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ACADEMIC PERFORMANCE OF GRADE 10-A CLASS IN

MATHEMATICS AND SCIENCE FROM FIRST QUARTER TO THIRD

QUARTER

FOR THE SCHOOL YEAR 2017-2018

A Research Paper

Presented to

Mr. Lemuel N. Seguros

Carigara National Vocational School

Carigara, Leyte

In Partial Fulfillment of the Requirements

for Mathematics 10

by

Abraham Philip Parena

Jezreel Mae Villanueva

Romeo Dollete Jr.

Ariel Cabazares

Angelyn Darantinao

Hasley Mae Cadiente

Ella Mae Rendora


March 5, 2018

TABLE OF CONTENTS

Page

TITLE PAGE

TABLE OF CONTENTS

CHAPTER

I INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Scope and Delimitation of the Study . . . . . . . . . . . . . . . . . . 4

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

II REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Related Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

III METHODOLOGY

Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Research Locale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Data Gathering Procedure . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Statistical Treatment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

IV PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS


Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

BIBLIOGRAPHY
CHAPTER I

INTRODUCTION

Teaching mathematics and science has become a major issue in different

countries and regions. The teaching strategies used by teachers and the quality of

teachers have affected performance of the students as they are not able to

understand the content being taught. The science and mathematics education has

deteriorated in many places including Philippines. This is according to a report

released by the University of Philippines.

The experts attributed the deterioration of the science and mathematics

education with science and mathematics curriculum as it was old. The curriculum

encouraged teachers to use poor teaching methods such as rote learning instead

of inquiry. Thus, this affected students’ grades, understanding and acquisition of

skills. (Makgato &Mji, 2006).

In today’s technology driven world, educational institutions continuously

adopt with the change of technology and to the needs of the society. The aim of

education in any country mandates the kind of citizen educational institutions aims

to produce. In the Philippines, it was reported that there is high demand of jobs

waiting for graduates who would be pursuing careers related to science and

technology but only above half of the demand were produced as graduates in

these fields.

The importance of developing scientific and technological competence as a

means of attaining national development goals addresses the interests and

demands of a growing need of the country. The low performance of the Philippines
in the Trends in Mathematics and Science Study (TIMSS) in 1999 and 2003

strengthen the need to attend to the problem in the development of students’

performance in science and mathematics.

To address the need to develop science, mathematics and technology

performance of students, the Philippine government encourages school

institutions to adopt science and mathematics curriculum in response to Republic

Act 7678 which states that “The state shall give priority to research and

development, invention, innovation and their utilization and to science and

technology education, training and services”. (GMA.(2012).

In the Philippines, there are six types of schools with special science and

mathematics curriculum. These are the schools that use the Philippine Science

High School System, the Regional Science High Schools, Science and Technology

Oriented High Schools, University Rural High School/Laboratory Schools, and

other Public Science High School and private schools with science and

mathematics curriculum. The University of Rizal System Laboratory high school is

one of the university laboratory schools that responded to the call to address the

need to augment the need of high school graduates who will be inclined to take

science and mathematics courses.

The curriculum include regular secondary curriculum but with additional

science, mathematics and technology subjects, elective subject and research

subjects. The ultimate criterion by which the effectiveness of curriculum

development may be judged is in the degree to which the learners are provided

with better and continually improved educational experiences that result to the
production of various types of educational growth including interest and taste that

contribute to the education of the individual and help him to become useful, upright,

and effective member of the society he lives in. (GMA.(2012).

Thus, the ultimate goal of en effective science and mathematics curriculum

is the produced graduates who took and will be taking science and mathematics

related courses.

Statement of the Problem

The research is intended to find out the academic performance of Grade

10-A class in Mathematics and Science from first quarter to third quarter for the

school year 2017-2018.

Specifically, it aimed to answer the following questions:

1. What is the academic performance of Grade 10-A students in Carigara National

Vocational School in Mathematics from first to third quarters for the school year

2017-2018?

2. What is the academic performance of Grade 10-A students in Carigara National

Vocational School in Science from first to third quarters for the school year

2017-2018?

Significance of the Study

The research focused on determining the academic performance of the

Grade10-A class in Mathematics and Science from first to third quarters for the

school year 2017-2018. Moreover, the results of the research will be beneficial to

the following:
Administrator. The result of the research will serve as a springboard in

providing relevant supervision in improving academic performance in mathematics

and science.

Respondents. The respondents will have an awareness on their academic

performance in mathematics and science.

Teachers/Mentors. The result of the research will help the

teachers/mentors provide encouragement to increase the students’ interests on

both subjects. This may also increase their competency.

Parents. The result of the research will help the parents of the respondents

feel decided on the interests of their children.

