Accession Number: UT000415

Title: Household Demographic Profile and Mathematics Performance of Grade 10 students from Selected National High Schools in Infanta, Quezon

Author/s: Angelie M. Ordinado, Shaina May T. Potencia

Research Adviser: Asst. Prof. Jan Marie P. Lubuguin, MAT

Year: 2025

Abstract: This study examines the relationship between household demographic profile and mathematics performance of grade 10 students. Specifically, the researchers wanted to answer the following objectives: 

1. Determine the household demographic profile of the participants using the following parameters: monthly family income, allowance, parents' employment status, family size, technological resources, parents' highest educational attainment and time spent with a math mentor.

2. Determine the academic performance of grade 10 students in Mathematics. 

3. Analyzed the relationship that may exist between household demographic profile and mathematics performance of grade 10 students.

This study surveyed 177 Grade 10 students from Langgas and Tongohin National High Schools in Infanta, Quezon. Respondents were determined through Slovin’s formula with proportional allocation and stratified random sampling (48 from LNHS, 129 from TNHS). Data were gathered using a descriptive-correlational design and survey questionnaire. The results divulge a positive but weak significant relationship between mathematics performance and household demographic profile specifically monthly family income, technological resources, stable internet connection, parents' highest educational attainment. Though minimal, these still influenced performance. Conversely, the relationship between mathematics performance and household demographic profile specifically monthly allowance, parents' employment status, family size, and time spent with a math mentor have no significant relationship. These results insinuate that while household and demographic profiles do play a role, they are not the sole contributor. It recommends providing affordable access to technology, integrating available resources in teaching, and encouraging parents to promote independence and active learning support for their children.

Keywords: correlation, demographic profile, descriptive, household and mathematics

Accession Number: UT000417

Title: Difficulties Encountered by Grade 7 Students in Applying Order of Operations: A Case Study

Author/s: Ma. Elaine L. Aveno, John Paul M. Sanchez

Research Adviser: Sir Alexis C. Villaflor, MAEd

Year: 2025

Abstract: The researchers aimed to understand the difficulties encountered by Grade 7 students in applying the order of operations to solving a mathematics problem. The study sought to answer the following objectives: 

1. Determine the factors that shape student difficulties. 

2. Determine the reasons why students encounter difficulties in solving mathematics problems using the PEMDAS rule.

The researchers used a pre-survey that consists of three mathematics problems involving the PEMDAS rule. And a guide question to interview the respondent of the study. The respondent was composed of three Grade 7 students who got a score of zero in the pre-survey. The researchers identified the common factors and reasons why the students are having a difficulty. It highlights the following themes: four (4) themes for the students: (1) Ineffective Teaching Strategy, (2) Lack of Reinforcement Support, (3) Negative Attitudes towards Mathematics, and (4) Lack of Engagement and Participation. Three (3) themes for the parents or guardian: (1) Distractions, (2) Lack of Reinforcement Support, (3) Negative Attitudes towards Mathematics. And five (5) themes for the teachers: (1) Ineffective Teaching Strategy, (2) Lack of Reinforcement Support, (3) Negative Attitudes towards Mathematics, (4) Lack of Engagement and Participation, and (5) Complex Challenges with Basic Foundation of Mathematics.

Keywords: difficulties encountered, mathematical equation, order of operations, PEMDAS

Accession Number: UT000420

Title: Evaluation of Bachelor of Secondary Education major in Mathematics Program at SLSU Infanta Campus

Author/s: Grachielle Angela A. Azogue, Paul Reinmarc E. Calzado, Heyssel V. Hernani

Research Adviser: Jay M. De Loreto, PhD

Year: 2024

Abstract: This research study seeks to describe the current status of Bachelor of Secondary Education (BSEd) major in Mathematics program of SLSU-Infanta Campus in terms of its faculty competence, physical plant and facilities, school or academic library and school activities and opportunities. Additionally, it aims to describe the academic performance of BSEd Mathematics students and to test if there is a relationship existing between those factors and the academic performance. This research study was conducted at Southern Luzon State University Infanta Campus, located at Brgy. Tongohin, Infanta, Quezon. The respondents who participated in this study were the BSEd Mathematics students in Southern Luzon State University-Infanta Campus (SY 2023-2024) having the total population of 87 students with 18 boys and 69 girls. The research study uses descriptive-correlational quantitative approach. The BSEd Mathematics program of SLSU-Infanta Campus has outstanding faculty performance in terms of teaching major subjects, professional education subjects, and general education subjects. The program has a suitable and adequate physical plant and facilities, has a well-structure, well-maintained, well-managed and has a good quality service school and academic library, and has offered school activities and opportunities to students. The BSEd Mathematics program are performing satisfactorily in their academic performance. The result of this study shows that the status of the BSEd Mathematics program has no significant relationship with the students' academic performance. This suggest that having a good quality status of the program does not necessarily transform into an excellent academic performance which may be affected by moderating factors outside the program.

Keywords: Academic Performance, Program Evaluation, and BSEd Mathematics

Accession Number: UT000421

Title: Interest and engagement of BSEd Mathematics students towards their program

Author/s: Mia M. Dacca, Aina P. Quinto

Research Adviser: Jan Marie P. Lubuguin, LPT, MAT

Year: 2024

Abstract: This study aimed to describe the levels of interest and engagement of BSEd Mathematics students towards their program at SLSU Infanta Campus during the academic year 2023-2024. 

Specifically, it sought to:

1. Describe the level of interest of BSEd Math students towards their program in terms of the following parameters: 

a. autonomy, 

b. competence, and 

c. relatedness; 

2. Describe the level of engagement of BSEd Math students towards their program in terms of the following parameters: 

a. cognitive, 

b. behavioral, 

c. affective; 

3. Determine the significance of the relationship between students’ interest and the engagement of the participants towards the course program. 

This study used a descriptive correlational research design, employing a researcher-designed survey questionnaire to collect data from 85 BSEd Mathematics students across all year levels. Median and interquartile ranges were used to analyze central tendency and variability, while Spearman’s rho was applied to examine the correlation between interest and engagement variables. 

The results of the study showed a moderate level of interest and engagement, reflecting substantial enthusiasm for the program. Statistical analysis revealed a strong positive relationship between students’ interest and engagement, suggesting that parameters like autonomy, competence, and relatedness play essential roles in promoting active cognitive, behavioral, and emotional engagement among students. These findings emphasize the importance of nurturing students’ intrinsic motivation to enhance their educational experiences and outcomes.

Keywords: autonomy, competence, engagement, interest and relatedness

Accession Number: UT000408

Title: Problem Affecting the Submission of Students Outputs in Mathematics amidst the COVID-19 Pandemic

Author/s: Mary Joy A. Bilingan, Lhealyn Montano

Research Adviser: Reydante A. Oabel, EdD

Year: 2024

Abstract: The COVID-19 pandemic has caused a sudden change in educational settings. Thus, a qualitative case study to identify the problem affecting the delayed submission of students’ outputs it Mathematics during the COVID-19 pandemic was conducted to identify the problems that the students encountered and know what their respective parent have observed during the modular distance learning. 

Six (6) participants were selected using the convenience sampling methods. Three of them are the students, the other three are their parent. The open-ended interview questionnaire server are the primary research tools. Utilizing the triangulation approach for assessing qualitative data, the data were examined. 

Four (4) key themes emerged from the research, including:

1. limited teacher-learner interaction (both students and parent);

2. lack of understanding of the content of the module; 

3. difficulty in independent learning; and 

4. piled-up modules. 

As a result, students’ outputs are submitted late. 

It is recommended in the study that:

1. Give proper instruction/orientation to parent regarding how to answer the module. Simplify, localize, contextualize the lesson on the modules, and apply the most appropriate strategy/technique in delivering the module.

2. Use flexible learning methods with the use of existing social media platforms (Facebook, messenger, google suite, etc.). 

3. Barangay should provide an internet connection for the students assign a common area where thus installation will be placed.

4. School admin should provide measures to enhance the engagement between school and home. Future researchers shall explore the answer or the students about the context of the module.

Keywords: delayed submission, mathematics, modular distance learning

Accession Number: UT000424

Title: Factors Affecting Junior High School Students' Interest in Learning Mathematics at Tongohin National High School

Author/s: Gerlie Anne V. Ardeza

Research Adviser: Alexis C. Villaflor, MAEd

Year: 2023

Abstract: This study sought to identify the latent variables that significantly influence the level of interest among Junior High School students in the subject of mathematics. 

The comprehensive study was conducted using a self-developed checklist questionnaire, which was distributed through face-to-face interactions with students. The participants consisted of 134 Junior High School students who were purposefully selected from grades 7 to 10. 

The acquired data was meticulously examined using Exploratory Factor Analysis (EFA) and the Statistical Package for the Social Sciences (SPSS). The data were shown in detailed tabular and graphical formats, then carefully analyzed by the researcher. 

The study's findings revealed 2 significant factors with eigenvalues exceeding 1, which were categorized based on their designated factor loadings. Upon finding the concealed components, the researcher formulated four thoughtful recommendations to tackle the various factors that influence students' enthusiasm in learning mathematics and help improve their overall engagement and performance in the subject.

