CHAPTER 4

PRESENTATION, ANALAYSES AND INTERPRETATION OF THE DATA

This chapter presents analyses and interprets the data gathered on the teaching
performance of teachers in Mathematics 8 as evaluated by their students and its relationship to
students academic achievement in the subject at San Jose Community High School for the
school Year 2013-2014.
Specifically, this study sought answers to the following questions:
1. How may the respondents be described in terms of:
a. Gender
b. Age
2. What is the teachers teaching performance in mathematics 8 as evaluated by their
students?
3. What is the level of students academic achievement in mathematics 8 during the
Academic Year 2013-2014?
4. Is there a significant relationship between the teachers teaching performance in
mathematics 8 and the students academic achievement based on students final grade and
students evaluation to the teacher?

The respondents description in terms of Gender and Age
The respondents were described using the simple frequency and the percentage to get the
number of respondents in terms of age and gender.

Table 4.1.a Gender Distribution of the Respondents
GENDER Frequency PERCENTAGE
Male 87 40%
Female 130 60%
TOTAL 217 100%

Table 4.1.a shows that 87 of the respondents are Male with 40% and 130 of the
respondents sample population are Female with 60%.


Figure 4.1.a Gender Distribution of the Respondents
Male
Female
Table 4.1.b Age Distribution of the Respondents
Age Frequency Percentage
14 108 49.77%
15 61 28.11%
16 30 13.82%
17 10 4.61%
18 7 3.23%
20 1 0.46%
TOTAL 217 100%

The table shows that 108 out of 217 respondents were 14 years old having 49.77%
followed by 61 respondents with age of 15 having 28.11%, next is 30 respondents with age of 16
having 13.82%, age 17 having 10 respondents with 4.61% followed by age 18 with 7
respondents having 3.23% and lastly, 1 out of 217 respondents is 20 years old having 0.46%.
Figu
re
4.1.
b
Age
Dist
ribu
tion of the Respondents
0
20
40
60
80
100
120
14 15 16 17 17 20
number of respondents
The teachers teaching performance in mathematics 8 as evaluated by their students
The teachers teaching performance in Mathematics 8 as evaluated by their
students was described using the mean and the Likert Scale for interpretation.
Table 4.2.a Teachers teaching Performance (Mastery of the Subject Matter)
Mastery of the Subject Matter Mean Stdev Interpretation
My teacher in math 8...
1. Orients students regarding current
trends and development in
education.
3.50 0.71 Very Satisfactory
2. Explains ideas and theories clearly. 3.44 0.83 Very satisfactory
3. Motivates students on the
importance of the lesson.
3.44 0.80 Very satisfactory
4. Relates the application of the
theory to real-life situations.
3.20 0.94 Satisfactory
5. Presents the lesson with
confidence.
3.50 0.82 Very satisfactory
6. Gives specific examples to help
students understand the lesson.
3.47 0.79 Very satisfactory
7. Presents, explains, and discusses
lesson in an organized and
systematic manner.
3.37 0.87 Very satisfactory
8. Computes accurately. 3.35 0.86 Very satisfactory
9. Answers students questions
correctly
3.45 0.87 Very satisfactory
10. Comes to class well prepared to
discuss the lesson.
3.52 0.81 Very satisfactory
General Weighted Average 3.42 0.83 Very satisfactory

The respondents evaluated their teachers teaching performance in Mathematics 8 as
Very Satisfactory with an obtained mean of 3.47. The four areas of the teachers teaching
performance were also interpreted as Very Satisfactory. On the area Testing and Evaluation
has the highest mean which is equal to 3.56, next is Classroom Management with an obtained
mean of 3.51 followed by Testing abilities and Strategies with an obtained mean of 3.43 and the
area having the lowest mean which is equal to 3.42 is Mastery of the Subject.
Even though the teachers in Mathematics were rated as Very Satisfactory by their student
there is always a room for improvement. If we take a closer look at the items in the
questionnaire, it revealed strengths for some areas that must be maintained and some specific
areas that a teacher should focus on to be strengthened and improved.
The table 4.2.a shows that the area of Mastery of the Subject Matter, the students
appreciated their teacher coming to class well prepared to discuss the lesson. Teacher who is
always prepared and ready is the one being admired by the students. However, relating the
application of the theory to real-life situations are expected by the students to their teachers.


