Factors Affecting the Academic Performance in Calculus Subjects

of Grade 11 STEM Students of University of Cebu Senior High School

Campus School Year 2017-2018

A Thesis
Presented to the Faculty
Of the Senior High School Department
University of Cebu – Main Campus
Cebu City

In Partial Fulfillment of the Requirements

For the Grade 11 Senior High School Students
of Second Semester S.Y. 2017-2018
In Practical Research 1

Alegarbes, Gerard
Credo, Christian Elvin
Limoran, Zofemila R.
Malubay, Vera Mae R.
Mellomida, Jay Mark O.
Paradela, Renzo
Ramos, Chris
Saceda, Alexander Luiz T.
Sanchez, Dexmart
Sinoy, Andrew Emmanuel S.
Tan, Gerica Niña C.
Tariman, Bryan Roy B.
Verano, Michael John A.

STEM 3A

March 2018
 i

Approval Sheet

This thesis entitled FACTORS AFFECTING THE ACADEMIC

PERFORMANCE IN CALCULUS SUBJECTS OF GRADE 11 STEM
STUDENTS prepared and submitted in partial fulfillment of the requirements of
the Grade 11 senior high school students of second semester of school year
2017-2018 has been examined and recommended for acceptance and approval
for Oral Examination.
RESEARCH COMMITTEE
SUGAR TIMBERLY ROSE J. OLIVEROS
Adviser

ALVIN G. CUÑADO JADE KELLY A. LINAWAGAN

Member Member

Dr. ABELARDO T. TEJO JR.

Chairman

PANEL OF EXAMINERS

Approved by the committee on Oral Examination with a grade of PASSED.

SUGAR TIMBERLY ROSE J. OLIVEROS

Adviser

ALVIN G. CUÑADO JADE KELLY A. LINAWAGAN

Member Member

Dr. ABELARDO T. TEJO JR.

Chairman

Accepted and approved in partial fulfillment of the requirements of Grade

11 Senior High School Students for Practical Research 1.

Date of Oral Examination: February 27, 2018

Dr. ABELARDO T. TEJO JR.

Senior High School Principal
 ii

Acknowledgement

The researchers would like to extend their sincere thanks to all the

people who helped and supported them to complete the research successfully.

Foremost, to God Almighty, thank you for guiding us all throughout this

research, for giving us the strength and courage to not give up,and for giving us

good health in order to finish this research.

We would like to express our gratitude to our research teacher, Ms. Sugar

Timberly Rose J. Oliveros for the support and for the advices to be able to have a

much better research paper, and for giving us your best in teaching us the

lessons despite the times you had health problems.

We are also very thankful to our parents for their never-ending love and

support that they have given to us, for they’re our inspiration to successfully

complete the research paper.

To the authors of the online academic journals whom the articles we used

for our references, especially google scholar.

Lastly, we are also thankful to the participants of this study who

generously shared their time and answered the questions thoroughly which

helped us achieved our goal.

 iii

Dedication

The researchers humbly dedicate this research paper to God Almighty

who gives us strength and knowledge to get through all the challenges that we

encounter while doing this research paper.

The researchers also dedicate this research paper to our beloved parents

who have always been a source of inspiration, encouragement and stamina to

undertake our higher studies and to face the eventualities of live with zeal and

enthusiasm.

This is also for our research teacher Ms. Sugar TImberly Rose J. Oliveros

who has been a constant source of knowledge and inspiration and for the great

person who served to be our panelist Mr. Alvin G. Cuñado who really helped us

in this research with all his knowledge and skills in research.

To the SHS faculty who allowed us and gave us the opportunities to

convey our skills and talents as a researchers in this new generation.

And specially we dedicated this research paper to ourselves who did their

best in completing the research paper.

 iv

Abstract

The aim of this study is to determine the different relevant factors affecting

the academic performance of Grade 11 STEM students towards Calculus

subjects. This study will also be helpful to STEM students to have better grades

and also to parents to help guide and nurture their children enrolling in STEM

strand. The instrument used to collect the insights of the respondents is a

structured interview. The findings show that the factors affecting the acadeare

Preoccupation and Memory ability. Half of the respondents can’t focus on the

discussion because of thinking of many other things outside the subject. The

other half of the respondents states that their ability to memorize is the hindrance