Future Researchers. The findings of the research will serve as a reference

material and a guide for future researchers who wish to conduct the same

experimental study or any study related to academic performance of the students.

Scope and Delimitation of the Study

This research is limited to Grade10-A class of Carigara National Vocational

School for the school year 2017-2018

Determining the academic performance of the students in mathematics and

science from first to third quarters was the focus of this research. The information

needed will be gathered using the class record from the calss adviser obtaining

the students’ grades. All information and conclusions drawn from this research

were obtained only to this particular group of students.


Definition of Terms

For better clarification and understanding of the terms related to this

research, the following terms are defined conceptually and operationally:

Academic Performance. This refers to the extent to which a student,

teacher or institution has achieved their short or long-term educational goals.

Mathematics Performance. This refers to the degree or capacity of

students’ knowledge in mathematics.

Instructional Materials. This refers to motivating techniques that teaching

materials or equipment used. It can high technology or simple materials that can

use in learning preference.


CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents related literature and studies about the academic

performance of the students in mathematics and science. These studies were

considered significantly related to the present study.

Related Literature

The science and mathematics curriculum being used in the high school and

other institutions was old. The experts from the University of Philippines claimed

that the curriculum encouraged rote learning instead of inquiry and high levels of

thinking. Rote learning is a kind of learning method that concentrates on

memorization of the content without using meaning to store content. In rote

learning students learn by repeating the content so as to be able to remember the

information. Rote learning helps students recall the meaning of the content being

taught quickly.

Rote learning has been used in teaching mathematics and science in many

institutions including high school. Rote learning is mostly used in mathematics to

memorize the multiplication tables. In this case, complex problems are divided into

small and simple multiplications. The answers to the basic operations are

important in complex mathematical operations. The teachers believe that having

the answers at hand mentally helps on complex mathematical operations and in

learning advanced concepts. Rote learning is used in colleges especially when

teaching abstract algebra and linear algebra (The Philippine star, 2011).
The “United Nations Educational, Scientific and Cultural organization”

prohibited the use of rote learning in schools in 1993 as it affected the performance

of the students.

The director for National Institute for science and mathematics education

development in the University of Philippines, Dr. Merle Tan claimed that the

achievement of learners in mathematics and science in the country was lower than

in other nations. In addition, the director claimed that the curriculum did not take

into consideration the high drop out in the area and it did not meet the needs of

students who might have dropped out of school at a certain grade (The Philippine

star, 2011).

The director claimed that there was a gap between the science and

mathematics education practiced and their skills and knowledge that are

required for day to day life. The director stated that students in other countries

performed well in mathematics and science because the teachers taught the

content in depth. In addition, the teachers introduced skills and ideas when

teaching mathematics and science and hence prepared students for real life

situations. Teachers also helped students develop scientific literacy (The

Philippine star, 2011).

The theories of cognition play an important role in teaching mathematics

and sciences as thy enable teachers understand students learning ability and the

teaching strategies to use. Researchers have conducted studies to determine

teaching strategies that can be used to teach science and mathematics education

in high school so as to improve students’ performance. The developments in


cognitive research, developmental psychology and the need to educate students

have changed how mathematics and science are taught in schools.

Researchers argue that students learn best through personal experience

and also by linking what they have learned in class with what they believe and

know. Jarrett (1997) studied how teachers can improve students’ performance in

science and mathematics by using inquiry method. Inquiry method is the best

method of teaching student’s science and mathematics instead of rote learning.

Using inquiry method enables the learners to investigate the nature of

science. Students are able to find explanations for things that they are curious.

Inquiry consists of skills and activities that concentrate in the search for

knowledge and understand so as to satisfy students curiosity. Inquiry method is

important in teaching mathematics. Mathematics education does not only include

arithmetic and algorithms, but it is a diverse field that entails data, measurements

and pattern recognition. The process of learning mathematics and doing

mathematics does not only involve calculations and deductions, but it is entails

observation of patterns, estimating results etc (Jarrett,1997).

The inquiry process happens on a continuum. Teachers can use the inquiry

method to use when teaching students from the continuum. They can choose to

use hand on activities and experiments placed on one side of the continuum when

teaching students. In addition they can use science kits to teach students. Also,

students can produce their own questions for investigation as evidenced in the

farthest side of the continuum.


Teachers should focus on the extreme end of the inquiry continuum where

learners participate in the inquiry process. Teachers can use lower level inquiry

strategies to meet certain goals, but they should not assume the inquiries have all

the components of inquiry. They can use hands on activities to meet certain goals.

Teachers are supposed to take into consideration various things when choosing

inquiry strategies from the inquiry continuum. They should consider their teaching

skills, learners’ readiness, age and ability and the pedagogical goals. The teachers

will move from one end of the continuum to the other occasionally to meet specific

goals and situations (Jarrett,1997).

