed that this will encourage the students to pay close

attention in learning the basic concepts of Algebra. They would be aware and

realize that learning the concepts in Algebra is essential because this will serve

as their foundation for more advanced mathematics subjects in college such as

Calculus.

Aside from that, mathematics educators will also benefit from this study

because if ever a significant relationship between the variables exists, it will

prompt them to encourage the students to realize the importance of

understanding the concepts in Algebra especially when the students are planning

to take mathematics-related courses such as Engineering. It could help them in a

way that they would put much more effort in their way of teaching in order for

their students to fully understand the concepts of Algebra.

Furthermore, this study will be also important for the future researchers

because this will serve as a reference for their related study. This study will also

guide them in which they can adopt the methods that were used in this study.

4
Scope and Limitations of the Study

The study was limited only to the students’ skills in Algebra and its

relationship with their performance in Basic Calculus. It can also be noticed that

the other factors that could affect the students’ performance in Basic Calculus

such as the students’ knowledge in Pre-Calculus and General Mathematics were

not included. Furthermore, the study was conducted at the Pamantasan ng

Lungsod ng Maynila in which 223 student-participants was utilized. The duration

of the study spanned for about 3 months starting from December to February.

Definition of Terms

The following terms were defined operationally:

Algebra skills – is the basic knowledge of the students in Algebra, specifically

taught in Junior High School.

Basic Calculus – is a specialized subject taken by senior high school grade 11

students in the STEM track during their 2nd semester, SY 2016-2017.

Basic Calculus Performance – is the grade obtained by the selected senior

high school students in Basic Calculus.

STEM (Science, Technology, Engineering, and Mathematics) – the senior

high school strand/ track in which the student-participants were taken.

5
 Chapter II

Review of Related Literature

This chapter presents the review of related literature of the sub-topics of

the study, theoretical framework, and synthesis.

Related Literature

For a wider understanding regarding the relationship between Algebra

skills and Basic Calculus performance, the researcher compiled significant

findings of some related literature that were conducted locally and from the

different countries around the world.

Local Literature

Ferrer (2017) conducted an investigation regarding the impact of Algebra

and Trigonometry in the performance of the students in Calculus. Based on the

result, it has been revealed that the deficiencies of the students in pre-requisite

subjects such as Algebra and Trigonometry are the factors that affected the poor

performance of the students in Calculus courses.

Patena and Dinglasan (2013) also conducted a study to determine the

performance of the students in Algebra and Trigonometry through departmental

examination. Based on the findings, it has been discovered that the students who

took the examination did not perform very well and that they did not meet the

required criteria in the two subjects. It has also been noted that there were only

few students who performed very well. It is an indication that the students

encountered difficulties in understanding mathematical concepts.

6
Foreign Literature

In the study of Agustin and Agustin (2009), their assumption that the

deficiencies in Algebra and Pre-Calculus skills negatively affect the students'

performance in Calculus had been confirmed. Based on their findings, the

students can generally understand the new concepts that are being taught, but

deficiencies in Algebra and Pre-Calculus skills impede them from answering the

problem correctly. In addition, based on the data analysis, it has been discovered

that the two main skills with which the students lack are factoring and dealing

with rational functions. Thus, the investigators further concluded that the students

may be able to apply the quotient rule in finding the derivative correctly, but they

might commit errors, such as the wrong cancellation of terms, when they are just

simplifying the expression.

In the study of Yee and Lam (2008), the errors of the students in

integrating rational functions were examined. It has been revealed that the

committed errors were due to the fact that the students have a weak

understanding of algebra concepts and their deficiencies in terms of

understanding the concepts of integration. The investigators even stated that

some students performed integration with a weak foundation in Algebra which

could have caused them to misinterpret symbols. Due to this, the investigator

suggested that the weakness of the students in pre-calculus subjects such as

Algebra should alert educators to teach these subjects carefully.

Calculus course in the initial year relies on particular mathematical skills

which are presumed to be mastered by the students when they were in high

7
school. This includes the ability to understand mathematical symbols, equations,

diagrams, and formulas. In other words, being knowledgeable in the fundamental

concepts in mathematics will be helpful in understanding Calculus (Burton, 1989;

as cited in Usman, 2012).

In the study of Usman (2012), the algebraic errors of the students in

solving problems in Applied Calculus were analyzed. In order to conduct the

study, the investigator utilized the Applied Calculus Optimization Problems

(ACOP), which includes set of word problems that require the incorporation of

skills in algebra, geometry, and basic differentiation skills in Calculus. The results

of this study revealed that the majority of the students failed to apply algebraic

skills into full applied calculus optimization problems (ACOP) solution processes.

It was also further revealed that the students have encountered difficulties with

algebraic processes such as the addition of algebraic fraction, errors in

negative/positive signs, recognition of quadratic solutions, and the use of proper

trigonometric properties.

Synthesis

For a wider understanding of the relationship between Algebra skills and

performance in Calculus, the researchers elicited and examined different studies

that were conducted locally and from the different countries around the world. In

the study of Yee and Lam (2008), it has been concluded that some of the

students performed integration with poor skills in Algebra. As a result, it caused

the students to misinterpret symbols and perform algebraic works. Meanwhile,

the result of the study that was conducted by Agustin and Agustin (2009) to

8
college students revealed that the students’ lack of knowledge in Algebra and

Pre-Calculus skills continue to have an adverse impact on their performance in

Calculus. In addition, the finding of Usman (2012) was found to be consistent

with the previous study of Yee and Lam (2008), in which it was discovered that

the students’ lack of knowledge in certain algebraic concepts greatly affected

their performance in Calculus. Furthermore, the results of the study that was

conducted by Ferrer (2017) were also found to be consistent with the study of

Agustin & Agustin (2009), in which it was revealed that the Filipino college

students' deficiencies in pre-requisite subjects such as Algebra and Trigonometry

have an adverse impact on their performance in Calculus. Based on these

previous findings, it can be concluded that the lack of knowledge in pre-requisite

subjects was the main reason for the students’ difficulties in learning Calculus.