to their understanding.
 Table of Contents

Title Page

Approval Sheet……………………………………………………………………i

Acknowledgement………………………………………………………..…...…ii

Dedication………………………………………………………………...…...…iii

Abstract….…………………………………………………………………......…iv

Table of Contents

List of Tables

List of Figures

Title

Chapter 1: THE PROBLEM AND ITS BACKGROUND

Rationale…..…………………………………………………………..………….1

Statement of .the Problem……………………………………………..………..5

Significance of the Study……………………………………………………….5

Scope and Limitations…………………………………………………….…….6

Definition of Terms…………………………………………….….……....…….7

Chapter 2: REVIEW OF RELATED LITERATURE AND STUDIES

Factors Affecting the Academic Performance of Students..…………….…8

Chapter 3: RESEARCH METHODOLOGY

Research Design…………………………………………………………...10

Research Locale…………………………………………………………....10

Research Respondents……………………………………………………11

Research Instrument…………………………………………………….....11

Data Gathering procedure…………………………………………………….......12

Data Analysis Procedure…………………………………………………………

Chapter 4: Data Presentation, Results and Interpretation

Date Presentation, Results and Interpretation…………………………13

Chapter 5: Synthesis

Summary of Findings……………………………………………………….17

Conclusion……………………………………………………………………17

Recommendation…………………………………………………………..18
 1

Chapter I. INTRODUCTION

Rationale

According To Merriam Dictionary, Calculus is the branch of mathematics

that deals with the finding and properties of derivatives and integrals of functions,

by methods originally based on the summation of infinitesimal differences.

Calculus has widespread uses in science, engineering, and economics. It

provides the foundation for understanding higher-level science, mathematics,

and engineering courses. (Fisher, 1997). And Calculus is a vital pre-requisite

subject most especially for STEM students who are planning to take Engineering

courses. One could not technically take the higher subjects involving Calculus,

without taking the Pre-Calculus and Calculus subjects.

Efforts to increase the STEM workforce have often focused on the K-12

area to address interest and major selection. A neglected area involves

examination of the success factors for students who have selected a STEM

major but do not arrive in the university setting with strong and robust

mathematics background. As a result, many of these students are placed in pre-

calculus in anticipation that this will allow them to build their mathematics skills in

preparation for success in calculus. Unfortunately, although many of these

students appear to be motivated for and capable of pre-calculus success, they do

not do well and this often results in changes of the major and loss of STEM

career potential. (Sunandar, 2008) Further, Sorby and Hamlin (2001) have

pointed out that calculus is the starting point in mathematics instruction for any

engineering courses or even courses under STEM strand. Success in calculus is

 2

therefore imperative for Senior High STEM Students. Calculus provides the

mathematical background and foundation for higher math courses. (Gainen &

Willemsen, 1995).

In the Philippines, The ultimate goal of K-12 Mathematics curriculum is to

establish the mathematical foundation that will enable students to pursue

whatever course of study interests them when they get to College. But the sad

reality is that, as early as Senior High School level, a number of STEM students

find difficulty already in some of the Allied Mathematics and Sciences subjects,

like Calculus in particular. Due to poor performance in calculus among students

in the last ten years, the undergraduate calculus course has attracted an

unprecedented level of national interest (Bonsangue & Drew 1995). Many of the

freshman engineering students fail to meet the minimum grade criterion of A, B,

or C in their calculus course (Seymour & Hewitt, 1997).

This research study aims to determine the different relevant factors

affecting the academic performance of Grade 11 STEM students towards

Calculus subjects. In this study, interview will be conducted randomly to Grade

11 STEM Students to help identify why are the number of students usually fail, or

have lower grades in any Calculus-related subjects. Moreover, the researchers

aim to help their fellow STEM students to have better grades and also to parents

to help guide and nurture their children enrolling in STEM strand.

 3

Theoretical Background

This study is anchored by the theory of experience through social learning

of John Dewey.

John Dewey (1916) believed that classroom management should be

guided by democratic practices with consequences and offered the theory of

experience through social learning. Dewey believed that children were capable of

learning, behaving cooperatively, sharing with others and caring for one another

with the teacher as a facilitator. He believed that instructional management

included a natural approach involving direction and guidance and that behavior

management included the sequential behavior development of students. Many

teachers practice this technique today as a central component of classroom

management.

The theory (Dewey, 1916) states that for children to learn, they must have

the teacher as the facilitator. In the case that the student is preoccupied with

many other things, the teacher will not be able to facilitate with the students’

learning. As the students become preoccupied they become inattentive which will

lead them to having difficulties in understanding the concepts taught by the

teacher.
 4

Theoretical Framework

Calculus

Theory of Experience
through Social Learning
(John Dewey, 1916)

Factors Affecting the

Academic Performance
in Calculus of the
Students
 5

Statement of the Problem

This study aims to determine the factors affecting the academic

performance in calculus subjects of Grade 11 STEM students of University of

Cebu Senior High School Campus, second semester school year 2017 – 2018.