Keywords: Interest in learning, mathematics, and factors

Accession Number: UT000325

Title: Difficulties in Learning Mathematics Encountered by Grade 8 Students Under Modular Distance Learning at Taluong National High School in Polillo, Quezon

Author/s: Mylene A. Azul

Research Adviser: Jay M. De Loreto, LPT, MAEd

Year: 2021

Abstract: This study attempted to find out the difficulties in learning mathematics encountered by grade eight students in their studying under modular distance learning at Taluong National High School Polillo, Quezon. Specifically, it intended to answer the following questions:

1. What are the difficulties encountered by students under a modular approach in learning mathematics in terms of: Difficulties in understanding self-learning module; Motivational difficulties; and Difficulties in my environment.

2. What is the academic performance in mathematics of Grade 8 students under modular learning modality? 

3. Is there a significant relationship between the difficulties of students in modular distance learning and their mathematics performance? The descriptive survey method of research was used in this study. 

The respondents were composed of 50 Grade 8 students of Taluong National High School from section VDI. To collect the necessary data, the researcher used a questionnaire-checklist prepared by the researcher and answered on a Likert scale. 

Thus, after the conduct of the study the researcher conclude that the students encountered difficulties in understanding learning module, they do not have motivational difficulties and environmental difficulties. The researcher fails to reject null hypothesis and that there is no significant relationship between the difficulties in learning mathematics encountered by Grade 8 students and their mathematics performance.

Keywords: difficulties, environment, motivation, performance, self-learning modules

Accession Number: UT000326

Title: Problems Associated with Modular Distance Learning as Perceived by Student's Parents

Author/s: Glencel O. Azogue, Magilyn C. Ocrisma

Research Adviser: Alexis C. Villaflor, LPT, MAEd

Year: 2021

Abstract: This study aimed to determine the parents' opinion and perception regarding modular distance learning and the implications of this study in the implementation of classes during the pandemic in mathematics at Infanta National High School.

The researchers used descriptive research with the use of a researcher made questionnaire checklist. The respondents were composed of thirty-eight (38) students' parents, from grade 7 to grade 10.

Based on the conclusion, the majority of the parents' opinions and perceptions regarding modular distance learning are positive. But here are some major problems that emerged from their responses. Students are struggling to learn math with modules; flexible learning makes it more difficult for students to keep up with school activities; math through modules during a pandemic is harder for students to understand; and studying and learning math through modules is not enjoyable for students.

Though the modular distance learning was well received by students' parents, the four issues that surfaced in the results suggest that the implementation of the modular distance learning should be improved. There may be some modifications that may be made to the way teaching is done in order to lessen the difficulty with learning and make the learning process more enjoyable for pupils. Parents may be of great aid to their children in working and inspiring the information and skills to answer their modules during the pandemic period, according to the following recommendations. Teachers employed mixed instruction or blended learning to implement mathematics; otherwise, be a flexible instructor who provides suitable instruction on their module so that they can answer their module correctly. Find more motivation to tailor the children's responses to their module for future researchers. Larger samples may be used in future studies to gain more meaningful results in determining the parents' attitude and impression of modular distance learning.

Accession Number: UT000329

Title: Assessment of Self-Learning Skills of Grade 10 Students and Their Mathematics Performance Under Distance Learning Modality at Infanta National High School

Author/s: Lolit T. Cebrero, Nouellie Joy Q. Parado

Research Adviser: Alexis C. Villaflor, LPT, MAEd

Year: 2021

Abstract: The purpose of this study was to determine the pupils' self-learning abilities on how they adopted mathematics by the students under distance learning modality; 1.1 initiative, 1.2 management of time, 1.3 resilience and focus, and 1.4 learning autonomy. 

The researchers attempted to answer the following questions: 

1. What is the academic performance in mathematics of grade 10 students under distance learning modality? 

2. Is there a significant relationship between the students' self-learning skills and their mathematics performance?

The researchers used descriptive research with the use of researcher-made Likert scale via Google form. The respondents were composed of thirty-eight (38) all of whom were Grade 10 students coming from different sections. These students were selected through random stratified sampling. 

The study's conclusion revealed that there is no correlation between students' learning abilities and their mathematical performance of grade 10 students.

Accession Number: UT000333

Title: Perception of Students, Teachers, and Parents on the Implementation of the Modular Distance Learning in Mathematics

Author/s: Marycris V. Monzuela

Research Adviser: Jan Marie P. Lubuguin, LPT, MAT

Year: 2021

Abstract: This study aimed to find out the perception of students, teachers, and parents on the implementation of modular distance learning in mathematics in Infanta National High School School Year 2021-2022. 

This study used the descriptive type of research to identify the perception of students, teachers, and parents on the implementation of modular distance learning in mathematics. And also, to determine if there a significant difference among the perception of the respondents on the implementation of the modular distance learning in mathematics. 

The respondents of this study are mathematics teacher use the modular approach from Infanta National High School which is composed of 11 teachers, students taking modular distance learning in INHS which composed of 69 students which are selected through stratified random sampling, and parents of said students which is composed of 69 parents. 

Teachers have a higher perception on the efficacy of the implementation of MDL compared to the students and parents. This study gives insight to improve modular distance learning with the collaboration of students, teachers, and parents.

Keywords: implementation, mathematics, modular distance learning, perception

Accession Number: UT000345

Title: Parental Engagement and Mathematics Learning of Their Children at Home during COVID-19 Pandemic

Author/s: Reina Marie V. Villaflor

Research Adviser: Jan Marie P. Lubuguin, LPT, MAT

Year: 2021

Abstract: Many countries have temporarily closed schools and changed their education systems to slow the spread and transmission o f the COVID-19 pandemic. To succeed and execute, the government and DEP have implemented a learning from home (LFH) approach, which is likely to require more direct parent engagement with the school because the modern method of education has been implemented to promote education, but it places more responsibility, understanding, and guidance for more people's education on the shoulders of parents and guardians. 

The purpose of this study was to determine the demographic profile of parents in terms of:

1.1 marital status; 

1.2 educational attainment;

1.3 monthly family income; 

1.4 occupation; 

1.5 number of children; and 

1.6 age.

As well as how students perceive parents' level of engagement in terms of the following tasks:

2.1 organizer;

2.2 guide; 

2.3 motivator; and 

2.4 manager. 

Also, the relationship between a parent's profile and their level of engagement. There were a total of 124 respondents, including 62 students and their 62 parents. 

The findings show that the majority of the parents are married, college graduates, and their family income is low (less than $10,957.00). The majority of the respondents are mothers who are ordinary housewives, entrepreneurs, and government employees, with 3-4 children and ages ranging from 41 to 50. There is no significant relationship between parental profile and level of engagement, only age.

Keywords: demographic profile, level of engagement, parental engagement, relationship

Accession Number: UT000348

Title: Readiness on the Use of Electronics Learning Applications in Teaching and Learning Mathematics

Author/s: Crisselle Joy V. Ondos

Research Adviser: Jan Marie P. Lubuguin, LPT, MAT

Year: 2021

Abstract: The purpose of this study was to determine the most frequently used E-learning apps in mathematics by students and teachers, the level of preparedness of students and teacher: to use E-learning apps in mathematics, and the significant difference in the readiness level of teachers and students to use E-learning apps in mathematics. 

The data for this study were gathered using a checkbox grid questionnaire in Google form and a purposive method. The respondents composed a total of 4 teachers in the mathematics subject that facilitated online classes and 51 students who had online classes from Grade 7-10 in Infanta National High School. 

A weighted mean was used to measure the level of readiness of the teacher and student in the utilization of E-learning applications in mathematics. Rank distribution was used for the common E-Learning applications of teachers and students. 

Therefore, there is no significant difference in the readiness of the students and teachers in the use of different E-Learning applications in online classes. Teachers and students are both ready to use e-learning applications in teaching and learning mathematics. Face-to-face lessons are available today, but there are limits on who may attend school. Teachers and students can explore different applications, not only the common ones that they use every day.

Keywords: e-learning apps, face to face, online class, preparedness, readiness

Accession Number: UT000352

Title: Problems Encountered by Grade 7 and Grade 10 Students of Infanta National High School in the Implementation of Online Class

Author/s: Roda Vidal Sindac

Research Adviser: Alexis C. Villaflor, LPT, MAEd

Year: 2021

Abstract: This study attempted to determine the problems that the students might encounter during their online class in mathematics. Specifically, this study was conducted because it aimed to determine whether there is no significant difference between Grade 7 and Grade 10 students in Mathematics in terms of Personal, Technical and Environmental difficulties.

This study involved twenty-nine (29) Grade 7 students and twenty-three (23) Grade 10 students in Infanta National High School. 

Personal Difficulties of Grade 7 has an AWM of 2.19 while in Grade 10 has an AWM of 2.40. In Technical Difficulties of Grade 7 has an AWM of 1.98 while in GRADE 10 has AWM of 2.72. Environmental Difficulties of Grade 7 has an AWM of 2.01 while in Grade 10 has an AWM of 2.32. 

This study shows that in terms of Technical difficulties there is a significant difference between Grade 7 and Grade 10 based on their responses. 

The researcher suggests a follow up research and has to develop questionnaires that will extract the respondents actual situation in online classes and what they really are experiencing.