Consequently, it can be said that Calculus courses greatly relies on mathematical

skills such as Algebra skills which are presumed to be mastered by the students

on past academic years.

In the previous studies, college students were used as the participants

whereas the researchers of this study conducted an investigation with different

participants which are the senior high school students studying at Pamantasan

ng Lungsod ng Maynila. Since Basic Calculus has been included in the K – 12

Senior High School Curriculum, the researchers decided to conduct a study in

order to find a significant relationship between the students’ Algebra skills and

performance in Basic Calculus. By doing so, this study might be the first to

determine whether a significant relationship between the variables exists.

9
Theoretical Framework

In this section, the researchers indicated the theories and concepts that

are relevant to the possible existence of a relationship between Algebra skills

and performance in Basic Calculus. The researchers believed that these theories

are appropriate and it can strengthen the study.

Multiple Intelligences Theory

Logical-Mathematical

Piaget’s Theory
of Basic Calculus
Algebra Skills
Constructivism
Performance

Figure 1. Research Paradigm Illustrating the Relationship between Students’ Algebra Skills and

Performance in Basic Calculus

Dr. Howard Gardner, a professor at Harvard University developed the

theory of multiple intelligences in 1983. He suggested that the conventional

notion of intelligence that is based simply on conducting I.Q test is far too limited.

So as a result, Dr. Gardner proposed eight distinct intelligences in order to have

a broader range of human capability (Armstrong, n.d.). The good thing about this

theory is that it recognizes different intelligences rather than seeing intelligence

as controlled by a single general capability. The intelligences that are included in

Gardner’s theory are the following: Linguistic, logical-mathematical, bodily-

10
kinesthetic, spatial, musical, interpersonal, intrapersonal, and naturalist

intelligence.

According to Vital (2014), the logical-mathematical intelligence revolves

around the ability of an individual to calculate, examine propositions and

hypotheses, and perform complete mathematical operations. It also allows an

individual to recognize patterns, categories, and relationships and to use abstract

reasoning. Moreover, this intelligence is usually well developed in scientists,

detectives, and mathematicians. Individuals who possess this kind of intelligence

are also interested in strategy games, arithmetic problems, and experiments.

The fact that many students have difficulties in learning Calculus or other

mathematics-related subjects could be explained by this theory. The students

that have difficulties in understanding the concepts in Algebra and Calculus might

be an indication that they are not the persons who are inclined to mathematical-

logical reasoning and that they belong to other types of intelligence. Aside from

that, this also means that students vary greatly in the innate degree of

mathematical intelligence that they are born with, which means that students vary

on their capabilities to learn the concepts in Calculus or in other mathematics-

related subjects such as Algebra.

Another theory that could also support this study is called Piaget’s Theory

of Constructivism. It is a theory of learning which suggests that a person acquire

knowledge through experiences and merging those experiences to the

knowledge that the person already possesses. In simple words, it suggests that

people never grasp information from scratch, but instead, the new information

11
that a learner developed builds on knowledge that was already there, and this

constructs a new, wider understanding of the learner’s world. In addition,

constructivism proposes that a learner needs to be involved in the process of

how they learn, rather than just listening and submissively absorbing the

information that is being taught (Jean-Piaget, 2018).

In connection with this study, this theory might also help on the

explanation regarding the difficulties of many students in learning Calculus as

stated by previous studies. It has been revealed that the difficulties of the

students in learning Calculus came from their deficiencies in learning some

concepts that were discussed on the pre-requisite subjects. This implies that

learning mathematics is cumulative which means that a student learns a

particular lesson in mathematics by building knowledge on the previously learned

lesson in mathematics. For instance, in order to learn some concepts in Calculus,

you need to have to gain knowledge in the pre-requisite subjects such as

Trigonometry and Algebra.

Accordingly, based on the stated theories, there might be a significant

relationship between the Algebra skills and Basic Calculus performance of the

students, as indicated by the double-headed arrow in figure 1. With this in mind,

the students’ Algebra skills can be considered as the independent variable while

the performance of the students in Basic Calculus can be considered as the

dependent variable.

12
 Chapter III

Methodology

This chapter contains the methodology and techniques that were used in

the study. It includes the research design, research locale, respondents of the

study, data gathering procedure and the statistical treatment of data.

Research Design

The study made use of the correlational research design. It is a

quantitative method of research that deals with the exploration and observation

of relationships among variables from the same group of participants. In this

study, the correlational research design was utilized to determine if a significant

relationship between the students’ Algebra skills and performance in Basic

Calculus exists.

Research Locale

The study was conducted at the Pamantasan ng Lungsod ng Maynila

(PLM). As a pioneer, leader, and a model, PLM is recognized in the Philippines

as an institution of higher learning. It is also acknowledged as the leading

university which houses the scholars of the capital city. Furthermore, the

Commission on Higher Education recognizes this institution for its academic

excellence (Pamantasan ng Lungsod ng Maynila, 2017). By May 2016,

Pamantasan ng Lungsod ng Maynila accepted senior high school applicants and

accommodated the selected students at the Gusaling Lacson. The chosen

13
students would be the first and might be the last senior high school students that

will be accepted.

The researchers conducted the study at Pamantasan ng Lungsod ng

Maynila since it has senior high school students who took Basic Calculus during

the 2nd semester of the school year 2016-2017. Aside from that, the convenient

accessibility and proximity of the students in data gathering were very efficient for

the researchers.