Specifically this research will answer the following questions:

1. What is the demographic profile of the students?

In terms of :

1.1 gender; and

1.2 class standing on calculus subject ?

2. What are the factors affecting academic performance in calculus subjects.

3. Base on the findings, what recommendations can the researchers propose?

Significance of the Study

This study shall be significant to the following people:

Students:

This study will be significant to students. Through this, they can identify

why Grade 11 STEM students have troubles in dealing with calculus. In that way,

they can prepare themselves to make preparations on avoiding the causes.

Teachers:

This study will be significant to the teachers teaching the subject calculus.

With the help of this study, they can identify the difficulties of the students. If they
 6

are also one of the reasons on the difficulties, then the teachers must find ways

to be able to adjust and be of any help to the students.

Parents:

This study will be significant to the parents of STEM students, in terms of

financial support. Parents must provide their children’s needs in order to comply

the requirements provided by their teachers.

School Administration:

This study is relevant to the school administrators for them to

acknowledge the challenges the students are encountering and conduct

seminars and workshops to help according to the needs of the students.

Future Researchers:

This study can be also benefit to the future researchers for them to have a

quantitative research and also use this as their guide or basis for future studies.

Scope and Limitations

This study aims to primarily determine the subject calculus. This study will

be conducted at University of Cebu Senior High School Campus located at J.

Alcantara St., Sambag 1, Cebu City. The researchers aim is to determine the

factors affecting the academic performance in subject calculus of senior high

school grade 11 STEM students. The researchers also aims to know the roles as

a STEM student who are dealing with calculus and responsibilities inside the

school campus.
 7

This study will only focus on Grade 11 students in University of Cebu

Senior High School Campus. Other strands such as ABM, GAS, HUMSS and

etc. will not be included.

Definition of Terms

The terms below are defined conceptually and operationally. Conceptual

Definition is a definition in terms of concepts, such as one found in the dictionary.

While Operational Definition is the articulation of operationalization used in

defining the terms of a process needed to determine the nature of an item.

Calculus

Conceptual – The branch of mathematics that deals with the finding and

properties of derivatives and integrals of functions by methods originally based

on the summation of infinitesimal differences.

Operational – A subject at which the researchers are determining factors

that affects the academic performance of students on.

Factors

Conceptual – A circumstance, fact or influence that contributes to a result

or outcome.

Operational – A circumstance that affects the academic performance of

the students on calculus.

 8

Chapter II. Review of Related Literature

Factors Affecting the Academic Performance of the Students

Struggles with mathematics courses at the junior and high school level

often lead to an overall weak background in calculus and may contribute to

performance difficulties among senior high and college freshman students. One

of the academic background characteristics that has been examined by

researchers is the role of prior mathematics preparation in relationship to

calculus performance. Wang and Goldschmidt (2000) examined the effects of

mathematics courses taken by students at the junior and high school level. This

study reported that the number of mathematics courses taken at the junior and

high school level plays a prominent role in higher level mathematics achievement

(Wang & Goldschmidt, 2000). In a recent study, Ma (2001) examined the impact

of mathematics course work and subsequent mathematical attainment of 7th to

12th grade students. This study showed that students exposed to advanced

mathematics courses at the middle and junior high school level had high

mathematics achievement in subsequent years. The results of this study are

supported by previous research done using nationally representative data that

high school students who take more mathematics courses perform better in

standardized tests of mathematics achievement (Gamoran, 1987; Hoffer et al.

1995; Rock & Pollack, 1995).

Other academic background characteristics that have been found to be an

indication of the level of mathematics ability of many senior high and college

freshman students have been high school GPA, and ACT scores. Wilhite et al.
 9

(1998) examined senior high school calculus and other variables with respect to

achievement in a first-semester college calculus course among college students

at the University of Arkansas. They found that both high school GPA and ACT

mathematics score were strong predictors of college calculus course grade.

Further, Edge and Friedberg (1984) at Illinois State University, identified factors

affecting achievement in the first course in calculus. Among the variables that

they used to predict success (i.e. grades A, B, or C) was ACT scores. The

analysis showed that the ACT math score was the best predictor of success

(Edge & Friedberg 1984). Moreover, colleges and universities continue to use

standardized predictive tests, such as ACT in their admission criteria. Other

studies have indicated that students with high ACT scores have typically done

well in college level courses (Noeth, Cruce, & Harmston, 2003).