Keywords: digital online learning, environmental difficulties, online class, personal difficulties, technical difficulties

Accession Number: UT000354

Title: Mathematics Teachers' Personal Profile, Social Environment and Teaching Motivation

Author/s: Jhon Karlo F. Marquez

Research Adviser: Jay M. De Loreto, LPT, MAEd

Year: 2021

Abstract: Social Learning Theory has been famously used to determine how the environment influences how an individual grows, but never in determining how the environment influence or affect one's motivation. Mathematics teachers have always been struggling to make. 

The objectives of this research are to examine the personal profile of teachers, understand how mathematics teachers view their social environment, determine the extent of their motivation to teach the subject, and to what degree their personal profile and social environment influence their motivation to teach. 

The researcher used a descriptive survey to gather responses from the teacher-participants from different public secondary schools in Infanta, Quezon. 

On the personal profile of teachers, it is found that teachers' motivation to attend professional development sessions, regardless of their educational attainment, are the same. Also, how they are motivated by the support they receive from the school seems to be the same regardless of their personal profile. Their social environment shows a great deal of association with their motivation--implying that a good and healthy working environment motivates teachers to stay in the profession and pursue continuous professional development.

Keywords: Social environment, Social Learning Theory, Teacher personal profile, Teacher Motivation

Accession Number: UT000313

Title: Effectiveness of Manipulative Teaching Materials in Mathematics in Selected National High Schools in REINA Area

Author/s: Sherine A. Nolledo

Research Adviser: Reydante A. Oabel, LPT, MAT

Year: 2019

Abstract: This research aimed to identify common manipulatives used by the teachers in teaching mathematics in selected national high schools in the REINA area during the academic year 2019-2020. Specifically, the researcher attempted to answer the following objectives:

1. to identify the commonly used manipulatives in teaching mathematics; and 

2. to determine the effectiveness of manipulative teaching materials as perceived by mathematics teachers in terms of motivation, class organization, study stress management, and socialization. 

There were 29 mathematics teachers who voluntarily participated in this study: seven (7) from Ungos National High School; fifteen (15) from Infanta National High School; and seven (7) from Paralang Sekundarya ng Heneral Nakar. 

The type of research utilized in this study was descriptive-evaluative, and the key instrument used in data gathering was a questionnaire-checklist. The main statistical treatment used in this study was the weighted mean.

According to the data gathered, the study found that the most common manipulatives used by the respondents in teaching mathematics were graphing paper and measuring tools (rulers, cups, straws, meter sticks, etc.) with the highest scores of 4.07 and 3.62 on average weighted mean, both of which were interpreted as "often" by the respondents. Using manipulatives in teaching has a high effect on motivating students to study mathematics. It also reveals the manipulative is effective in relieving study stress, managing socialization, and class organization, with all verbal interpretations of agree, with weighted averages of 3.39, 3.35, and 3.15, influence in teaching mathematics as perceived by the mathematics teachers with an respectively. 

In general, it implies that using manipulatives in teaching has an effective overall weighted average of 3.36 and is interpreted as "agree." Based on the findings, the following conclusions were reached: Most math teachers used graphing papers and measuring tools as manipulatives in their lessons. The manipulatives have an effective impact in teaching the students to study their lessons in mathematics as perceived by the mathematics teachers. 

Based on the study's findings and conclusions, the following recommendations were made: 

1. The researcher recommends that mathematics teachers may integrate different manipulatives and continue to enhance the use of manipulatives in their teachings. 

2. School administrators should provide several suitable manipulative materials and supplies for mathematics classes to help teachers teach mathematics subjects more effectively.

3. Teachers may also be trained to be experts in the utilization of manipulatives in the teaching-learning process and in identifying the specific manipulatives appropriate for different mathematics topics. 

4. Further studies or parallel research should be conducted in order to affirm or negate the results of this study.

Keywords: Effectiveness, Manipulatives, Materials, Students, Teaching

Accession Number: UT000339

Title: Interrelationships Between Multiple Intelligences and Mathematics Performance of Grade 10 Students of Binulasan Integrated School - Infanta, Quezon

Author/s: Liszt T. Borja

Research Adviser: Reydante A. Oabel, LPT, MAT

Year: 2019

Abstract: One way of addressing individual differences among adult learners is to identify the Multiple Intelligences of the learner. Multiple Intelligences refers to the concept developed by Howard Gardner that challenges the traditional view of intelligence and explains the presence of nine different Multiple Intelligences. Exploring multiple intelligences type of learners can enable the students to identify their strengths and weaknesses and learn from them. It is also very important for teachers to understand their multiple intelligences since they can carefully identify their goals and design activities that can be used to teach students of different intelligences, and design student-centered activities. 

This study aimed to investigate the relationship between Multiple Intelligences and Mathematics Performance. To accomplish this purpose, the adopted survey research design by Walter Mckenzie was used, and the samples including 202 participants from tenth grade high school in Binulasan Integrated School. 

For analysis of collected data, descriptive statistics including Mean, Pearson product-moment correlation coefficient and T-test of significance were used. 

Identifying the multiple intelligences of grade ten students, the differences according to mathematics performance levels of the students will contribute awareness to the self-knowledge and abilities of the students as well as to develop suggestions for programs to enhance their academic achievement levels and to be a reference for further studies.

Keywords: interrelationship, mathematics performance, multiple intelligences

Accession Number: UT000340

Title: Effectiveness of Tiered Assignments as Differentiated Instruction in Selected Topics in Algebra among Grade 7 Students of Batangan National High School

Author/s: Maricris S. Rutas

Research Adviser: Reydante A. Oabel, LPT, MAT

Year: 2019

Abstract: This study aimed to determine the effectiveness of Tiered Assignments Instruction Strategy in teaching mathematics in order to improve the learning capabilities of the students. Specifically, it aimed to determine the performance of the students in the pretest and posttest taught using traditional and tiered assignments and determine the significant difference on the pretest and posttest scores of the students using traditional and tiered assignments.

This study was conducted at Batangan National High School with the total respondents of (62) students. The researcher utilized the experimental research design using the pretest and posttest as instrument. 

The result of the study found that, students using Traditional and Tiered Assignments both performed better. However the findings conclude that there is no enough evidence that tiered assignments is better than traditional teaching strategies. 

The following were the recommendations: teachers may integrate pretest and posttest as a tool in mathematics instruction and should develop and prepare a combination of a variety of teaching strategy relevant to student's readiness. Integrate tiered assignments as a tool of instruction in selected mathematics topic. Also, teachers should attend seminars regarding Tiered Assignments so that they apply it in the teaching-learning process.

Keywords: Tiered Assignments, pretest, posttest

Accession Number: UT000341

Title: Spiral Progression Approach and Students' Mathematics Performance

Author/s: Aaron A. Zuela

Research Adviser: Jan Marie P. Lubuguin, LPT, MAT

Year: 2019

Abstract: This study aimed to determine the Effective Practices on the Use of Spiral Progression Approach in teaching Mathematics as perceived by the teachers and its relations to Mathematics performance of the students in selected national high schools of REINA area.

Descriptive-evaluative type of research was utilized by the researcher in this study and used a checklist questionnaire to gather the needed data. The researcher conducted the study in selected National High Schools of REINA area, using the total enumeration of Mathematics teachers in each school. 

The result of the study revealed that spiral progression is perceived to be an effective approach in teaching mathematics. Discovery and Collaborative Learning are perceived to be the best practices in teaching Mathematics on the use of Spiral Progression Approach. 

It is therefore recommended that Mathematics teachers may attend relevant and specific seminars/trainings related to their field of specialization and in using spiral teaching to further improve their teaching strategies and techniques in the use of spiral progression approach. Develop and devise learning opportunities for learners' by implementing discovery and collaborative based activity to further enhance students' performance in mathematics. The school must support in localizing the adaptation and integration of spiral progression approach in teaching mathematics and also the application of flexible and focused teaching strategy of the mathematics teachers. Employment of in depth study by analyzing actual data in measuring the level of appreciation of the mathematics teachers in terms of implementation of spiral progression approach in teaching and learning process in mathematics subject and the review and enhancement of the existing curriculum.

Keywords: mathematics performance, mathematics curriculum, perception, spiral, progression approach, and teaching approach

Accession Number: UT000347

Title: Career Preference of Grade 12 Students in Selected National High Schools in Real, Infanta, and General Nakar, Quezon

Author/s: Rhodema L. Luna

Research Adviser: Reydante A. Oabel, LPT, MAT

Year: 2019

Abstract: This research aimed to find out the Career Preference of Grade 12 Students in Selected National High Schools in Real, Infanta and General Nakar, Quezon during the school year 2018-2019. The students' profile in terms of their gender, number of siblings, family income as well as the factors that affect them in choosing their career in terms of personal interest or skills, their family culture, their school, financial status, their peers and in terms of social media. 

This study aimed to determine the career preference of Grade 12 students in selected national high school in Real, Infanta, and General Nakar, Quezon. 

The conclusion of the study was the following:

1. Most of the students are in the right age.

2. Most of them are males, they have moderate family members, they belong to a poor family, and most of them enrolled in General Academic Strand (GAS) and TVL track. 

3. Many of the students want to pursue their college, some of them want look for a job and few of them want to engage in business. 

4. Most of them want to take Education courses, Criminology and Hotel and Restaurant management courses. 

5. Many of them want to enroll in nearby universities/colleges and few of them do not want to enroll in far schools. 

6. In case of the students who want to look for a job after grade 12 most of them choose to work as a waiter/waitresses, salesman/saleslady and as service crew. 