Respondents of the Study

The participants of the study were the senior high school students of

Science, Technology, Engineering and Mathematics (STEM) track currently

studying at Pamantasan ng Lungsod ng Maynila. Through the utilization of

Slovin’s formula with a 0.05 margin of error, the researchers have a total of 223

student-participants from the population of 503 students.

In order to obtain the 223 student-participants, the researchers utilized

simple random sampling, in which each member of the population has an equal

probability of being chosen as a participant. This sampling method was chosen

because it is representative of the population, free from bias, and it is easy to

use. To conduct this sampling method, the researchers made use of the lottery

method, in which each member of the population was assigned with a unique

number and then the researchers randomly picked different numbers from a

bowl. The numbers that were picked by the researchers from the bowl have

corresponding students that were included in the sample.

14
Research Instrument

For the purpose of the study, researcher-made test questionnaire was

utilized in order to gather data from the participants. The test questionnaire

consisted of questions that could assess the students’ skills in Algebra. It

consisted of 30 multiple choice questions. The questions that were included in

the questionnaires focused on the concepts on Algebra that were discussed on

Junior High School (Grade 7 to Grade 10). The researchers based their

questions on the topics that were included in the K-12 Mathematics Curriculum

Guide. To coordinate the test items with the time spent, a table of specification

(TOS) was applied. Furthermore, the researcher-made test questionnaire was

also submitted to three mathematics professors for content validation.

Based on the result of validation, there were some corrections and minor

errors in punctuations and capitalizations. One validator also suggested to

arrange the order of the questions from the easiest problem to the most difficult

problem. Aside from that, the researchers were also advised to change some

questions into a problem which requires higher order thinking skills.

Consequently, the researchers considered all the suggestions and improved the

content of the test questionnaire. Furthermore, it also accumulated a mean score

of 81.67 which implies that the instrument was successful on its validity to

measure the students’ skills in Algebra.

The test questionnaire also went through pilot testing that was conducted

to the 40 students studying at Ramon Magsaysay High School. The pilot testing

was done in order to assess the quality of the test questionnaire and remove

15
discriminating items through item analysis. Based on the result of item analysis,

33 items were found to be non-discriminating which means that it is ideal in the

test-questionnaire. However, the researchers only picked 30 items based on the

frequency of each question in the table of specification that the researchers

made.

On the other hand, in order to know the Basic Calculus performance of the

participants, the researchers elicited their final grades in the said subject.In the

research instrument, there is a question requiring the participant’s final grade in

Basic Calculus.

The interpretation of the grades in Basic Calculus and scores in the

Algebra test was based on the Department of Education’s grading system

(DepEd Order No. 8 s.2015) as follows:

DESCRIPTORS GRADING SCALE REMARKS

Outstanding 90 - 100 Passed

Very Satisfactory 85 – 89 Passed

Satisfactory 80 - 84 Passed

Fairly Satisfactory 75 - 79 Passed

Did not meet expectations Below 75 Failed

16
Data Gathering Procedure

In order to gather data from the participants, the researchers sought

permission from the principal and STEM head coordinator to administer the test

at Pamantasan ng Lungsod ng Maynila. After the approval, the researchers

administered the test on February 5 and 6, 2018. The exam was done during the

participants’ vacant time in order to prevent interruption of their other classes.

Furthermore, the exam was administered for the duration of about 45 minutes.

Before the exam proceeded, the researchers briefly explained the purpose

of the study and provided the instructions needed for answering the test

questionnaire. The participants were also instructed that the results of the exam

will be kept with utmost confidentiality. Aside from that, the participants were also

instructed that they were allowed to withdraw at any point from the exam without

penalty.In the conduction of the examination, there was no withdrawal from the

participants.

After the exam, the researchers collected the test questionnaires and

expressed their gratitude towards the participants.

Statistical Treatment

In order to describe the students’ Algebra skills and performance in Basic

Calculus, the researchers utilized the mean and standard deviation.The formulas

are given below:

17
 ∑𝑥
x̅ =
N

Where:

x̅ = mean

Σx = sum of all grades/scores

N = number of respondents

Σ(x−x̅)2
S =√
n−1

Where:

S = the standard deviation of the sample

∑ = summation

x̅ = mean

n = number of respondents

To measure the degree of correlation between the students’ Algebra skills

and performance in Basic Calculus, the Pearson correlation coefficient was

utilized. The formula is given below:

𝑛(Σxy)−(Σx)(Σy)
r=
√[𝑛(Σx2 )− (Σx)2 ][n(Σy2 )− (Σy)2 ]

Where:

n = number of pairs of scores

∑ 𝑥𝑦 = sum of the products of paired scores

∑𝑥 = sum of x scores

18
∑𝑦 = sum of y scores

∑ 𝑥2 = sum of squared x scores

∑ 𝑦 2 = sum of squared y scores

The interpretation of the correlation coefficient was based on the

interpretation of Phanny (2014) as presented below:

Correlation Coefficient Interpretation

(r)

0.80 to 1.00 Very strong positive/negative correlation

0.60 to 0.80 Strong positive/negative correlation

0.40 to 0.60 Moderately strong positive/negative correlation

0.20 to 0.40 weak positive/negative correlation

0.00 to 0.20 Very weak positive/negative correlation

To test the significance of the correlation coefficient given the 95%

confidence level, the p-value was utilized.

19
 Chapter IV

Presentation, Analysis, and Interpretation of Data

This chapter presents, interprets, and analyze the data that were

collected. This chapter also answers the problems of the study with the utilization

of different statistical treatments and recent related studies.