Researchers have also examined the impact of high school GPA on

calculus achievement. In a study conducted at the University of California, Davis

among engineering students, students graduating with engineering degrees

came more academically prepared for college work and had higher high school

GPAs (Lucas, 2003). These findings are consistent with prior research that has

shown that high school GPA is a predictor of calculus performance at the college

level (Wilhite, 1998).

In another study by Maria de Lourdes Mata, Vera Monteiro and Francisco

Peixoto(2012) titled, Attitudes towards Mathematics: Effects of Individual,

Motivational, and Social Support Factors. Lack of students motivation and

engagement in academic work is an issue of concern amongst teachers. Their

 10

findings confirm that attitudes are deeply related to motivation and social support,

they believe that developing strategies in educational contexts, to improve

teachers support and students engagement could be of vital importance in

improving not only attitudes but also mathematical performance among students

throughout their schooling.

Chapter III. Methodology

This chapter deals with methods undertaken to achieve the goals of the

study. It describes the research design, locale and sample, instrumentation,

method of data collection, analysis and interpretation of data.

Research Design

The researchers employed a phenomenological research design which

focused on the perspectives of Senior High School Grade 11 STEM students

who has experiences in calculus subjects. The participants who were selected in

this study are a.) Grade 11 STEM students b.) Enrolled in University of Cebu

Senior High School Campus. (Waters, 2016)

Research Locale

This study was conducted in the University of Cebu – Senior High School

Campus located at J. Alcantara St., Sambag 1, Cebu City. The institution was

founded in 1964 by Atty. Augusto W. Go. It offers programs in pre-school, grade

school, junior and senior high school, undergraduate degrees and post-graduate
 11

degrees. Its vision is to “ democratize quality education: be the visionary industry

leader: and give hope and transform lives” so as its mission is to offer affordable

quality education responsive to the demands of local and international

communities. It promotes the core values “ICARE” which stands for Innovation,

Camaraderie, Alignment, Respect and Excellence.

Research Respondents

The participants were composed of ten (10) Senior High School Grade 11

STEM Students coming from University of Cebu – Senior High School Campus

who qualify with the criterion who has experiences on calculus subjects. The

participants were selected with the use of purposive sampling. This sampling

technique, also called judgment sampling, is the deliberate choice of a participant

due to the qualities the participant possesses. It is a non-random technique that

does not need underlying theories or a set number of participants. Simply put,

the researcher decides what need to be known and sets out to find people who

can and are willing to provide the information by virtue of knowledge or

experience (Bernard, 2002). It is typically used in qualitative research to identify

and select the information-rich cases for the most proper utilization of available

resources (Patton, 2002).

Research Instrument

The researchers utilized a structured interview with guided questions.

Overall, it consists of specific set of questions aligned to the research objectives.

 12

The interview used open-ended questions to allow the participants to bring up

new ideas. The interview content was composed of two parts: a.) Profile of the

participants; b.) Challenges that Grade 11 Senior High School STEM Students of

University of Cebu encounter on calculus. The researchers used audio recorder

to ensure in taking down the authenticity of the responses. Observation of non-

verbal cues during the interview and note taking were also reinforced in order to

promote triangulation of data for the purpose of ensuring validity and reliability of

the responses.

Data Gathering

Phase 1: Before the administration of the interview, a permit will be

secured for the office of the Senior High School Principal, Prof. Abelardo T. Tejo

Jr.

Phase 2: After the approval of the permit prepared questions will be

administered to the 10 random respondents on a scheduled time and place.

Phase 3: After interviewing 10 random Senior High School Grade 11

STEM respondents, the researchers will encode the responses from the

recorder.

Phase 4: The researchers will then translate the responses into English.

Phase 5: After all the collecting and encoding of data, a printed output will

be submitted to their Research 1 teacher.

 13

Chapter IV. Data Presentation, Results and Interpretation

Results and Discussions

In this chapter, results of the collected data will be presented. These are

shown through tables and percentage. With this presentation, the views of

students on calculus will be revealed.

Data Analysis

The procedure used to analyze the data is narrative analysis. Narrative

analysis includes the reformulation of stories presented by respondents taking

into account context of each case and different experiences of each respondent.

This study uses narrative analysis because the researchers interviewed their own

perspective about their views and also it is more on the experiences of the

respondents.