7. In the case for the students who wants to engage in business, they choose restaurant/canteen business, put a sari-sari store and engage in online business. 

8. Most of the students agreed that personal interest/skills affect their career choice. 

9. They also agreed that family culture, school factors, financial status, peer and social media affects in choosing their career. 

The researcher recommends that the parents, school and school administrators should guide the students to decide the best course they want to pursue in college. The researcher recommends at least encouraging those students to take exams and avail scholarship in some schools that offer this kind of opportunity for them to continue their dreams. 

Governments, NGOs may offer more scholarship to help and support the students in their financial status to continue and pursue their study. Support the satellite campuses and municipal colleges because our respondents prefer to enroll in nearby arca. 

The researcher recommends that government should prepare seminar, proper trainings and formal education for those who wants to engage in business. To encourage and help the students who wants to engage in online and non-online business. 

For the parents, the researcher recommends to support their children in every step they would like to take and encourage them to pursue their college for them to have a better future.

Keywords: career, preference, factors

Accession Number: UT000349

Title: Mastery Level of Fundamentals of Mathematics among Grade 10 Students of National High Schools in Panukulan, Quezon

Author/s: Jodan A. Quitoriano

Research Adviser: Jan Marie P. Lubuguin, LPT, MAT

Year: 2019

Abstract: This study assessed to determine relationship of the variables of fundamental mathematics and the student's mastery level of fundamental mathematics. Specifically, the researcher wanted to answer the following objectives: 

1. to determine students' mastery level in fundamentals of mathematics;

2. to identify the factors that affects students' mastery level in fundamentals of mathematics;

3. to identify the least learned competency of Grade 10 students in fundamentals of Mathematics; and 

4. to develop a review booklet to improve the students mastery in fundamentals of Mathematics. 

This study was conducted among the Grade 10 students of four (4) different high schools in Panukulan, Quezon: the CNHS, PNHS, LNHS, BNHS with the total population of 234 students and have a respondents of 30% of the total population of the randomly selected students. 

The researcher utilized a descriptive method of research in gathering data with the use of survey-test questionnaire as an instrument and formally circulated the copies to each of his respondents. 

The result of the study found that the common problem encountered by the students in solving mathematics are memorizing the multiplication table and copying the problems correctly as revealed by the students. 

The mean mathematics performance was 48.24% which inferred as did not meet the expectation. And conclude that the Grade 10 does not have mastery on the fundamentals of mathematics. The following were the recommendations: 

1. develop positive behavior of the students by means of 

a. integration of flash cards and the like train memory

b. exercises in mathematics that will enhance their memorizing skill and their skill in transferring problems from board to paper

2. reduce the use of calculator to eliminate dependence and enhance mental skills in math by means of manual calculations; 

3. the teacher should use blended teaching and learning strategies for appropriate lessons in mathematics; and

4. use of the review booklet as supplement for the lesson.

Keywords: fundamentals, mastery, mathematics performance, problems encounter, review booklet

Accession Number: UT000350

Title: Effectiveness of Menu Strategy in the Mathematics Performance among Grade 8 Students of Binulasan Integrated School

Author/s: Marlyn G. Diaz

Research Adviser: Jan Marie P. Lubuguin, LPT, MAT

Year: 2019

Abstract: This study aimed to determine the effectiveness of math menu strategy in learning mathematics in order to improve student's mathematics performance. Specifically, this study intended to answer the following questions: 

1. What is the performance of the students under traditional instruction and math menu strategy in their pretests?

2. What is the performance of the students under traditional instruction in their pretest and posttest?

3. What is the performance of the students under math menu strategy in their retest and posttest?

4. What is the performance of the students under traditional instruction and math menu strategy in their posttest?

5. Is there a significant difference between the pretest scores of the students under traditional instruction and math menu strategy?

6. Is there a significant difference between the pretest and posttest scores of the students under the traditional instruction?

7. Is there a significant difference between the pretest and posttest scores of the students under math menu strategy?

8. Is there a significant difference on the posttest scores of the students under math menu strategy and traditional instruction? 

This study was conducted at Binulasan Integrated School with the total respondents of sixty (60) students from the homogeneous group of Grade 7 students. The students were divided into two groups, thirty (30) each group, to perform the two different strategies.

The researcher utilized the experimental research design using the pretest-posttest as an instrument. The result of this study found that students taught under math menu strategy and traditional instruction both performed better as revealed by the score obtained on their pretest and posttest scores. 

However, the findings conclude that math menu strategy was proven more effective strategy of teaching than traditional instruction. After analyzing the findings and conclusions the following recommendations are made by the researcher: 

1. Both strategies, traditional instruction and math menu strategy, are effective in teaching mathematics. 

2. Teachers can still use the traditional instruction in teaching mathematics but it is better when they use an alternative way of teaching so that the students will have a new experience in the teaching-learning process.

3. The teacher may adapt blended instruction. 

4. The teacher may utilize math menu only to topics which allow discovery learning. 

5. Teachers must be resourceful and creative in developing instructions and activities that they will provide that will be more interesting to students. 

6. The teacher must develop modules which contains math menu/learning menus.

Keywords: math menu strategy, traditional instruction, mathematics performance, differentiated instruction, student's choice

Accession Number: UT000351

Title: Humor-Based Technique in Teaching Mathematics among Selected Grade 8 Students of Ungos National High School-Lubayat Annex

Author/s: Caren Joy P. Arada

Research Adviser: Lucia M. Gucilatar, LPT, MAEd

Year: 2019

Abstract: This study assayed to determine the effectiveness of humor-based technique in teaching Mathematics among grade 8 students of Ungos National High School Lubayat-Annex. Twenty-eight grade 8 students who were purposively selected were the final respondents of this study. 

True experimental research design was utilized in this study. The instrument used to gather the needed data was adapted from the module of the Department of Education. To analyze the gathered data, arithmetic mean and variance formula were employed. 

This study has the following findings: The two groups of students had the same performance in the pre-test. In the traditional method, the post-test obtained a higher mean score than its pre-test mean. In the humor-based technique, the post-test also obtained a higher mean score than its pre-test mean score. In the post-test, humor-based technique obtained a higher mean score than the traditional method mean score. In terms of significant difference, in pre-test scores of the two groups of students, the computed value is lesser than its tabular value which led to accepting the null hypothesis; in the traditional method post-test/pre-test scores, the computed value is greater than its tabular value which led to rejecting the null hypothesis; in the humor-based technique post-test/pre-test scores, similarly, the computed value is greater than its tabular value which led to rejecting the null hypothesis and in post-test scores of the students taught using traditional method and humor-based technique, the computed value is greater than its tabular value which also led to rejecting the null hypothesis. 

Based on the findings of this study, the following conclusions are drawn: Prior to the application of the teaching techniques, the students performed the same in the pre-test. In both methods of teaching, students gained higher score in the post-test than the pre-test. Although the higher significant increase was obtained by the group of students taught using the humor-based technique than the group of students taught using the traditional method. 

With the findings and conclusions made, the following are recommended: integrate pre-test and post-test to effectively assess the student's performance, devise a variety of teaching tools relevant to the student's readiness, employ humor-based technique to lessen the student's anxiety in dealing with Mathematics subject, and conduct parallel studies with much wider scope to ascertain the finding of this study.

Keywords: humor-based technique, mathematics performance, pre-test, post-test, traditional method

Accession Number: UT000304

Title: Assessment of Misconceptions in Solving Algebraic Fractions: Basis from Decoding Quick Review Guide in Algebraic Fractions

Author/s: Jhonlee Lora Pranada

Research Adviser: Roda V. Buerano, LPT, MAEd

Year: 2018

Abstract: This study aimed to assess the misconceptions encountered by the grade 7 students in Solving Algebraic Fractions. Specifically, it aimed to answer the following:

1. Determine how proficient the grade 7 students are in solving algebraic fractions; 

2. Identify the common errors and misconceptions encountered by the grade 7 students in solving algebraic fractions; and 

3. Develop intervention based on the assessed difficulties. 

This study was conducted at Ungos National High School with the total respondents of sixty-two (62) students. 

The researcher utilized the descriptive-evaluative research design using a self-formulated test questionnaire as an instrument. 

The results of the study revealed that majority of the respondents are in the level of developing proficiency in terms of solving algebraic fractions. Addition of algebraic fractions is perceived by the students to be the most difficult among the four basic operations of fractions. The most common error is a procedural error in getting the Least Common Denominator (LCD) while the most common misconception is in substituting a number to a variable. Most of the students are not yet competent and do not have a clear understanding of the basic concepts of fractions. 

Based on the findings, the researcher concluded the following:

1. Majority of the respondents are in the level of developing proficiency in terms solving algebraic fractions; 

2. Addition of algebraic fractions is perceived by the students to be the most difficult among the four basic operations of fractions; 

3. The most common error is a procedural error in getting the LCD while the most common misconception is in substituting a number to a variable; 

4. Most of the students are not yet competent and do not have clear understanding of the basic concepts of fractions. 

After integrating the findings and conclusions, the researcher suggested that, in teaching algebraic fractions, the teachers should first recall the prior knowledge of their student regarding the rules of the basic operations of fractions and the law of exponent for them to be prepared in the higher concepts of algebraic fractions.