SOP1. What is the average score of the selected senior high school

students in the Algebra test?

Table 1
Average Score of the Selected Senior High School Students in the Algebra
Test

Sample Standard
Minimum Maximum Mean Verbal
Size Deviation
(ẋ) Interpretation
(n) (sd)

Did not meet

223 5 29 15.2 6.9
expectations

Table 1 shows the data regarding the Algebra skills of the selected senior

high school students. The first column represents the sample size of the study.

The second column consists the minimum score which represents the least score

obtained by the students while the third column consists the maximum score that

represents the highest score obtained by the students. The fourth and fifth

columns comprised the mean score of the selected senior high school students

in the researcher-made test and the standard deviation, respectively. The last

column consists the interpretation of the mean.

20
 Based on the table, the minimum and maximum score that were

accumulated by the participants are 5 and 29, respectively. Moreover, the mean

score of the selected senior high school students in the Algebra test is 15.2, with

a standard deviation of 6.9. Based on the Department of Education’s grading

system (DepEd Order No. 8 s. 2015), it is an indication that the students did not

meet expectations and failed in the Algebra test. Furthermore, the students were

considered heterogeneous when it comes to these scores in the Algebra test.

The poor performance of the students in the Algebra test was also

consistent with the findings of previous study. In the study of Patena and

Dinglasan (2013), it has been revealed through departmental examination that

there were more students who did not perform well in Algebra. The result of the

study also indicated that the students have the difficulty on the analysis and

learning of mathematical concepts.

SOP2. What is the average performance of the selected senior high school

students in Basic Calculus?

Table 2
Average Performance of the Selected Senior High School Students in Basic
Calculus

Sample Standard
Mean Verbal
Size Minimum Maximum Deviation
(ẋ) Interpretation
(n) (sd)

Fairly
223 75 96 78.52 4.82
Satisfactory

21
 Table 2 presents the data about the average performance of the selected

senior high school students in Basic Calculus. It can be observed that the

minimum and maximum performance that the students obtained were 75 and 96,

respectively. Furthermore, it can also be noted that the mean performance of the

students in Basic Calculus is 78.52, with a standard deviation of 4.82. It can be

interpreted that the students performed fairly satisfactory in that particular

subject. Similar to the observation in table 1, students were also heterogeneous

when it comes to their performance in Basic Calculus.

The result of the study supported the statement of Agustin and Agustin

(2009) that the low performance rate of the students in Calculus has been

observed across different universities around the world. This is an indication that

many students encountered certain difficulties in understanding the concepts of

Calculus, leading to unprecedented failure (Usman, 2012).

SOP 3. Is there a significant relationship between the students’ Algebra

skills and performance in Basic Calculus?

Table 3
Relationship between Students’ Algebra Skills and Performance in Basic
Calculus

Correlation
Computed Interpretation
Coefficient Decision
p-value
(r)

0.493* 0.00001 Reject Ho Significant

*Correlation coefficient is significant at 0.05 level of significance

As shown in table 3, there is a positive relationship between the students’

Algebra skills and performance in Basic Calculus. It is evident in the computed

22
correlation coefficient of 0.493, which can be interpreted as moderately strong

positive correlation. Moreover, it has been found that the computed p-value of

0.00001 is less than the 0.05 level of significance. This means that the null

hypothesis was rejected. Therefore, there is a significant relationship between

the students’ Algebra skills and performance in Basic Calculus.

The result of the study was found consistent with the result of previous

studies. In the study of Ferrer (2017), it has been revealed that Algebra has a

significant impact on the students’ performance in Calculus. It was also

confirmed that the deficiencies in the pre-requisite subjects can be the possible

reason for the low performance rate of the students in Calculus. Furthermore,

other studies also stated that the difficulties of the students in learning Calculus

come from their difficulties in solving problems involving functions and Algebra

(Judson & Nishimori, 2005; as cited in Yee & Lam, 2008). Moreover, Agustin and

Agustin (2009) also revealed that factoring and dealing with rational function

were the skills with which the students have difficulties.

23
 Chapter V

Summary, Conclusions, and Recommendations

This chapter presents the summary of findings, the conclusion made, and

the recommendations offered by the researchers.

Summary

The study seeks to determine if there is an existing significant relationship

between the senior high school students’ Algebra skills and performance in Basic

Calculus. The study utilized the correlational research design that deals with the

exploration of a significant relationship between the students’ Algebra skills and

performance in Basic Calculus. Specifically, the study focused on determining

the answers to the following problems:

1. What is the average score of the selected senior high school students in

the Algebra test?

2. What is the average performance of the selected senior high school

students in Basic Calculus?

3. Is there a significant relationship between the students’ Algebra skills and

performance in Basic Calculus?

Based on the data that were collected in the researchers-made test in

Algebra, the minimum score that was achieved by a student was 5, while the

maximum score was 29. The mean was calculated and the result was a score of

15.2, with a standard deviation of 6.9, which can be interpreted that the students

did not meet expectations and failed in the Algebra test.

24
 Meanwhile, it has also been revealed that the minimum grade achieved by

the senior high school students in Basic Calculus was 75, while the maximum

grade was 96. The mean grade was 78.52, with a standard deviation of 4.82,

which can be interpreted that the senior high school students performed fairly

satisfactory in Basic Calculus.

Through the computation of Pearson correlation coefficient, it has been

found that there is a moderately strong positive correlation between the students’

Algebra skills and performance in Basic Calculus. Furthermore, the computed

correlation coefficient was found to be significant at 0.05 level of significance.

Hence, the null hypothesis was rejected which means that there is a significant

relationship between the students’ Algebra skills and performance in Basic

Calculus.