Researchers including (Makgato &Mji, 2006) have identified teaching

strategies that are elements on inquiry used by teachers to teach mathematics and

science. First, teachers use activities to teach the subjects. They ensure activities

have been set up to enable students to be actively involved in the learning

processes. The activities enable students to investigate problems and provide

solutions. This ensures they are mentally and physically involved in the learning

process. Second, teachers utilize verbal interaction to determine whether students

have understood the content or not. They encourage students to work in small

groups so as to understand the content. Third, teachers utilize questioning method

to engage the students and determine whether they have understood the content

or not. They also offer clear explanations to students when necessary (Jarrett,

1997).

Students learn how to work as a team, to articulate their own ideas and

respect the opinion of other students. Students acquire inquiry skills that help them
in different aspects of life. Moreover, inquiry strategies encourages mathematical

discovery. Inquiry strategies enable students to learn mathematical concepts

and acquire mathematical knowledge by exploring , reasoning and determining

whether something seem sensible. The learners develop ideas and knowledge

that can be applied in real life.

Related Studies

Hyde, Janet S.; Fennema, Elizabeth; Lamon, Susan J. (1990) had

investigated “The gender differences in mathematics performance”, and found that

there were no gender differences in problem solving in elementary or middle

school; differences favoring men emerged in high school and college. Gender

differences were smallest and actually favored females in samples of the general

population, grew larger with increasingly selective samples, and were largest for

highly selected samples and samples of highly precocious persons. The

magnitude of the gender difference has declined over the years. Gender

differences in mathematics performance are small. Nonetheless, the lower

performance of women in problem solving that is evident in high school requires

attention.

Benbow, Camilla P.(1992) had conducted “A study on Academic

achievement in mathematics and science of students between ages 13 and 23”.

There are differences among students in the top one percent of mathematical

ability. Among students in the top 1% of ability, those with SAT-M scores in the top

quarter, in comparison with those in the bottom quarter, achieved at much higher

levels through high school, college, and graduate school. Of the 37 variables
studied, 34 showed significant differences favoring the high SAT-M group which

were substantial. Some gender differences emerged; these tended to be smaller

than the ability group differences; they were not observed in the relationship

between mathematical ability and academic achievement. The predictive validity

of the SAT-M for high-ability 7th and 8th graders was supported.
CHAPTER III

METHODOLOGY

This chapter presents the research design, research locale, research

respondents, research instrument, data gathering procedure and statistical

treatment of data.

Research Design

The research employed both descriptive method and research and

correlation method of research. Both qualitative and quantitative data were

considered in the research. The research was limited only to Grade 10-A students

of Carigara National Vocational School, Carigara, Leyte as student respondents.

The research was conducted in February 2017. Students’ grades from first grading

period until third grading period in Science and Math subjects were considered

data of the research and were statistically analyzed.

Research Locale

The research was conducted at the Grade 10-A classroom of Carigara

National Vocational School, Carigara, Leyte for the school year 2017-2018.

Research Respondents

The respondents in this research were the fifty-three (53) students of

Grade10-A class of Carigara National Vocational School, Carigara, Leyte for the

school year 2017-2018.


Research Instrument

The instrument used in this research was a class record from the class

adviser to be able to extract grades of the students.

Data Gathering Procedure

The data were gathered from the class record of the class adviser. The

students’ grades from first quarter until third quarter in mathematics and science

were copied from the class record.

Statistical Treatment

To describe and determine the academic performance of the Grade10-A

students in mathematics and science, the frequency counts, simple percentage

and the mean were used.

Formula for percentage:

f
P = N x 100

where:

P = percentage

f = frequency

N = number of respondents

Formula for mean:

∑ 𝑓𝑚
𝑥̅ = N

where:

x̅ = weighted mean

∑ fm = sum of all products of f and m


N = number of respondents

f = frequency

m= midpoint of each class


CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets data gathered to determine

the academic performance of the students in Grade 10-A in mathematics and

science.

Table 1 showed the academic performance of the Grade10-A students in

mathematics, with a weighted general average from first quarter to third quarter of

the school year 2017-2018.

Table 1

Academic Performance of Grade 10-A Students in Mathematics

(Weighted General Average from First Quarter to Third Quarter)

Class Interval Frequency Percent


94 – 95 1 2%
92 – 93 2 4%
90 – 91 5 9%
88 – 89 10 19%
86 – 87 17 32%
84 – 85 14 26%
82 – 83 3 6%
80 – 81 0 0%
78 – 79 1 2%
76 – 77 0 0%
74 – 75 0 0%
72 – 73 0 %
Total 53 100%
The table revealed that out of fifty-three (53) students in Grade 10-A taking

up Mathematics, 1 or 2% of them obtained a general weighted average ranging

94-95; 2 or 4% of them got a range of 92-93; 5 or 9% of them got a range of 90-

91; 10 or 19% with a range of 88-89; 17 or 32% got a range of 86-87; 14 or 26%

got a range of 84-85; 3 or 6% got a range of 82-83; and 1 or 2% got a range of 78-

79. None of the students in Grade 10-A obtained a general weighted average of

80-81 and 73-77.