Keywords: algebraic fractions, conceptual, misconceptions, procedural

Accession Number: UT000310

Title: Effect of Multimedia-Aided Instruction and Mathematics Performance of Students in Selected National High Schools in REINA Area

Author/s: Marian O. Corpuz

Research Adviser: Lucia M. Gucilatar, LPT, MAEd

Year: 2018

Abstract: This study assayed to determine the relationship of multimedia-aided instruction and the mathematics performance of the students. Specifically, the researcher sought to answer the following: 

1. the common multimedia-aided instruction used by the teachers;

2. the mean mathematics performance of the students;

3. the most effective multimedia-aided instruction; and

4. the relationship between the use of multimedia-aided instruction and the mathematics performance of the students. 

This study was conducted at INHS, PSHN and UNHS. It had a total respondents of twenty six 26 mathematics teachers. Each teacher was asked to randomly select grades of their 10 students. 

The researcher utilized a descriptive-evaluative research design using a checklist-questionnaire. 

This study found that the common multimedia used was computer/laptop/netbook. The mean mathematics performance was 85.63% which was considered very satisfactory. The most effective multimedia was computer/laptop/netbook. 

It was concluded that there is a significant relationship between the use of multimedia-aided instruction and the mathematics performance of the students. The following were the formulated recommendations: school principals should improve their ICT facilities with at least 2:1 ratio or 2 students in 1 computer and their teachers should be provided with their own laptop to be used in the class discussions and other school works, students should sustain and continuously improve their performance in mathematics, teachers and future researchers should adopt the most effective and most appropriate modern multimedia and must apply the blended learning and teachers should incorporate in the curriculum a seminar on a continuous learning on the use of modern technology.

Keywords: instruction, mathematics, multimedia-aided, performance

Accession Number: UT000311

Title: Reading Comprehension and Problem Solving Proficiency of ABM Students: As Basis for Developing Quick Reference Guide in Math

Author/s: Kristine C. Sanchez

Research Adviser: Roda V. Buerano, LPT, MAEd

Year: 2018

Abstract: This study aimed to determine the relationship of student's reading comprehension and their problem solving proficiency in business mathematics. Specifically, the researcher sought to determine the following objectives: 

1. mean score obtained by the students in reading comprehension in terms of analysis and vocabulary, 

2. mean score obtained by the students in problem solving in terms of evaluation, 

3. proficiency of the students in problem solving, 

4. the relationship between the students reading comprehension and their problem solving proficiency in terms of analysis and vocabulary, 

5. the relationship between the students evaluation on problem solving and their problem solving proficiency. 

This study was conducted at Infanta National High School with (36) Grade 11 students. 

The researcher employed descriptive research design and employed and modified test questionnaire. 

Based on the findings and conclusions, the result of the study found out that the students were proficient in reading comprehension and problem solving. 

The researcher suggested the teacher must provide variety of practice problems for the students to solve for them to improve and enhance their problem solving skills and read variety of books specifically books in mathematics to help them widen their comprehension skills and vocabulary. The teacher must continue to enhance and seek innovative strategies that they must use. Teacher must ensure that the students must have prerequisite knowledge and skills needed in problem solving situation as preparation for more difficult mathematical problems that they may encounter. 

Further, parallel studies with much wider scope should be undertaken to ascertain or negate this findings.

Keywords: reading comprehension, problem solving proficiency, business mathematics

Accession Number: UT000314

Title: Assessment of Basic Mathematical Skills of Third Year BSED-TLE Students of SLSU Infanta Campus: Basis for Developing a Quick Reference Guide in Basic Mathematics AY 2017-2018

Author/s: Grashiela S. Demin

Research Adviser: Reydante A. Oabel, LPT, MAT

Year: 2018

Abstract: This study aimed to determine the third year BSED Major in TLE's mean performance on the three subjects related to basic mathematics by gender, their general mean performance, their level of mathematical skills on the three subjects related to basic mathematics, which among the three subjects related to basic mathematics did they get highest and lowest scores and if there is a relationship between their level of mathematical skills and their performance in their three subjects related to basic mathematics. 

This study was conducted in SLU with twenty five (25) respondents of this study. Descriptive evaluative type of research was utilized and formulated multiple choice test was the main instrument used in gathering the data. Arithmetic mean and Pearson-r were the statistical tools used in this study. 

The results of the study revealed that the mean performance of the male respondents is 1.85 in Business Math, 2.20 in Basic Electricity and 2.25 in General Mathematics while the mean performance of the female respondents is 1.89 in Business Math, 2.13 in Basic Electricity and 2.44 in General Mathematics, their general mean academic performance in their three subjects related to Basic Mathematics is 2.16, their level of mathematical skills on the three subjects related to Basic Mathematics is advanced, they exceed in Business Math and General Mathematics while they need some improvement in Basic Electricity, there is no relationship between the level of their mathematical skills and their performance in their major subjects related to mathematics, but in terms of the p-value alone there is a low relationship, so that the researcher recommended that there should be a quick reference guide that will help to improve the mathematical skills of the learners, integrate Basic Mathematics in Basic Electricity subject for TLE students, have the quick reference guide undergo a validation procedure so it can be used as reference material, next is a follow up study with a lot of respondents that focuses on the validity of the quick reference guide developed.

Keywords: assessment, basic skills, mathematics skills, proficiency in basic math, mathematics performance

Accession Number: UT000315

Title: Interleaved Practice and the Mathematics Performance of the Students in Batangan National High School

Author/s: Rhea Mae C. Ordinado

Research Adviser: Jan Marie P. Lubuguin, LPT, MAT

Year: 2018

Abstract: This study aimed to determine the effectiveness of interleaved practice as an alternative approach in teaching mathematics in order to improve the learning abilities of the learners and their mathematics performance. Specifically, the researcher sought to determine the following: 

1. the pretest result as well as the posttest results under traditional classroom approach (TCA) and interleaved practice approach (IPA), and if they have significant difference; 

2. common perceptions of the students on the use of interleaved practice as an approach in teaching selected topics in Mathematics. 

This study was conducted at Batangan National High School wherein 32 Grade 8 student respondents were divided into two equal groups through match pairing.

The researcher employed experimental research design and administered a pretest-posttest made by the researcher.

The study revealed that both approaches were effective. Based on the findings and conclusion, the researcher suggested that teacher may still use both approaches. Interleaved practice is better than an alternative approach in teaching mathematics, since the result shows that students who used interleaved practice perform better compared with traditional. Also, the researcher recommended that when using interleaved practice you may refer to the guidelines that was made based on the result of the study. 

Further, parallel studies with much wider scope should be undertaken to ascertain or negate this findings.

Keywords: approach, interleaved, blocked, mathematics, performance

Accession Number: UT000317

Title: Mastery of Mathematical Vocabulary: An Input to Enhance Students' Performance in Translating Verbal Statement into Mathematical Expressions in Four Fundamental Operations

Author/s: Mary Ann P. Molato

Research Adviser: Roda V. Buerano, LPT, MAEd

Year: 2018

Abstract: This study entitled Mastery of Mathematical Vocabulary: An Input to Enhance Student's Performance in Problem Solving, strived to determine the respondents' level of mastery of mathematical vocabulary. Specifically, the researcher sought to answer the following questions:

1. What is the level of students' knowledge in mathematics vocabulary?

2. In what area in the four fundamental operations do the respondents perform least?

3. Develop an intervention program to improve students' mathematical vocabulary. 

This study was conducted in Ungos National High School with the total respondents of seventy four (74) Grade 8 students. The researcher utilized the descriptive evaluative research design using the assessment test. The result of this study found that the level of students' knowledge in mathematical vocabulary with the mean of 16.49 which is verbally interpreted as Approaching Proficient. And in the four fundamental operations, the students perform least in the addition operation because the mean score of students' performance is 2.32 which is verbally interpreted as Developing Proficiency, while the other operations means are subtraction, is 5.65 which is verbally interpreted as Approaching Proficient, next is in Multiplication, with mean of 2.62 which is verbally interpreted as Developing Proficiency, and in the Division 5.64 which is verbally interpreted as Approaching Proficient. 

The recommendation of this study is students should always read the books in mathematics or other related reading materials in mathematics to help the students enhance their mathematical vocabulary and reading comprehension.

Keywords: mastery, mathematical vocabulary, problem solving

Accession Number: UT000318

Title: Mobile Application as Reinforcement Tool in Teaching Mathematics

Author/s: Princess Jane R. Basnig

Research Adviser: Jan Marie P. Lubuguin, LPT, MAT

Year: 2018

Abstract: This study aimed to determine the effectiveness of mobile application as reinforcement tool. It determined if there is significant difference between the pretest and posttest of the students taught under traditional instruction and students taught using mobile application as reinforcement tool; observation of the students on the use of mobile application; and the mobile applications that can be used as an alternative strategy to reinforce learning in Mathematics. 

This study was conducted at Binulasan Integrated School within the school year 2017-2018. To obtain the needed data, the researcher administered pretest and posttest that covers three topics in Mathematics 8 and questionnaire for the students' observation taught under mobile application and interview for teachers that evaluated mobile applications that indicated their views on how mobile applications can be effectively used.

After the data gathering, the researcher concluded that there is no significant difference in the pretest results of students taught under traditional and mobile application as well as their posttest results but in the pretest and posttest results in groups, positive significant  difference was observed. The questionnaire was administered, presented positive perception towards mobile application and the interview was successfully carried out and the teachers admitted that mobile application is another way of making the students active learners. 