I. Demographic Profile

Table 1.1 Gender

Gender Frequency Percentage

Female 5 50%

Male 5 50%

In this table 50% of the respondents are male and the other 50% of the

respondents are female.

 14

Table 1.2 Class Standing

Class Standing Frequency Percentage

(90-100) 7 70%

Outstanding

(85-89) 2 20%

Very Satisfactory

(80-84) 1 10%

Satisfactory

(75-79) 0 0%

Fairly Satisfactory

(Below 75) 0 0%

Did not Meet

Expectation

In table 1.2, 70% of the students got 90-100 grades which is outstanding,

20% of the students got 85-89 grades which is very satisfactory, 10% of the

students got 80-84 grades which is satisfactory.

 15

II. Factors affecting the academic performance in calculus subjects

Table 2.1 Challenges that students encounter in subject calculus

Challenges that Frequency Percentage

students encounter in

Subject Calculus

Memory Ability 6 60%

Preoccupation 4 40%

In table 2.1, 60% of the students are encountered challenges which is

related to memory abilities and 40% of the students claimed challenge because

of Preoccupation.

In the study of Wang and Goldschmidt (2000) struggles in mathematics

course at the junior high school level often lead to an overall weak background in

calculus and may contribute to performance difficulties among senior and college

freshman students. In the study of Maria de Lourdes Mata, Vera Montiero and

Francisco Peixoto (2012) lack of students motivation and engagement in

academic work is an issue of concern amongst teacher to the students

performance.

Participant 1: Yes , because basta dili ko mofocus like magtabi rako sa

akong mga seatmates usahay.

Participant 2: Kay sauna dili man ko maminaw murag karon kung balik-

balikon ang mga past na topic wala jud ko ka "G”.

 16

Participant 3: Pausahay dili ko makafocus tungod kay naay gihuna-huna

lain , unya samutan najud nga taas pa kaayog formula nya lisod jud kaayo siya ,

unya di ko maminaw.

Participant 4: Ahhm i usually get tired during this discussion but listening

to the teacher especially the teacher is really good in discussing the subject then

it really doesnt matter if you love the subject and the teacher

Participant 5: I usually encounter ahh difficulties in memorizing formulas.

Participant 6: Maglisod ko usahay kay dili kaayu ko maminaw nya matulog

rako.

Participant 7: Usually kay kuan formulas jud ko mag lisod, na dili ko

maayo sa familiarization sa mga formulas kay daghan man gud kaayu.

Participant 8: Because i dont know what to use, what kind of formula do i

have to use to find out the answers, actually libog man gud siya, if makita nimo

siya sa murag kuan murag pariha pariha baya ang formula sa mga solution.

Participant 9: Sa mga number and variables usahay magka mix up nya

naay times na ang iyang , among mga answer dapat na kuahon kay different na

kaayu sa origianal na answer.

Participant 10: Kuan usahay saba kay akong mga classmate nako dili

kaayu ko ka dungog sa discussion nya dli ko makasabot.

 17

Chapter V. Synthesis

Summary of Findings, Conclusion and Recommendation

In this chapter, findings will be concluded. Recommendations will be given

based on the findings.

Specific problems

Below are the responses for the specific problems

Out of 10 respondents, half of them were male and the other half were

female. None of the respondents have a class standing lower than satisfactory.

Thus, most of them are outstanding when it comes to their performance on the

subject. Some of them if have a very satisfactory performance has at least

satisfactory performance.

The most common challenge that students encounter in the subject is

memorizing. Getting familiar with formulas, functions and equations are their

biggest challenges. According to them, they are trying to listen well but the

environment and their classmates are such big hindrances for them. Lastly is

their own eye-sight problem. Their eye-sight is a variable that is blocking them

from learning.

Conclusion

To sum up, findings appear that the factors affecting the academic

performance in calculus subjects of Grade 11 STEM students’ of University of

Cebu Senior High School Campus are their ability to memorize the formulas and

familiarize the functions, preoccupation and visual perception problems.

 18

Recommendation

The recommendations of the researchers will be shown. The readers will

easily understand the data. The future researchers will also benefit for they can

easily gather data that relate to their study.

1. The researchers recommend students to learn how to focus for them to

not be easily distracted by the hindrances that can affect their academic

performance on calculus.

2. The researchers recommend that they must prepare themselves by

studying in advance before the class for them to easily understand the

discussions.

3. The researchers recommend that they must allot a regular time to

practice their minds in solving equations for them to easily familiarize the formula.

4. The researchers recommend that the parents must give support to their

children instead of giving them pressure.