Table 2 showed the academic performance of the Grade10-A students in

science, with a weighted general average from first quarter to third quarter of the

school year 2017-2018.

Table 2

Academic Performance of Grade 10-A Students in Science

(Weighted General Average from First Quarter to Third Quarter)

Class Interval Frequency Percent


96 – 98 1 2%
93 – 95 3 6%
90 – 92 11 21%
87 – 89 17 32%
84 – 86 15 28%
81 – 83 5 9%
78 – 80 1 2%
75 – 77 0 0%
72 – 74 0 0%
Total 53 100%
The table revealed that out of fifty-three (53) students in Grade 10-A taking

up Science, 1 or 2% of them obtained a general weighted average ranging 96-98;

3 or 6% of them got a range of 93-95; 11 or 21% of them got a range of 90-92; 17

or 32% with a range of 87-89; 15 or 28% got a range of 84-86; 5 or 9% got a range

of 81-83; and 1 or 2% got a range of 78-80. None of the students in Grade 10-A

obtained a general weighted average of 72-75.

From the tables above, it was clearly implied that most of the students in

Grade 10-A were good in Science than Mathematics. Thus, most of them excel

academically in Science.
CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter summarizes the findings of the research, which are the basis

for conclusions and recommendations.

Summary

This research was conducted to determine the academic performance of

the Grade 10-A students in Mathematics and Science from first to third quarter of

the school year 2017-2018.

Specifically, it sought to answer the following questions:

1. What is the academic performance of Grade 10-A students in Carigara

National Vocational School towards Mathematics from first to third

quarters for the school year 2017-2018?

2. What is the academic performance of Grade 10-A students in Carigara

National Vocational School towards Science from first to third quarters

for the school year 2017-2018?

The research employed both descriptive method and research and

correlation method of research. Both qualitative and quantitative data were

considered in the research. The research was limited only to Grade 10-A students

of Carigara National Vocational School, Carigara, Leyte as student respondents.

The research was conducted in February 2017. Students’ grades from first grading

period until third grading period in Science and Math subjects were considered

data of the research and were statistically analyzed.


From the tables presented, it was clearly implied that most of the students

in Grade 10-A were good in Science than Mathematics. Thus, most of them excel

academically in Science.

Conclusions

On the basis of the findings of this research, the following conclusions are

drawn:

1. The highest grade obtained falls at the bracket 96-98 while the lowest

grade falls at the bracket 78-80.

2. The students were certain that they excel academically in Science than

Mathematics.

Recommendations

In the light of the findings obtained and the conclusions drawn, this rsearch

recommends the following:

1. Establish and communicate clear standards for performance (e.g.

rubrics and grading guidelines)

2. Provide opportunities for independence and choice in learning content

and process.

3. Provide opportunities to receive frequent feedback and to scaffold

learning.

4. Use the information on students’ formative mathematics and science

performance to identify what they needed more.


BIBLIOGRAPHY

Bauzon, Prisciliano. 2009 Foundations of Curriculum Development and

Management. Mandaluyong, Philippines: National Book Store. pp.60

Danao, Efren. Angara: RP future in technology. Philippines: The Manila Times

June 1, 2008 www.manilatimes.net. Retrieved: June 12, 2012.

GMA.(2012).PHL senator urges reforms in Science, Math education. Retrieved

from http://www.gmanetwork.com/news/story/248868/scitech/science/phl-

senator-urges-reforms-in-science-math-education on 4/07/2012.

Hyde, Janet Shibley, Fennema, Elizabeth, et. al., - 1990 - Gender Comparisons of

Mathematics Attitudes and Affect. Psychology of Women Quarterly 14

(3):299-324.

Jarrett,D.(1997).Inquiry strategies for science and mathematics learning.

Northwest Regional Education laboratory.

Lubinski, D., & Benbow, C.P. (1992). Gender differences in abilities and

preferences among the gifted. Implications for the math/science pipeline.

Current Directions in Psychological Science, 1, 61-66.

Makgato,M.,& Mji,A.(2006).Factors associated with high school learners poor

performance. A spotlight on mathematics and physical science. Southern

African journal of education, vol26, issue no2,p253-266.

The Philippine star.(2011).New curriculum to improve math , science education.

Retrievedfromhttp://www.philstar.com/Article.aspx?articleId=666941&publi

cationSubCategoryId=442 on 4/07/2012.