Because of this, the researcher recommended that teachers should integrate the use of mobile application as reinforcement tool, and have mastery on the guidelines of integrating mobile applications in their teaching-learning process. 

Keywords: mathematics performance, mobile applications, reinforcement tool

Accession Number: UT000319

Title: Active Learning in Mathematics Using Flipped Classroom Approach

Author/s: Micko L. Bausa

Research Adviser: Jan Marie P. Lubuguin, LPT, MAT

Year: 2018

Abstract: This study determined significant difference of the students' pretest results, posttest results, and pretest & posttest results taught under traditional and flipped classroom approach; came up with lecture videos evaluated and validated by the teachers that can be used; and procedures on how flipped classroom approach can be effectively used in teaching Mathematics. 

To obtain the needed data, the researcher administered pretest and posttest that covers three topics in Geometry of Mathematics 9 and open-ended questionnaire for the students' perception taught under flipped classroom and interview for teachers that evaluated videos that indicated their views on how flipped classroom can be effectively used. 

After the data gathering, the researcher concluded that there is no significant difference in the pretest results of students taught under traditional and flipped classroom approach as well as their posttest results but in the pretest and posttest results in a group, positive significant difference was observed. The open-ended questionnaire administered was able to present positive perception towards flipped classroom and the interview was successfully carried out and the teachers were convinced that flipped classroom promotes active learning so they evaluated instructional videos that can be used.

Because of these, the researcher thinks that teachers must try to use varied instructions, integrate flipped classroom and types of it, and compile lecture videos where they're the instructor; teachers should try to use the guidelines presented in this study; and for future researchers, use the recommended videos and make follow up researches.

Keywords: approach, flipped classroom, lecture video

Accession Number: UT000320

Title: Assessment of Teachers' Teaching Style in Mathematics

Author/s: Ivee Jean Y. Conde

Research Adviser: Lucia M. Gucilatar, LPT, MAEd

Year: 2018

Abstract: The purpose of this descriptive evaluative study was to determine the perceived teaching styles of the teachers: the democratic, the autocratic and the combined teaching style, the mean Mathematics performance of the students, and the significant relationship of autocratic, democratic and combined teaching style to the Mathematics performance of the students. 

Participants in this study were composed of two hundred sixty students and twenty-six teachers from three schools in REINA area specifically Infanta National High School, Ungos National High School, and Paralang Sekundarya ng Heneral Nakar. Multi-stage cluster sampling technique was used to select the respondents of this study. 

The data collected were analyzed by using chi-square, a test for independence. The findings of this study revealed that the perceived teaching style of the teacher is democratic teaching style where the teacher accepted the opinions of their students. The students under the three teaching styles performed very satisfactorily. And there is a significant relationship between the three teaching styles and the Mathematics performance of the students. The performance of the students is dependent on the teaching styles used by the teacher during the teaching-learning process. 

The researcher recommends that the school administrator should conduct seminars about the other teaching styles that the teachers can use in their teaching, that the teachers must know or study well the teaching styles to use in teaching and that the teachers must know the learning style of the students to be able to determine what teaching style they can use in the teaching-learning process.

Keywords: academic performance, students, teaching styles

Accession Number: UT000356

Title: Application of Business Mathematics and the Academic Performance of ABM Students

Author/s: Allyza S. Ritual

Research Adviser: Lucia M. Gucilatar, LPT, MAEd

Year: 2018

Abstract: This study determined the application of business mathematics and the academic performance of ABM students in INHS. 

Descriptive-evaluative method was utilized. Self-formulated checklist questionnaire was the main instrument used in the data gathering. A sample of 75 grades 11 and 12 ABM students were drawn through simple random sampling technique. Percentage, Average weighted mean and Pearson r were the statistical tools used in this study. 

The findings of the study revealed that the extent of appreciation of ABM students in their course has a significant relationship to their academic performance. Also, the application of ABM students in relation to their course in terms of budgeting skills and common business and projects in school has a significant relationship to their academic performance. 

Based on the findings, it was recommended that the teachers should ensure students' appreciation of their course so that they would actively participate in class and become interested on what is being taught at school, that the teachers should help students develop appreciation for learning how to apply budgeting skills and wise spending of their money for their future lives and that the school should provide students with a concrete foundation of knowledge and skills needed to establish and operate a successful business.

Keywords: extent of appreciation, budgeting skills, common business in school

Accession Number: UT000198

Title: Exploring the Learning Style of Mathematically Excellent Junior Students in Infanta National High School

Author/s: Jenefer L. Penaranda

Research Adviser: Ma'am Ruth I. Pascual

Year: 2017

Abstract: This study aimed to determine the learning styles of mathematically excellent junior students in Infanta National High School. Specifically, it aimed to determine the common learning style that student used. This study was conducted in Infanta National High School with forty (40) respondents of this study. 

Descriptive type of research was utilized and Focus Group Discussion was the main instrument and supported by adapted and revised questionnaire used in the data gathering. Average waited mean was the statistical tool used in this study. The data gathered were tabulated, graph and interpreted by the researcher. 

The results of the study revealed that the students learning styles are visual, auditory and kinesthetic. And the common learning styles of junior students are visual and auditory while the kinesthetic learning style has least percentage to use by the students. 

Findings the students learn when they write, because through writing they can learn, remember and enjoy and through listening into lecture the students also learn too. In learning by doing or hands-on activity students can create new ideas and understanding. 

The researcher suggests that school may give focus on the combination of VAK learning styles. The researcher recommends teacher may find a way to reinforce the existing learning styles of their students to have good performance in math.

Keywords: learning style, VAK, FGD

Accession Number: UT000200

Title: Tracer study of Bachelor of Secondary Education Major in Mathematics Graduates in SLSU Infanta Campus from 2010-2015

Author/s: Mary Joy O. Corpuz, Eldwin E. Galvez

Research Adviser: Ma'am Jan Marie P. Lubuguin

Year: 2017

Abstract: This study aimed to determine the status of the graduates of Bachelor of Secondary Education (BSEd) major in Mathematics from school year 2010-2015. It included 69 graduates but only 51 responded. Descriptive research design was utilized and made use of a survey questionnaire to gather the data in order to describe the status of BSEd Math graduates. Data shows that most respondents are single female who are eligible. It took them less than 6 months to become permanently employed to a teaching position. Data also shows that very few of them pursued further studies and few had advance trainings and memberships to professional organizations. They opined that SLSU-Infanta graduates have medium to high level of employability in the job market and among the competencies learned in college, communication skills, problem solving skills and critical thinking skills are the most useful in their present jobs. In addition, they have suggested that SLSU-Infanta may provide free LET review for graduates, conduct job fairs and give list of possible employers: to help graduates find employment, and conduct seminars/trainings/workshops related to teaching Mathematics.

Accession Number: UT000203

Title: Extent of Involvement of Parents and the Academic Achievements of Students in Ungos National High School

Author/s: Neljane B. Manitas

Research Adviser: Ma'am Jan Marie P. Lubuguin

Year: 2017

Abstract: This study aimed to determine the extent of involvement of parents and the academic achievements of students in Ungos National High School. Specially, it aimed to determine the demographic profile of the parents, parental involvement practices, strategies used by the teachers to encourage parental involvement. Is there a relationship between demographic profile and parental involvement? Is there a relationship between teachers' strategies and parental involvement practices? Is there a relationship between parental involvement and academic performance of the students? This study utilized the descriptive survey method and formulated questionnaire checklist was the main instrument used in the data gathering. This study was conducted in Ungos National High School with three hundred fifty-six (356) respondents of this study. Average weighted mean, percentage and Pearson-r was the statistical tool used in this study. The results of the study revealed that in terms of the demographic profile of the parents, it shows that their age is in the range of 36-45 years old, most of them are females with an educational attainment of high school graduate, their family income per month is 5,000 below because they don't have permanent work. Students agreed that their parents actively participate during school activities, meetings, etc. they also agreed on the strategies that are used by the teachers to encourage parental involvement. The results of the study revealed that there is a significant relationship between parental involvement and the demographic profile of the parents in terms of gender, occupation and educational attainment, parental involvement and teachers' strategies and the academic achievements of the students. On the contrary, the result of the study revealed that there is no significant relationship between age, family income and the parental involvement.

Accession Number: UT000204

Title: Reciprocal Teaching Strategy in Solving Worded Problems in Mathematics of Grade 7 in Binulasan Integrated School

Author/s: Alona A. Azul

Research Adviser: Sir Reydante A. Oabel

Year: 2017

Abstract: This study aimed to determine the effectiveness of Reciprocal Teaching strategy in teaching mathematics in order to improve the learning abilities of the learners. Specifically, it aimed to answer the following:

1. Determine the significant difference between the pretest-pretest and posttest-posttest scores of the Grade 7 students taught using traditional and reciprocal teaching strategy.

2. Determine the significant difference between the pretest-posttest scores of the students taught using traditional and reciprocal teaching strategy. 