Conclusions

Based on the statistical findings, the study revealed that the senior high

school students performed poorly in the Algebra test. This is an indication that

the students lack knowledge and skills in Algebra.

In terms of the performance of the senior high school students in Basic

Calculus, it has been concluded that the students performed fairly satisfactory in

that subject. It is an indication that the students did not perform very well and

they encountered certain difficulties which hindered them from learning the

concepts in Basic Calculus.

25
 Meanwhile, the researchers concluded that there was a significant

moderately strong positive relationship between the senior high school students’

Algebra skills and performance in Basic Calculus. Moreover, this is also an

indication that Algebra skills have a significant impact on the performance in

Basic Calculus.

Recommendations

Based on the gathered data and conclusions made, the researchers

recommend the following:

For the Students

Students should focus and pay close attention in learning the concepts in

Algebra. The researchers hoped that the findings of this study will encourage

students to become aware and realize that Algebra plays an important part in

learning the concepts in Basic Calculus. It is important for the students to

become mindful of the importance of Algebra because this will serve as a

foundation for more advanced mathematics subjects such as Calculus.

For Mathematics Educators

It is also important for mathematics educators to become aware of the

findings of this study. This is important in order for them to encourage their

students to realize the relevance of learning and understanding the concepts in

Algebra. Furthermore, it is also hoped that mathematics educators would

re-examine or improve their teaching styles in order for the students to improve

and develop their Algebra skills. It is important for the mathematics educators to

26
emphasize the concepts in Algebra in order to enhance the students’ success in

Calculus subjects.

For Future Researchers

In this study, the researchers constructed a 30-item Algebra test

questionnaire that was utilized in order to measure the students’ skills in Algebra.

Therefore, the researchers suggest that it would be more beneficial for future

studies to construct an instrument that would measure the students’ skills much

better. Aside from that, the researchers also recommend for the future

researchers to increase the time allotted to the respondents in taking the exam.

This will be helpful in order for the respondents to have more time in answering

the test questionnaire.

Moreover, the researchers hoped that this study would help further

research.

27
References

Agustin, M.Z.N. & Agustin, M.A. (2009). Algebra and Pre-Calculus Skills and

Performance in First-Semester Calculus. International Journal of

Case Method Research & Application, XXI (3).

Armstrong, T. (n.d.). Multiple Intelligences. Retrieved from http://www.institute4

learning.com/resources/articles/multiple-intelligences/

Bourne, M. (2017). Calculus – an introduction. Retrieved from

https://www.intmath.com/calculus/calculus-intro.php

Davidson, J. (n.d.). What is calculus? Retrieved from

https://www.sscc.edu/home/jdavidso/mathadvising/aboutcalculus.html

Davis, P. J. & Hersh, R. (1981). Workshop calculus guided exploration

with review. Retrieved from http://calc.dickinson.edu/Introduction/

WC%20Activity%20Guides/ToTheStudent.html

DepEd Order No. 8, s. 2015. Policy Guidelines on Classroom Assessment for the

K to 12 Basic Education Program. Retrieved from

http://www.deped.gov.ph/sites/default/files/order/2015/DO_s2015_08.pdf

Ferrer, F.P. (2017). Impact of Algebra and Trigonometry on Calculus

Performance. Asian Journal of Multidisciplinary Studies, 5(8), 1-7.

Jean-Piaget. (2018). Constructivism. Retrieved from https://jean-piaget.wiki

spaces.com/Constructivism

28
Judson, T.W. & Nishimori, T. (2005). Concepts and Skills in High School

Calculus: An Examination of a Special Case in Japan and the United

States. Journal for Research in Mathematics Education, 36(1), 24-43.

K to 12 Senior High School Science, Technology, Engineering and

Mathematics Specialized Subject (2016). Department of Education,

Republic of the Philippines, 1-5. Retrieved from http://www.deped.

gov.ph/sites/default/files/STEM_Basic%20Calculus%20CG.pdf

Pamantasan ng Lungsod ng Maynila. (2017). Welcome to the Scholars’

University. Retrieved from http://www.plm.edu.ph/

Patena, A. & Dinglasan, B. L. (2013). Students’ performance on Mathematics

departmental examination: Basis for math intervention program. Asian

Academic Research Journal of Social Sciences & Humanities,1(14),225

– 268.

Phanny, I. (2014). Guideline for interpreting correlation coefficient. Retrieved

from https://www.slideshare.net/phannithrupp/guideline-for-interpreting-

correlation-coefficient

Usiskin, Z. (2003). Trends in high school preparation for calculus and their

implications for the transition to college. Paper presented at the

Joint Mathematics Meeting, Baltimore, MD, January 17, 2003.

Usman, A.I. (2012). Analysis of algebraic errors in applied calculus

problem solving. 12th International Congress on Mathematical

Education, COEX, Seoul, Korea.

29
Vital, M. (2014). 9 Types of Intelligence – Infographic. Retrieved from

https://blog.adioma.com/9-types-of-intelligence-infographic/

White, P., & Mitchelmore, M. (1996). Conceptual knowledge in introductory

calculus. Journal for Research in Mathematics Education, 27(1), 79-95.

Yee, N.K. & Lam, T.T. (2008). Pre- University Students’ Errors in Integration

of Rational Functions and Implications for Classroom Teacher. Journal of

Science and Mathematics Pre-University Students’ Errors in Education in

Southeast Asia, 31(2), 100-116.