5. The researchers recommend to the future researchers, they can use

this study as a basis for a quantitative research about the topic since quantitative

research is more reliable than qualitative research.

6. School administrators should conduct seminars according to the needs

of the students.
 19

Reference

Mata M., Monteiro V., Peixoto F. (2012) Attirudes towards Mathematics:

Effects of Individual, Motivational, and Social Suport Factors. Child Development
Research http://dx.doi.org/10.1155/2012/876028

Waters J. (2017) Phenomenological Research Guidelines. Capilano

University https://www.capilanou.ca/psychology/student-resources/research-
guidelines/Phenomenological-Research-Guidelines/

Wilhite, P., Windham, B., & Munday, R. (1998). Predictive effects of high
school calculus and other variables on achievement in fist-semester college
calculus course. College Student Journal, 32 (4), 610-618.
Gamoran, A. (1987). The stratification of high school learning
opportunities. Sociology of Education, 60, 135 -155.
Hoffer, T. B.(1995). Social background differences in high school
mathematics and science course taking and achievement (NCES Report No. 95-
206). Washington, DC: National Center for Educational Statistics.
Wang, J., & Goldschmidt, P. (2000). Opportunity to learn, language
proficiency and immigrant status on mathematics achievement, The Journal of
Educational Research, 93 (2), 101 -111.
Noeth, R. J., Cruce, T. & Harmston, M. T. (2003). Maintaining a strong
engineering workforce (ACT Policy Report). Iowa City: ACT.
Ma, X. (2000). A longitudinal assessment of antecedent course work in
mathematics and subsequent mathematical attainment, The Journal of
Educational Research, 94 (1), 16 ñ 28.
Edge, O. P., & Friedberg, S. H. (1984). Factors affecting achievement in
the first course in calculus. Journal of Experimental Education, 52 (3), 136-140.
Fisher I. (1997) a brief introduction of the Infinitesimal calculus. The
Macmillan Campany
Sunandar (2008). Paning hasil belajar kalkulus I melalui umpan balik tes
formatif dengan pembelajaran remedial. Jurnal media penelitian pendidikan,
Volume 2 nomor 2
Dewey, J. (1916). School and society. Chicago: The University of Chicago
Press
 20

Transmittal Letter
University of Cebu- Main
Basic Education Department
Cebu City, Philippines

February 6, 2018

PROF. ABELARDO T. TEJO JR.

Senior High School Principal
University of Cebu- Main Campus
Sanciangko St., Cebu City, 6000

Greetings!

We are Grade 11 Students of Science Technology Engineering and

Mathematics. We are conducting a research entitled “University of Cebu Senior
High School Students’ Views on Calculus”. This research when finished, will
serve as a partial fulfillment of the requirements for the subject Practical
Research 1. This research aims to determine the student’s views about the said
subject and to know the struggles and problems they encounter while studying
calculus.

In line with this, may we request from your good office to allow us to conduct a
simple survey in the school grounds and we humbly ask for your permission to
administer the interview tools needed for this qualitative study. We will randomly
choose sections in Grade 11 senior high school from Senior High School as our
respondents in this survey. Any information obtained from the participants are
confidentiality treated and only used for the research-related purposes.

We are looking forward for favorable response regarding this matter. Thank You
and God Bless.

Sincerely yours,

Vera Mae R. Malubay 11-3A BRILLIANCE STEM

Noted:
 21

Ms. Sugar Timberly Rose Oliveros PROF.ABELARDO T.

TEJO JR.

Research Adviser SHS Principal

Appendix B

University of Cebu- Main

Basic Education Department
Cebu City, Philippines

As a part of our requirement for PRACTICAL RESEARCH 1, we are conducting

an interview in line to the topic “University of Cebu Senior High School Grade 11
STEM Students’ View on Calculus”. We would appreciate if you could complete
answering all the questions asked. Any information obtain in connection with this
study that can be identified with you will remain highly confidential.

I do here by agree to participate to this study and diligently assure the

authenticity of the answers given.