This study was conducted at Binulasan Integrated School with the total respondents of seventy-eight (78) students. The researcher utilized the experimental research design using the pretest-posttest as an instrument. The result of the study found that, students taught using Traditional and Reciprocal Teaching Strategies both performed better. However, the findings conclude that Reciprocal Teaching was proven more effective teaching strategy than Traditional Teaching. The following were the recommendations: Teachers may integrate the pretest and posttest as tool in mathematics instruction and should develop and prepare a blend of teaching strategy. Integrate Reciprocal Teaching strategy as a tool of instruction in selected Mathematics topic. For future researcher, parallel studies with much wider scope should be undertaken to ascertain or negate this finding.

Keywords: Reciprocal, Worded Problems

Accession Number: UT000260

Title: Tracer Study of Bachelor of Secondary Education major in Mathematics Graduates in SLSU Infanta Campus from 2004-2009

Author/s: Arlene F. Alvarez, Angel A. Prudente

Research Adviser: Ma'am Jan Marie P. Lubuguin

Year: 2017

Abstract: This study determined the present status of Bachelor of Secondary Education major in Mathematics graduates in terms of personal profile, professional career and perception of the graduates. The respondents of this study were the graduates of Bachelor of Secondary Education major in Mathematics from 2004 up to 2009. A total of 67 BSEd graduates, 36 or 53.73% were participated. Data gathered were presented in graphs and tables in percentage distribution. 

The researchers used descriptive method of research which utilized survey in determining the present status of BSEd graduates in SLSU-Infanta Campus from 2004-2009. 

Based on findings, most of the respondents are females and married. Majority of them were graduated from year 2008. Their knowledge the degree program came from relatives. Most of them already took LET, and most of them passed it. Majority of them were employed and regular to their work. Most of them landed in job immediately after graduating from college, and most of their first job is being a teacher. Salaries and benefits are the reason for staying and also for not staying on their first job. Only a few of them undergone advance training and took Master's Degree.

Accession Number: UT000264

Title: Digital Natives' Learning Styles in Mathematics of Students at Ungos National High School

Author/s: Viceil O. Ungriano

Research Adviser: Ma'am Ruth I. Pascual

Year: 2017

Abstract: This study aimed to determine the different learning styles of K-12 digital native students and to identify their preferred learning styles in Mathematics at Ungos National High School. 

This descriptive study utilized 160 students from different Grade levels in gathering data using Felder and Silverman questionnaire and 12 students using Focus Group Discussion. 

It was showed that K-12 digital native students have different learning styles in Mathematics such as Active/Reflective, Sensing/Intuitive, Visual/Verbal and Sequential/global. But the learning style that was most identified and gained the largest percentage is sensing learning style. 

It was concluded that most of them has mild preference in learning Mathematics which means that they possessed two different learning styles at the same time. 

Based on the conclusion, the following recommendations were offered: For active learners, teacher may implement Computer-Assisted Instruction (CAI), game-based, and research-based while reflective, teacher may give extra time during Math activities. For sensing learners, teacher may use manipulative and relate the lessons to real-life situation and research-based and problem-based learning for intuitive. For visual learners, teacher may use visual presentation and oral activities for verbal. For sequential, teacher may teach in linear and logical way and derivation activities for global.

Keywords: digital native, learning style, mild preference

Accession Number: UT000159

Title: Approaches in Managing Cheat-Free Classroom

Author/s: Tijie F. Toltol

Research Adviser: Maricel M. Morada

Year: 2016

Abstract: This study attempted to determine the Approaches in Managing a Cheat-Free Classroom. Specifically, this study aimed to determine the factors that contribute to cheating as perceived by the students in terms of the teacher factor which includes policies and guidelines, test administration strategy, and type of examination; a classroom physical environment which includes the class size, seating arrangement, ventilation and lighting; and in terms of student factors such as clique or "barkada" and the use of gadgets. The researcher also aimed to determine the different approaches used by the teacher in managing a cheat-free classroom and to determine the significant relationship between those factors and approaches being used. 

Descriptive method of research was used in this study with 220 students and 30 teachers from all sections of Grade 7-Grade 10 in Ungos National High School as respondents. Systematic random sampling was utilized in selecting the students, and a checklist questionnaire was used as the main instrument to gather the data needed. 

After treating statistically, it was revealed that when the teachers inconsistently enforce the rules of the school and inconsistently enforces time limits during the exam, students agreed that these will contribute to cheating. And when teacher prepares one set of the exam; gives unrevised previous exams; uses discernable patterns or keywords; focuses more on the objective type of test, and formulates questions exactly what was written in the book, it will all contribute to cheating. In terms of classroom physical environment, when the class has a large number of students; chairs are not in proper order or not a t equal distances; the room has poor installations of lighting; room temperature is too hot; has narrow windows which limit the passage of air and light; has poor indoor air quality due to its location near the comfort room will also contribute to cheating. The teachers agreed that the different approaches they have used in managing a cheat-free classroom in terms of teacher factor, classroom physical environment, and student factor specifically on the use of gadgets were all useful and effective to address problems regarding cheating. And it was also revealed that there is a significant relationship between the factors that contribute to cheating and the approaches used by the teacher in managing a cheat-free classroom in terms of teacher factors, classroom physical environment, and the student factors. Furthermore, this study covers only the selected factors that contribute to cheating and the approaches used in managing a cheat-free classroom that is why the researcher suggests for further study.

Accession Number: UT000162

Title: Views of Stakeholders on K to 12 Curriculum Transition Program

Author/s: Judie Ann C. Sarmiento

Research Adviser: Reydante A. Oabel

Year: 2016

Abstract: This study was designed to determine the views of stakeholders on K+12 curriculums transition program. Specially, it aimed to answer:

1. what are the views of stakeholders on K+12 curriculums transition program?;

2. is there significant difference between the views of the stakeholders on the transition of curriculum to k-12?; and 

3. what the implication of this study is?

In this study, the descriptive survey method and open-ended question of research was used. This was conducted in Ungos National High School. The researcher used the total population of respondents; they were composed seven hundred seventy-four people. Checklist questionnaire was used as the main instrument to gather the data needed. It was prepared using a Likert scale with the following choices (4) strongly agree, (3) agree, (2) disagree and (1) strongly disagree the data collected was organized, analyzed using weighted mean and one-way ANNOVA. 

The result of the study revealed that there is significant difference between the views of stakeholders on K+12 curriculums transition program. This study also revealed that the teachers and parents disagree that the instructional materials currently present in school are not comparable to those used abroad, parents should be given assurance that teachers will be teaching subject within their field of expertise and teachers disagree that the additional two years is an additional expense for their students. It is recommended that school provide tools, equipment, instructional materials, etc. relevant to requirement of curriculum. 

Administrator and teacher should have an action plan to verticalized teaching load and avoid teaching subjects not in line with their field of specialization and also orient all stakeholders and teachers on advantages of the k-12 curriculum for the effective implementation of the program.

Accession Number: UT000165

Title: Generation gap between teachers and students and Mathematics performance of the students

Author/s: Donna May G. Prudente

Research Adviser: Eurose R. Coronacion

Year: 2016

Abstract: This study aimed to find out the generation gap between teachers and students and Mathematics performance of the students in Infanta National High School Infanta, Quezon S.Y. 2015-2016. It aimed to know the generations that the teachers and the students belong. This study aimed to determine the factors that contribute to the generation gap between teachers and students in terms of attitude and behavior, teaching styles, communication, and use of technology. It also aimed to find out the Mathematics performance of the students and the correlation between the factors that contribute to the generation gap. 

The descriptive survey method of research was used and self-formulated questionnaire checklist was the main instrument used in data gathering. This study was conducted in Infanta National High School with three hundred (300) students and ten (10) Mathematics teachers' respondents. Average weighted mean and Pearson-r were the statistical tool used in this study. These were measured by a Likert scale with the following categories "strongly agree, agree, disagree, strongly disagree". Statistical treatment show that the factors contribute to the generation gap in terms of attitude and behavior, teaching styles, use of technology and communication falls to agree category and the students has a satisfactory performance in Mathematics. 

Based on the findings the researcher concluded that attitude and behavior, teaching styles, use of technology and communication contribute to generation gap and there is a significant relationship between the students' performance in Mathematics. Based on the findings and conclusions the researcher recommended that teacher needs to give appropriate action and intervention, managing students' behavior showing clear classroom policies that are consistently enforced, improving teacher competency by sending teachers to appropriate trainings/seminars, apply some motivation and improve teacher-student interaction, be flexible in preparing lesson, should always consider the student readiness in the use of new technology, use different approach to encourage students to participate in the lesson, use of different source of instructional materials, provide a copy of lesson/lecture for the students and encourage students to use and write the words in proper vocabulary forms/grammars in every written activities including exams. Provision of additional internet connection and facilities in school like Wi-Fi, ensure that the students have access on it, employ various instructional materials that are not expensive like flat pictures, graphs, charts, diagrams, posters maps and globes, utilized the existing equipment and be resourceful. Teacher and students intervention like tutorial, group study and etc., and evaluation/filtering of new form of communication how this can be significant to classroom learning environment. The student needs to pay attention for improving their performance in Mathematics. Further study may be conducted using different school.

Accession Number: UT000168

Title: Compliance on Anti-Bullying Act of 2013 of Selected Secondary Schools in REINA Area School Year 2015-2016

Author/s: Dexter J. Lim

Research Adviser: Reydante A. Oabel

Year: 2016

Abstract: This study aimed to determine the school compliances to the Anti-Bullying Act of 2013 in selected national high school in Real, Infanta and General Nakar Quezon (REINA) area. Specially, it aimed to determine the relationship and the intervention done by the school regarding their compliances to the Anti-Bullying Act of 2013 and the common forms of bullying experienced by the students in terms of physical, verbal, emotional and cyber bullying. And also to determine the extent of awareness of students regarding Anti-Bullying Act and the different intervention has done by the school in compliance with Anti-Bullying Act of 2013. 