30
 Curriculum Vitae

Cyros Aris V. Mayor

2913 (Unit 7) C. Cruz St., Pasay City
Mobile Number: 63+ 9214363041
Email Address: cyrusmayor25@gmail.com

Personal Information
Age: 19 years old
Date of Birth: February 25, 1999
Sex: Male
Civil Status: Single
Nationality: Filipino
Height: 169 cm
Weight: 50 kg
Mother’s Name: Leonora V. Mayor
Occupation: LRT Supervisor
Father’s Name: Cyril T. Mayor
Occupation: Businessman
Interest, Hobbies, and Activities

Rapping, Listening to Music, Playing Online Games, and Pursuit of Knowledge

Educational Attainment
Senior High School: Pamantasan ng Lungsod ng Maynila
Address: General Luna cor. Muralla St., Intramuros, Manila
School Year: 2016 – 2018
Junior High School: Ramon Magsaysay High School
Address: España, Manila
School Year: 2012 – 2016
Primary School: Padre Gomez Elementary School
Address: Pedro Guevarra St., Santa Cruz, Manila

31
 Nicole T. Vicillaje
2070 Jimenez St., San Andres Bukid Manila
Mobile Number: 63+ 9453219892
Email Address: elocinvicillaje@gmail.com

Personal Information
Age: 18 years old
Date of Birth: November 28, 1999
Sex: Female
Civil Status: Single
Nationality: Filipino
Height:152cm
Weight: 50 kg
Mother’s Name: Nida T. Vicillaje
Occupation:
Father’s Name: Edgardo F. Vicillaje
Occupation:
Interest, Hobbies, and Activities

Singing, Sleeping, Eating, and Reading

Educational Attainment
Senior High School: Pamantasan ng Lungsod ng Maynila
Address: General Luna cor. Muralla St., Intramuros, Manila
School Year: 2016 – 2018
Junior High School: Manuel G. Araullo High School
Address: Taft Avenue cor. U.N. Avenue, Ermita, Manila
School Year: 2012 – 2016
Primary School: Timoteo Paez Elementary School
Address: Apelo Cruz, Pasay City

32
 Julia Dorothy E. Marcelino
752 Instruccion St. Sampaloc, Manila
Mobile Number: 63+ 924281680
Email Address: juliamrcln@gmail.com

Personal Information
Age: 18 years old
Date of Birth: October 20, 1999
Sex: Female
Civil Status: Single
Nationality: Filipino
Height: 158 cm
Weight: 43 kg
Mother’s Name: Necil E. Marcelino
Occupation: Aesthetics Clinic Secretary
Father’s Name: Elvin G. Marcelino
Occupation: Family Driver
Interest, Hobbies, and Activities

Dancing, Playing Guitar, Listening to Music, and Watching Foreign Movies

Educational Attainment
Senior High School: Pamantasan ng Lungsod ng Maynila
Address: General Luna cor. Muralla St., Intramuros, Manila
School Year: 2016 – 2018
Junior High School: Esteban Abada High School
Address: Blumenttrit Exit cor. Casañas St. Sampaloc, Manila
School Year: 2012 – 2016
Primary School: Caloocan Elementary School
Address: Poblacion, Caloocan

33
 John Oliver P. Anapi
1201 D. Arellano St. Singalong, Manila
Mobile Number: 63+ 9272230075
Email Address: oliveranapi@gmail.com

Personal Information
Age: 19 years old
Date of Birth: November 30, 1999
Sex: Male
Civil Status: Single
Nationality: Filipino
Height: 178 cm
Weight: 65 kg
Mother’s Name: Vidalyn P. Anapi
Occupation: Housewife
Father’s Name: Orlando M. Anapi
Occupation: Family Driver
Interest, Hobbies, and Activities

Listening to Music, Playing Computer Games, Jogging, and

Pursuit of Knowledge

Educational Attainment
Senior High School: Pamantasan ng Lungsod ng Maynila
Address: General Luna cor. Muralla St., Intramuros, Manila
School Year: 2016 – 2018
Junior High School: Manuel G. Araullo High School
Address: Taft Avenue cor. U.N. Avenue, Ermita, Manila
School Year: 2012 – 2016
Primary School: Jesus Reigns Christian Academy
Address: Nakpil St. Malate, Manila

34
 Franz Kyle D. Magadia
1078 Corregidor St., Manugit, Tondo, Manila
Email Address: franzofkyle@gmail.com

Personal Information
Age: 17 years old
Date of Birth: March 17, 2000
Sex: Male
Civil Status: Single
Nationality: Filipino
Height: 170 cm
Weight: 80 kg
Mother’s Name: Nancy D. Magadia
Occupation: Teacher
Father’s Name: Ramil M. Magadia
Occupation: None
Interest, Hobbies, and Activities
Reading Light Novels, Watching Chemistry Related Youtube Videos

Educational Attainment
Senior High School: Pamantasan ng Lungsod ng Maynila
Address: General Luna cor. Muralla st., Intramuros, Manila
School Year: 2016 – 2018
Junior High School: Ramon Magsaysay High School
Address: España, Manila
School Year: 2012 – 2016
Primary School: Padre Gomez Elementary School
Address: Pedro Guevarra st., Santa Cruz, Manila

35
 Appendices

Appendix A

Letter for Validation of the Algebra Test Questionnaire

36
37
38
 Appendix B

Letter for Permission

39
40
February 6, 2018

Mr. Gene T. Pangilinan

Principal
Ramon Magsaysay High School

Dear Mr. Gene T. Pangilinan,

Greetings!
We, the undersigned, would like to ask permission to allow us to conduct a
pilot testing of our research instrument to the students in Ramon Magsaysay
High School. The pilot testing is in accordance to our research entitled, “The
Relationship between Students’ Algebra Skills and Performance in Basic
Calculus”.
The survey will last for about an hour and would be arranged at the time
convenient for the students. The information provided will be kept in utmost
confidentiality and would be used for academic purposes only. The name of the
students and the name of your school will not appear in any thesis or publication
unless agreed to.
Thank you for your favorable response in this matter. Your approval will be
of great help in the fulfillment of our subject requirement