Conform:

Name: ____________________________________

I. Demographic Profile
1. Gender: _________
2. Class Standing: _______

II. Factors affecting the academic performance in calculus subjects

1. Based on your experience on Calculus subjects, what challenges
do you usually encounter?
_____________________________________________________
_____________________________________________________
__________
 22

Appendix C

Participants Gender Class Experience on Theme

Standing Calculus Subjects
1 Female 92 Yes , because basta Preoccupation
dili ko mofocus like
magtabi rako sa akong
mga seatmates
usahay.
2 Female 92 Kay sauna dili man ko Memory
maminaw murag karon Ability
kung balik-balikon ang
mga past na topic wala
jud ko ka "G”.
3 Male 83 Pausahay dili ko Preoccupation
makafocus tungod kay
naay gihuna-huna lain ,
unya samutan najud
nga taas pa kaayog
formula nya lisod jud
kaayo siya , unya di ko
maminaw.
Female 92 Ahhm i usually get tired Memory
4 during this discussion Ability
but listening to the
teacher especially the
teacher is really good
in discussing the
subject then it really
doesnt matter if you
love the subject and
the teacher.
5 Male 93 I usually encounter ahh Memory
Ability
difficulties in

memorizing formulas.

6 Male 88 Maglisod ko usahay Preoccupation

kay dili kaayu ko

 23

maminaw nya matulog

rako.

7 Female 90 Usually kay kuan Memory

formulas jud ko mag Ability
lisod, na dili ko maayo
sa familiarization sa
mga formulas kay
daghan man gud
kaayu.
8 Female 92 Because i dont know Memory
Ability
what to use, what kind

of formula do i have to

use to find out the

answers, actually libog

man gud siya, if makita

nimo siya sa murag

kuan murag pariha

pariha baya ang

formula sa mga

solution.

9 Male 82 Sa mga number and Memory

Ability
variables usahay

magka mix up nya

naay times na ang

iyang , among mga

 24

answer dapat na

kuahon kay different na

kaayu sa original na

answer.

10 Male 93 Kuan usahay saba kay Preoccupation

akong mga classmate

nako dili kaayu ko ka

dungog sa discussion

nya dli ko makasabot.

 25

Curriculum Vitae

PERSONAL BACKGROUND

Name : Gerard Niño Alegarbes

Home Address : 73-U T-Padilla Street., Cebu City

Birthday : October 13, 2000

Religion : Roman Catholic

Civil Status : Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

University Of Cebu - Senior High School Campus

J. Alcantara St., Cebu City

JUNIOR HIGH SCHOOL

University of Cebu - Main Campus

Sanciangko St., Cebu City

ELEMENTARY SCHOOL

Zapatera Elementary School

Zapatera, Cebu City

ACHIEVEMENTS

N/A
 26

Curriculum Vitae

PERSONAL BACKGROUND

Name : Christian Elvin E. Credo

Home Address : Janssen Site Basak San Nicolas, Cebu City

Birthday : October 31, 2000

Religion : Roman Catholic

Civil Status : Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

University Of Cebu - Senior High School Campus

J. Alcantara St., Cebu City

JUNIOR HIGH SCHOOL

Abellana National School

Osmeña Blvd. Cebu City

ELEMENTARY SCHOOL

Basak Community School

Basak, Cebu City

ACHIEVEMENTS

N/A
 27

Curriculum Vitae

PERSONAL BACKGROUND

Name : Zofemila R. Limoran

Home Address : I-39 Juana Osmena Ext. Purok 8 Kamputhaw, Cebu City

Birthday : July 30, 2000

Religion : Roman Catholic

Civil Status : Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

University Of Cebu - Senior High School Campus

J. Alcantara St., Cebu City

JUNIOR HIGH SCHOOL

University of Cebu - Main Campus

Sanciangko St., Cebu City

ELEMENTARY SCHOOL

CCCC Child Center INC.