Table 4.2.b Teachers teaching Performance (Teaching Abilities and Strategies)
Teaching Abilities and Strategies Mean Stdev Interpretation
My teacher in math 8...
11. Uses varied teaching strategies suited
to the lesson.
3.46 0.74 Very Satisfactory
12. Supports explanations with board
illustrations and provides examples to
make the lesson understandable to
students.
3.55 0.73 Very Satisfactory
13. Provides examples to make the lesson
understandable to students.
3.64 0.65 Very Satisfactory
14. Gives sufficient exercises to develop
students mastery of the lesson and
asks students to present solutions on
the board for critiquing.
3.48 0.75 Very Satisfactory
15. Asks students to present solutions on
the board for critiquing.
3.54 1.63 Very Satisfactory
16. Involve students in all learning
activities and makes the class activities
an enjoyable learning experience.
3.40 0.83 Very Satisfactory
17. Encourage students to think critically. 3.36 0.76 Very Satisfactory
18. Uses varied instructional media suited 3.19 0.76 Satisfactory
to specific objectives of the course.
19. Gives students library works and
assignments.
3.40 0.89 Very Satisfactory
20. Makes the class activities and
enjoyable learning experience.
3.49 0.76 Very Satisfactory
21. Uses simple words in explaining the
lesson.
3.41 0.83 Very Satisfactory
22. Discuss course outline at the start of
the semester.
3.26 0.89 Very Satisfactory
General Weighted Average 3.42 0.85 Very Satisfactory

The table 4.2.b shows that using varied teaching strategies that are suited to the lesson were
valued by the students in the area of Teaching Abilities and Strategies. Not all students have the
ability to learn from one kind of teaching strategy, teachers must be flexible enough to use varied
teaching strategies especially in the subject Mathematics. However, discussing the course outline
at the start of the school year must be practiced for the students to have an advance study on the
subject.
Table 4.2.c Teachers teaching Performance (Classroom Management)
Classroom Management Mean Stdev Interpretation
My teacher in math 8... 3.67 0.64 Very Satisfactory
23. Orients the students about the rules and
regulations inside the classroom.
24. Imposes class discipline inside the
classroom.
3.63 0.66 Very Satisfactory
25. Sets examples in moral and ethical
behavior in words and in deeds.
3.53 0.76 Very Satisfactory
26. Communicated sincerely with
appropriate eye contact.
3.48 0.77 Very Satisfactory
27. Speaks with a well-modulated voice. 3.47 0.75 Very Satisfactory
28. Comes to class promptly and regularly. 3.54 0.71 Very Satisfactory
29. Regularly checks students attendance
and tardiness.
3.56 0.76 Very Satisfactory
30. Sets the class in order before starting the
lesson.
3.50 0.85 Very Satisfactory
31. Starts and ends the class on time. 3.35 0.76 Very Satisfactory
32. Is approachable and available for
students consultation.
3.40 0.78 Very Satisfactory
33. Inform the students of the course
requirements.
3.47 0.70 Very Satisfactory
General Weighted Average 3.51 0.74 Very Satisfactory


The table 4.2.c shows that orienting the students about the rules and regulations inside the
classroom ranked as the highest in the area of Classroom Management. Rules and regulations
keep the class running smoothly so that the teacher will have more time for teaching academics.
However, the students expect that their teachers to start and end their classes on time.
Table 4.2.d Teachers teaching Performance (Testing and Evaluation)
Testing and Evaluation Mean Stdev Interpretation
My teacher in math 8...
34. Correct and returns test papers,
projects, and assignments promptly.
3.57 0.68 Very Satisfactory
35. Discusses answers to tests and
exercises.
3.44 0.79 Very Satisfactory
36. Explains the criteria in the
computations of grades.
3.56 0.64 Very Satisfactory
37. Gives regular quizzes about the
lessons.
3.59 0.71 Very Satisfactory
38. Keeps records of students grades. 3.61 0.73 Very Satisfactory
General Weighted Average 3.55 0.71
Very Satisfactory

The table 4.2.d shows that the teachers were observed to be excellent on the area Testing and
Evaluation. Students considered this area excellent because their teachers keep records of the
students grades and explains the criteria in the computations of the grades. Giving regular
quizzes about the lessons and returning all the tests, assignment, quizzes and projects were
appreciated by the students. However, in discussing answers to the tests and exercise needs
improvement, this can help those students who werent able to understand the lesson well or
clarify doubts.