41
42
43
 Appendix C

Algebra Test Questionnaire

INFORMED CONSENT OF THE RESPONDENT

I state that I wish to participate in the aforementioned study. I understand that code numbers will be used to any data
obtained from me to safeguard my privacy. Also, I understand that I have the right to withdraw at any point from participating
in the study being conducted without penalty. In addition, I am cognizant that I am free to ask questions if I feel unsure of the
data that I need to divulge.
Signature of Participant: ________________________________ Date: ______________

The Relationship between Students’ Algebra Skills and Performance in

Basic Calculus

NAME: FINAL GRADE IN BASIC CALCULUS:

BLOCK:
Instruction: Read and answer the following questions carefully. The use of calculator is not
allowed.

1. Julia planned to equally distribute 500 cupcakes among the x containers.

Unfortunately, the last container received 23 fewer cupcakes than she had
planned. How many cupcakes are there in the last container? Write your answer
as a mathematical expression.
500 500
A. − 23 B. + 23 C. 500𝑥 − 23 D. 500x + 23
𝑥 𝑥
𝑥 2 −1
2. If x= - 2 , evaluate the expression 𝑥+1
A. -5 B. -3 C. 3 D. 5
3. Which of the following is equivalent to 2a+3b - (-3a+2b)
A. 5a+b B. –a+5b C. 5a - b D. -5a+b
2 2 2 2 2
4. If we add the polynomials 5a b + a b and -2ab + 2a b , what is the sum?
A.3a3b2+3a4b4 C. 5a2b – 2ab + 3a2b2
B. 3a3b2+3a2b2 D. 5a2b+2ab-3a2b2

5. Expand: (x+5)3
A. x3+10x2+15x+125 C. x3+15x2+10x+125
B. x3+15x2+75x+125 D. x3+75x2+15x+125

44
6. Solve the linear inequality for x: -2(x+6) < 8
A. x < -10 B. x >-10 C. x = -10 D. x = 10

7. Factor completely: k2 - 13k + 36

A. (k+12)(k - 3) B. (k+4)(k - 9) C. (k+3)(k+12) D. (k - 9)(k - 4)

8. Which of the following is a factor of x2 + 14x + 49?

A. None B. (x + 7) ( x – 7) C. (x – 7)2 D. (x + 7)2

9. If 4x2 – 3x = 0, find the value of x.

4 3 3 4
A. x = 0 ; x = - 3 B. x = 0; x = - 4 C. x = 0; D. x = 0;
4 3

10. Simplify the following rational expression.

𝑥 2 − 𝑦2
4𝑥 + 4𝑦
𝑥−𝑦 𝑥+𝑦
A. x - 4 B. x + 4 C. D.
4 4
11. Perform the indicated operation
𝑥 2 + 10𝑥 + 25 𝑥2 − 4
. 2
𝑥 2 − 3𝑥 + 2 𝑥 − 𝑥 − 30
(𝑥−5) (𝑥+5)(𝑥+2) (𝑥+5) (𝑥−5)(𝑥+2)
A. B. C. D.
(𝑥−1)(𝑥−6) (𝑥−1)(𝑥−6) (𝑥+1)(𝑥+6) (𝑥+1)(𝑥−6)

12. Find the equation of the line passing through the points (6, - 4) and (8, 8).
A. y = - 6x – 40 B. y = - 6x + 40 C. y = 6x - 40 D. y = 6x + 40

13. Solve the system of equations for x and y using elimination method.
-5x + 13y = -7
5x + 4y = 24

A. x = 1; y = 4 B. x = 2; y = 3 C. x = 4; y = 1 D. x = 3; y = 2

14. Rewrite the expression in radical form.

2
𝑏3= ?
2 3
A. √𝑏 3 √𝑏 2 C. √𝑏 3
3
B. D. √𝑏

45
 1 1
15. Simplify:54 ∙ 1254
A. None B. 5 C. 25 D. 125

1
𝑎−2 4
16. Simplify: ( 1 )
16𝑏2

1 1 1 1 1 1
A. 2𝑎8 𝑏 2 B. 1 1 C. 2𝑏 8 𝑎2 D. 1 1
2𝑏2 𝑎8 2𝑏8 𝑎2

17. Simplify: √45

A. 9√5 B. 3√5 C. √45 D. 5√3

18. Evaluate the following radical expression:

3
√250
3
√2
A. 5 B. 25 C. 125 D. 250

19. The first term of an arithmetic sequence is 78 and the common difference is 13.
Find the value of the 20th term.
A. 312 B. 325 C. 338 D. 351

20. Find the quotient of the algebraic expression using synthetic division:
2𝑥 3 −5𝑥 2 +3𝑥+7
𝑥−2
9 9
A. 2x2 + x + 3 + C. 2x2 – x + 1 +
𝑥−2 𝑥−2
9 9
B. B. 2x + x – 1+
2
D. 2x – x – 3 +
2
𝑥+2 𝑥+2

21. Multiply the polynomials (2x-5) and (4x2 – 7x + 3)

A. 8x3 + 34x2 + 40x + 12 C. 4x3 – 32x2 + 41x – 15

B. 8x3+34x2+41x – 15 D. 8x3-34x2 +41x-15

22. Solve the linear inequality for x:

4x – 3 > 37x – 50
33 33 47 47
A. x < B. x > C. x < D. x >
47 47 33 33
23. If x3 + 30x = - 13x2, find the value of x.