271 Capitol Hills, Cebu City

ACHIEVEMENTS

N/A
 28

Curriculum Vitae

PERSONAL BACKGROUND

Name : Vera Mae R. Malubay

Home Address : 84 Sabellano Quiot Pardo, Cebu City

Birthday : September 27, 2000

Religion : Born Again

Civil Status : Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

University Of Cebu - Senior High School Campus

J. Alcantara St., Cebu City

JUNIOR HIGH SCHOOL

University of Cebu - Main Campus

Sanciangko St., Cebu City

ELEMENTARY SCHOOL

Garcia Primary School

Garcia Sta. Monica Surigao del Norte

Alegria Elementary School

Alegria Sta. Monica Surigao del Norte

 29

Gen. T. de Leon Elementary School

Gen. T. de Leon Karuhatan Valenzuela City

ACHIEVEMENTS

N/A
 30

Curriculum Vitae

Personal Background

Name : Jay Mark O. Mellomida

Home Address : Laray San Roque, Talisay Cebu

Birthday : November 17,2000

Religion : Roman Catholic

Civil Status : Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

University of Cebu – Senior High School Campus

J. Alcantara St., Cebu City

Junior High School

University of Cebu – Main Campus

Sanciangko St. Cebu City

ELEMENTARY SCHOOL

Dagohoy Elementary School

Dagohoy, Inabanga, Bohol

ACHIEVEMENTS

N/A
 31

Curriculum Vitae

PERSONAL BACKGROUND

Name : Renzo G. Paradela

Home Address : 241-U greenside St., Hipodromo Cebu City

Birthday : May 26, 2000

Religion : Roman Catholic

Civil Status : Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

University Of Cebu - Senior High School Campus

J. Alcantara St., Cebu City

JUNIOR HIGH SCHOOL

University of Cebu - Main campus

Sanciangko St., Cebu City

ELEMENTARY SCHOOL

Hipodromo Elementary School

Hipodromo, Cebu City

ACHIEVEMENTS

N/A
 32

Curriculum Vitae

PERSONAL BACKGROUND

Name : Alexander Luiz T. Saceda

Home Address : Punta Prinsesa Cebu City

Birthday : July 17, 2000

Religion : Roman Catholic

Civil Status : Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

University Of Cebu - Senior High School Campus

J. Alcantara St., Cebu City

JUNIOR HIGH SCHOOL

University of Cebu - Main Campus

Sanciangko St., Cebu City

ELEMENTARY SCHOOL

Punta Prinsesa Elementary School

Punta Prinsesa, Cebu City

ACHIEVEMENTS

N/A
 33

Curriculum Vitae

PERSONAL BACKGROUND

Name : Dexmart C. Sanchez

Home Address : Door 4 Ma. Paloma Village Salvador Ext. Labangon Cebu City

Birthday : March 1,2000

Religion : Roman Catholic

Civil Status : Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

University of Cebu – Senior High School Campus

J. Alcantara St., Cebu City

JUNIOR HIGH SCHOOL

University of Cebu – Main Campus

Sanciangko St. Cebu City

ELEMENTARY SCHOOL

University of Cebu – Main Campus

Sanciangko St. Cebu City

ACHIEVEMENTS

N/A
 34

Curriculum Vitae

PERSONAL BACKGROUND

Name : Andrew Emmanuel Sinoy

Home Address : 31-Q Zapanta St., Cebu City

Birthday : May 2, 2000

Religion : Roman Catholic

Civil Status : Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

University Of Cebu - Senior High School Campus

J. Alcantara St., Cebu City

JUNIOR HIGH SCHOOL

University of Cebu - Main Campus

Sanciangko St., Cebu City

ELEMENTARY SCHOOL

Tejero Elementary School

M.J Cuenco Avenue

ACHIEVEMENTS

N/A
 35

Curriculum Vitae

PERSONAL BACKGROUND

Name : Gerica Nina C. Tan

Home Address : 398 H - Jones Avenue., Cebu City

Birthday : January 14, 2001

Religion : Roman Catholic

Civil Status : Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

University Of Cebu - Senior High School Campus

J. Alcantara St., Cebu City

JUNIOR HIGH SCHOOL

University of Cebu - Main Campus

Sanciangko St., Cebu City

ELEMENTARY SCHOOL

City Central Elementary School

J. Alcantara, Cebu City

ACHIEVEMENTS

N/A
 36

Curriculum Vitae

PERSONAL BACKGROUND

Name : Bryan Roy B. Tariman

Home Address : 1085 K M.J. Cuenco Avenue, Cebu City

Birthday : December 6, 2000

Religion : Roman Catholic

Civil Status : Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

University Of Cebu - Senior High School Campus

J. Alcantara St., Cebu City

JUNIOR HIGH SCHOOL

University of Cebu - Main Campus

Sanciangko St., Cebu City

ELEMENTARY SCHOOL

Carreta Elementary School

General Maxilum Ext. Avenue Cebu City

ACHIEVEMENTS

N/A
 37

Curriculum Vitae

PERSONAL BACKGROUND

Name : Michael John A. Verano

Home Address : 108 Gil Tud-Tud Mabolo Cebu City

Birthday : August 31, 1999

Religion : Roman Catholic

Civil Status : Single

EDUCATIONAL BACKGROUND

SENIOR HIGH SCHOOL

University Of Cebu - Senior High School Campus

J. Alcantara St., Cebu City

JUNIOR HIGH SCHOOL

University of Cebu - Main Campus

Sanciangko St., Cebu City

ELEMENTARY SCHOOL

Mabolo Christian Academy

13 C. Borces, Cebu City

ACHIEVEMENTS

N/A