Students level of academic achievement in Mathematics 8 during the
Academic Year 2013-2014
No. GWA INTERPRETATION No. GWA INTERPRETATION
1 86 PROFICIENT 21 86 PROFICIENT
2 89 PROFICIENT 22 89 PROFICIENT
3 87 PROFICIENT 23 87 PROFICIENT
4 85 PROFICIENT 24 85 PROFICIENT
5 87 PROFICIENT 25 87 PROFICIENT
6 90 ADVANCED 26 90 ADVANCED
7 88 PROFICIENT 27 88 PROFICIENT
8 84
APPROACHING
PROFICIENT
28 84
APPROACHING
PROFICIENT
9 81
APPROACHING
PROFICIENT
29 81
APPROACHING
PROFICIENT
10 81
APPROACHING
PROFICIENT
30 81
APPROACHING
PROFICIENT
11 83
APPROACHING
PROFICIENT
31 83
APPROACHING
PROFICIENT
12 83
APPROACHING
PROFICIENT
32 83
APPROACHING
PROFICIENT
13 83
APPROACHING
PROFICIENT
33 83
APPROACHING
PROFICIENT
14 83
APPROACHING
PROFICIENT
34 83
APPROACHING
PROFICIENT
15 87 PROFICIENT 35 87 PROFICIENT




16 87 PROFICIENT 36 87 PROFICIENT
17 87 PROFICIENT 37 87 PROFICIENT
18 84
APPROACHING
PROFICIENT
38 84
APPROACHING
PROFICIENT
19 87 PROFICIENT 39 87 PROFICIENT
20 86 PROFICIENT 40 86 PROFICIENT
No. GWA INTERPRETATION No. GWA INTERPRETATION
41 85 PROFICIENT 61 80
APPROACHING
PROFICIENT
42 85 PROFICIENT 62 82
APPROACHING
PROFICIENT
43 88 PROFICIENT 63 84
APPROACHING
PROFICIENT
44 88 PROFICIENT 64 84
APPROACHING
PROFICIENT
45 84
APPROACHING
PROFICIENT
65 84
APPROACHING
PROFICIENT
46 86 PROFICIENT 66 80
APPROACHING
PROFICIENT
47 81
APPROACHING
PROFICIENT
67 77 DEVELOPING
48 82
APPROACHING
PROFICIENT
68 75 DEVELOPING
49 84
APPROACHING
PROFICIENT
69 80
APPROACHING
PROFICIENT
50 83
APPROACHING
PROFICIENT
70 78 DEVELOPING
51 80
APPROACHING
PROFICIENT
71 79 DEVELOPING



52 80
APPROACHING
PROFICIENT
72 82
APPROACHING
PROFICIENT
53 88 PROFICIENT 73 82
APPROACHING
PROFICIENT
54 75 DEVELOPING 74 82
APPROACHING
PROFICIENT
55 80
APPROACHING
PROFICIENT
75 87 PROFICIENT
56 80
APPROACHING
PROFICIENT
76 84
APPROACHING
PROFICIENT
57 85 PROFICIENT 77 80
APPROACHING
PROFICIENT
58 83
APPROACHING
PROFICIENT
78 77 DEVELOPING
59 82
APPROACHING
PROFICIENT
79 86 PROFICIENT
60 82
APPROACHING
PROFICIENT
80 83
APPROACHING
PROFICIENT
No. GWA INTERPRETATION No. GWA INTERPRETATION
81 87 PROFICIENT 101 84
APPROACHING
PROFICIENT
82 87 PROFICIENT 102 85 PROFICIENT
83 85 PROFICIENT 103 87 PROFICIENT
84 84
APPROACHING
PROFICIENT
104 90 ADVANCED
85 86 PROFICIENT 105 85 PROFICIENT
86 84
APPROACHING
PROFICIENT
106 84
APPROACHING
PROFICIENT
87 86 PROFICIENT 107 84
APPROACHING
PROFICIENT
88 86 PROFICIENT 108 82
APPROACHING
PROFICIENT
89 86 PROFICIENT 109 82
APPROACHING
PROFICIENT
90 86 PROFICIENT 110 81
APPROACHING
PROFICIENT
91 81
APPROACHING
PROFICIENT
111 88 PROFICIENT
92 80
APPROACHING
PROFICIENT
112 89 PROFICIENT
93 82 APPROACHING 113 88 PROFICIENT



PROFICIENT
94 83
APPROACHING
PROFICIENT
114 85 PROFICIENT
95 81
APPROACHING
PROFICIENT
115 82
APPROACHING
PROFICIENT
96 80
APPROACHING
PROFICIENT
116 83
APPROACHING
PROFICIENT
97 85 PROFICIENT 117 84
APPROACHING
PROFICIENT
98 89 PROFICIENT 118 83
APPROACHING
PROFICIENT
99 84
APPROACHING
PROFICIENT
119 88 PROFICIENT
100 84
APPROACHING
PROFICIENT
120 85 PROFICIENT
No. GWA INTERPRETATION No. GWA INTERPRETATION
121 87 PROFICIENT 141 89 PROFICIENT
122 88 PROFICIENT 142 89 PROFICIENT
123 88 PROFICIENT 143 89 PROFICIENT
124 88 PROFICIENT 144 89 PROFICIENT
125 87 PROFICIENT 145 86 PROFICIENT
126 87 PROFICIENT 146 89 PROFICIENT
127 83
APPROACHING
PROFICIENT
147 88 PROFICIENT
128 85 PROFICIENT 148 77 DEVELOPING
129 88 PROFICIENT 149 78 DEVELOPING
130 87 PROFICIENT 150 79 DEVELOPING
131 87 PROFICIENT 151 79 DEVELOPING
132 84
APPROACHING
PROFICIENT
152
79
DEVELOPING
133 88 PROFICIENT 153 79 DEVELOPING
134 87 PROFICIENT 154 79 DEVELOPING
135 89 PROFICIENT 155 79 DEVELOPING
136 87 PROFICIENT 156
80
APPROACHING
PROFICIENT
137 88 PROFICIENT 157
80
APPROACHING
PROFICIENT
138 92 ADVANCED 158 80 APPROACHING