46
 A. x = -3; x = -10 C. x = 0; x = - 3; x = -10
B. B. x = 3; x = 10 D. x = 0; x = 3; x = 10

24. Rewrite 𝑦 = −3𝑥 + 23 in standard form ax + by = c

A. -3x + y = 21 C. 3x + y – 23 = 0
B. B. 3x + y = 23 D. -3x + y – 23 = 0

25. Find the equation of the line that passes through (6,9) with a slope of 3
A. y = -3x – 9 B. y = -3x + 9 C. y = 3x - 9 D. y = 3x + 9

26. Franz is 2 times as old as Oliver and is also 4 years older than Oliver. How old is
Franz?
A. 3 years old B. 4 years old C. 6 years old D. 8 years old

27. The width of a rectangular lot is x centimeters and its length is (x+5) cm. The
perimeter of the lot is 62cm. Find the length of the rectangular lot.

A. 12cm B. 13cm C. 15cm D. 18cm

28. The sum of two numbers is 12 and their difference is 4. Find the value of the two
numbers.
A. 4 and 8 B. 2 and 4 C. 4 and 6 D. 2 and 8

29. The sum of 4 times a larger integer and 6 times a smaller integer is 10. When
thrice the smaller integer is subtracted from twice the larger integer, the result is
11. Find the integers.
A. -4 and 1 B. -1 and 4 C. 4 and 6 D. 6 and 4

30. What is the sum of the first 40 odd positive integers?

A. 1046 B. 1064 C. 1600 D.1640

47
 Appendix D
Key to Corrections

ITEM NUMBER CORRECT TOPIC IN ALGEBRA

ANSWER
1 A Translating Word Problems into
Mathematical Expressions
2 B Evaluating algebraic expressions for given
values of the variables
3 A Basic Operation involving Polynomials
4 C Basic Operation involving Polynomials
5 B Cube of a Binomial
6 B Finds the solution of linear equation or
inequality in one variable.
7 D Factoring Polynomials
8 D Factoring Polynomials
9 C Problems involving factors of
polynomials
10 C Simplifying Rational Algebraic
Expressions
11 B Performs operations on rational algebraic
expressions.
12 C Finds the equation of a line given two
points
13 C Solves a system of linear equations in two
variables by elimination.
14 B Writes expressions with rational exponents
as radicals and vice versa.
15 B Simplifies expressions with rational
exponents.
16 D Simplifies expressions with rational
exponents.
17 B Simplifies radical expressions using the
laws of radicals.
18 A Performs operations on radical
expressions.
19 B Determines nth term of an arithmetic
sequence.
20 C Performs division of polynomials using
synthetic division.
21 D Product of a Binomial and a Trinomial
22 C Finds the solution of linear equation or
inequality in one variable.

48
23 C Problems involving factors of polynomials
24 B Writes the slope-intercept form y = mx + b
in the form ax + by = c and vice versa.
25 C Finds the equation of a line given a slope
and a point
26 D Solves problems involving systems of
linear equations in two variables
27 D Performs operations on rational algebraic
expressions.
28 A Solves a system of linear equations in two
variables by substitution.
29 B Solves problems involving systems of
linear equations in two variables
30 C Finds the sum of the terms of a given
arithmetic sequence.

49
 Appendix E
Table of Specification

TOPICS IN ALGEBRA TIME ITEM FREQUENCY

SPENT NUMBER
Translating Word Problems into 1hr 1 1
Mathematical Expressions
Evaluating algebraic expressions for given 1hr 2 1
values of the variables
Basic Operation involving Polynomials 3hrs 3, 4 2
Cube of a Binomial 1hr 5 1
Factoring Polynomials 4 hrs 7, 8 2
Problems involving factors of polynomials 4 hrs 9, 23 2
Simplifying Rational Algebraic Expressions 1hr 10 1
30mins
Performs operations on rational algebraic 4hrs 11, 27 2
expressions.
Finds the equation of a line given two points 1 hr 12 1
Solves a system of linear equations in two 2 hrs 13 1
variables by elimination.
Writes expressions with rational exponents as 2 hrs 14 1
radicals and vice versa.
Simplifies expressions with rational exponents. 4hrs 15, 16 2
Simplifies radical expressions using the laws of 2 hrs 17 1
radicals.
Performs operations on radical expressions. 2 hrs 18 1
Determines nth term of an arithmetic 2 hrs 19 1
sequence.
Performs division of polynomials using 2hrs 20 1
synthetic division.
Product of a Binomial and a Trinomial 1 hr 21 1
Finds the solution of linear equation or 3 hrs 6, 22 2
inequality in one variable.
Writes the slope-intercept form y = mx + b in 1 hr 24 1
the form ax + by = c and vice versa. 30mins
Finds the equation of a line given a slope and 1hr 25 1
a point
Solves a system of linear equations in two 2 hrs 28 1
variables by substitution.
Solves problems involving systems of linear 4 hrs 26, 29 2
equations in two variables
Finds the sum of the terms of a given 2 hrs 30 1
arithmetic sequence.

50
 Appendix F
Rubrics for Validation

Comments and Suggestions:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

___________________________________
Signature over printed name of the validator

51
 Appendix G
Result from the Validators

Scores
Criteria Validator 1 Validator 2 Validator 3
Number of Questions
15 20 20
Content of Questions
20 20 18
Accuracy of
Questions 10 10 18
Mechanics
15 15 16
Neatness
15 15 18
Total 75 80 90
Mean 81.7
Interpretation Successful

52
 Appendix H
Interpretation for Validity

MEAN SCORE INTERPRETATION

91-100 Exceeds

81-90 Successful

71-80 Meets

70 below Resubmit

53