PROFICIENT
139 87 PROFICIENT 159
80
APPROACHING
PROFICIENT
140 95 ADVANCED 160
80
APPROACHING
PROFICIENT
No. GWA INTERPRETATION No. GWA INTERPRETATION
161
80
APPROACHING
PROFICIENT
181
82
APPROACHING
PROFICIENT
162
80
APPROACHING
PROFICIENT
182
83
APPROACHING
PROFICIENT
163
80
APPROACHING
PROFICIENT
183
83
APPROACHING
PROFICIENT
164
80
APPROACHING
PROFICIENT
184
83
APPROACHING
PROFICIENT
165
80
APPROACHING
PROFICIENT
185
83
APPROACHING
PROFICIENT
166
80
APPROACHING
PROFICIENT
186
84
APPROACHING
PROFICIENT
167
80
APPROACHING
PROFICIENT
187
84
APPROACHING
PROFICIENT
168
81
APPROACHING
PROFICIENT
188
84
APPROACHING
PROFICIENT
169
81
APPROACHING
PROFICIENT
189
84
APPROACHING
PROFICIENT
170
81
APPROACHING
PROFICIENT
190
84
APPROACHING
PROFICIENT
171
81
APPROACHING
PROFICIENT
191
85
PROFICIENT



172
81
APPROACHING
PROFICIENT
192
86
PROFICIENT
173
81
APPROACHING
PROFICIENT
193
86
PROFICIENT
174
81
APPROACHING
PROFICIENT
194
86
PROFICIENT
175
81
APPROACHING
PROFICIENT
195
86
PROFICIENT
176
81
APPROACHING
PROFICIENT
196
87
PROFICIENT
177
82
APPROACHING
PROFICIENT
197
87
PROFICIENT
178
82
APPROACHING
PROFICIENT
198
88
PROFICIENT
179
82
APPROACHING
PROFICIENT
199
88
PROFICIENT
180
82
APPROACHING
PROFICIENT
200
88
PROFICIENT
No. GWA INTERPRETATION

















201 88 PROFICIENT
202 88 PROFICIENT
203 89 PROFICIENT
204 89 PROFICIENT
205 89 PROFICIENT
206 89 PROFICIENT
207 90 ADVANCED
208 90 ADVANCED
209 90 ADVANCED
210 90 ADVANCED
211 90 ADVANCED
212 90 ADVANCED
213 90 ADVANCED
214 90 ADVANCED
215 90 ADVANCED
216 91 ADVANCED
217 91 ADVANCED
Academic Year 2013-2014
MEAN INTERPRETATION
Grade point average of the
respondents
84.48

AP (Approaching Proficiency)


The students had AP which means Approaching Proficiency academic performance in
Mathematics 8 with a Mean score of 84.48. The students mean score shows that the students
can demonstrate basic understanding of the standards in Mathematics 8 with gaps and errors. It is
also an evidence of the learning is inconsistent or incomplete. But it doesnt mean that the
students are failing or not working hard enough, it simply means that the students havent
reached an expert level of proficiency.







Relationship between the teachers teaching performance in mathematics 8 and
students academic achievement in the subject
The Pearson Product-Moment Correlation or Pearsons r was used to determine the
relationship between teachers teaching performance in Mathematics 8 and students academic
achievement in the subject.
Table 6.Relationship between the teachers teaching performance in mathematics 8 and
students academic achievement in the subject
Df p level critical value computed r Decision interpretation
215 0.05 0.139 0.352759 reject Ho
there is a significant
relationship

The table showed that the computed r value is 0.352759 and it indicates a positive weak
correlation, p-level (two-tailed) is equal to 0.139, indicated that the observed significant level
was lower than .05. This meant that a significant relationship existed between the teachers
teaching performance in Mathematics 8 and students academic achievement in the subject. This
meant that the higher the evaluation rating of the students in their teachers teaching performance
in Mathematics 8, the higher is the academic achievement of the student in the subject.