This study was conducted in Ungos National High School, Infanta National High School and Paaralang Sekundarya ng Heneral Nakar with two hundred eighty (280) respondents of this study. 

Descriptive type of research was utilized and formulated questionnaire checklist was the main instrument used in the data gathering. Average waited mean and Pearson-r was the statistical tool used in this study. 

The results of the study revealed that the students are disagreeing with the common forms of bullying experienced by the students in terms of physical, verbal, emotional and cyber bullying. It was revealed that the students all agreed regarding their awareness to Anti- Bullying Act of 2013, and as well as with the Intervention done by the school which showed a significant relationship to the common forms of bullying experienced by the students. It revealed the low correlation between intervention and common forms of bullying because of minimal cases of bullying. 

The researcher suggests that the school must observe the physical, verbal, emotional and cyber-bullying that happens in school and develop more intervention program that will work to lessen the cases of bullying.

Accession Number: UT000171

Title: The Extent of Readiness of Stakeholders for the Full Implementation of the K to 12 Program

Author/s: Braulio B. Ruelo Jr.

Research Adviser: Maricel M. Morada

Year: 2016

Abstract: This study aimed to describe the extent of readiness of stakeholders for the full implementation of the K to 12 program at the Busdak National High School during the academic year, 2015-2016. Specifically, the study sought to answer the following: 

1. What is the demographic profile of the teachers in terms of: age, gender, length of teaching experience, educational attainment, field of specialization, attendance to seminars/trainings, subjects handled? 

2. What is the level of awareness and extent of readiness of stakeholders in implementing the K-12 program? 

3. And is there a significant relationship between teacher's profile, level of awareness of stakeholders and their readiness in implementing the K-12 program? 

This study aimed to find out also the relationship between the level of awareness of stakeholders and their readiness in implementing the K-12 program. 

Descriptive correlational survey method of research was used to get the necessary information. 

Based on the findings of the study, the researcher concluded that, majority of the teachers is in the age ranging from 21-25 years old, female, newly experienced teachers or having a teaching experience of less than one year, and only few of them have a Master's Unit, Mathematics as their field of specialization, most of them have no seminars attended, and having a subject handled by 2 to 3 subjects. The teachers, parents, and the community stakeholders are "extremely aware" with regards to the implementation of the K-12 program, while the students are "moderately aware". In terms of the extent of readiness they are all ready but the school is only at the status of developing readiness. With regards to the relationship of the level of awareness and extent of readiness of stakeholders in the implementation of the K-12 program, the teachers' and students' awareness has no significant relationship to their extent of readiness, it has no significant the teacher are newly hired and many of them are lack of trainings regarding the transition and implementation of the K-12 program. For the students most of them are aware and ready with regards to the full implementation of the K-12 program. The parents' awareness has a significant relationship to their extent of readiness, because most of the parents have positive attitude and supports the education of their children.

Keywords: Readiness of Stakeholders in K-12 implementation

Accession Number: UT000175

Title: Use of Spiral Progression Approach in Teaching Mathematics under K to 12 Curriculum

Author/s: Elvira A. Dela Peña

Research Adviser: Maricel M. Morada

Year: 2016

Abstract: This study aimed to determine the level of readiness of the teachers and schools on the use of spiral progression approach in teaching Mathematics under K to 12 Curriculum. Specifically, it aimed to determine the teachers' personal profile, the level of readiness of the teachers and school and their relationship. 

Descriptive-evaluative type of research was used by the researcher in this study and a checklist questionnaire to gather the needed data. The researcher conducted the study on the selected National High Schools of REINA area, using the total population of Mathematics teachers in each school. 

The results of the study revealed that the Mathematics teachers and their principals and school heads in Mathematics all agreed regarding their readiness on the use of spiral progression approach to teaching Mathematics. It was also revealed that the personal profile of the teachers such as age, gender, civil status, length of service, and academic qualification have significant relationship to the teacher readiness on the use of spiral progression approach. While the numbers of training and seminars attended by the teachers have no significant relationship to the teacher factors. Furthermore, it was also revealed that the teachers' level of readiness on the use of spiral progression approach in teaching Mathematics have a significant difference on the personal profile of the Mathematics teachers such as age, civil status, number of training and seminars attended, length of service and academic qualification with a computed chi-values that are all lesser than the tabular chi-values in the left tail. Moreover, the personal profile of the Mathematics teachers in terms of gender have no significant difference with the level of readiness on the use of spiral progression approach in teaching Mathematics. Finally the uses of teachers guide have a significant difference in terms of gender of the Mathematics teachers. 

It is recommended to the Mathematics teacher to attend on seminars/training related to their field of specialization for the improvement of their strategies and technique. The school should be aware with regards to the needs of the students by means of improving their internet access, adding chairs in the classroom, providing additional books for students and teachers and providing sufficient number of learner's module for each grade level.

Keywords: Spiral Progression Approach

Accession Number: UT000179

Title: Research-Based Strategies for Mathematics Teaching and Learning in the 21st Century

Author/s: Jonna Mae C. Francia

Research Adviser: Jan Marie P. Lubuguin

Year: 2016

Abstract: This study aimed to determine the relationship between profiles of the teacher and Mathematic performance of the students to the teacher's observance of the principles of research-based teaching mathematics. Specifically, it sought to answer the following questions: 

1. What is the demographic profile of the teachers?

2. To what extent do the teachers observe the following principles of research-based strategies for Mathematics teaching and learning with respect to:

a. creating the positive environment of learning

b. helping students develop understanding 

c. helping students extend and apply knowledge.

3. What is the mathematics performance of the students?

4. Are the demographic profiles of the teachers related to their observance of the principles of research-based strategies for Mathematics teaching and learning?

5. Is there a significant relationship between teachers' observance of research-based strategies for Mathematics teaching and learning and the mathematics performance of students? 

This study was conducted in selected National High Schools in REINA with the total respondents of twelve (12) teachers and two-hundred forty (240) students which were randomly selected from the total number of grade 7 to 10. Descriptive method of research and checklist questionnaires were used to collect data. 

The result of the study found out that the extent of teacher's observance of the principles of research-based strategies for Mathematics teaching and learning in terms of creating the positive environment of learning, helping students develop understanding and helping students extend and apply knowledge falls under the category of sometimes. Students have a satisfactory performance on Mathematics. There is a significant relationship on the personal profile of the teachers and their observance of the principles of research-based strategies for Mathematics teaching and learning. There is a negligible correlation on the mathematics performance of the students and the teacher's observance of the principles of research-based for Mathematics teaching and learning. The teacher should observe the principles of research-based strategies for Mathematics teaching and learning. Further studies are recommended using other research-based strategies and factors that affect the learner's performance.

Accession Number: UT000182

Title: Career Choice of Grade 10 Students Entering in Senior High School of Paaralang Sekundarya ng Heneral Nakar

Author/s: Irish R. Delos Santos

Research Adviser: Eurose R. Coronacion

Year: 2016

Abstract: The researcher wanted to find out the career choice of grade 10 students entering in senior high school of Paralang Sekundarya ng Heneral Nakar. This study attempted to answer the following questions: 

1. What is the profile of the students in terms of: gender, number of siblings and family income? 

2. Do the following factors affect the career choice in senior high school such as: personal interest, skills, family culture, school and peers? 

3. What is the career choice of the students as to their: first choice, second choice and third choice; and 

4. Is there a relationship between the profile of the students, the factors and their choice of career? 

The researcher used descriptive research with the used of research-made questionnaire checklist. The respondents were composed of one hundred sixty-one (161) total population from grade 10. 

The result of the study revealed that there is a significant relationship between the profile of the students with respect to their gender, number of siblings and family income, the factors with respect to their personal interest, skills, family culture, school and peers, and their career choice. This study also revealed that most of the students chose seaman, teacher and chef/culinarian as their career.

It is recommended to find more career and factors that may affect their career choice.

Accession Number: UT000184

Title: Teachers' Personality, Students' Self-Esteem and Mathematics Performance of Selected Students of Patnanungan National High School

Author/s: Jeric B. Cortez

Research Adviser: Jan Marie P. Lubuguin

Year: 2016

Abstract: This study wanted to determine the teachers' personality, students' self-esteem and Mathematics Performance of Selected Students in Patnanungan National High School (PNHS). Specifically, this study sought to answer the following questions:

1. How do the students perceive teachers' personality in terms of: Physical Appearance, Interaction with students, Sociability, Emotional Stability, and Discipline?

2. What is the extent of self-esteem of the students in terms of: Achievement, Attitude, Perseverance, and Students role and status in the group?

3. What is the mean Mathematics performance of the students?

4. Does the Mathematics teachers' personality affect students' self-esteem?

5. Does the students' self-esteem affect the Mathematics performance? 

The researcher used the descriptive method of research and questionnaire to gather the data needed. This study limited only to two hundred thirty-three (233) students of PHS enrolled during the school year 2015-2016 that are randomly selected using simple random technique. 

Based on the findings of the study, the following conclusions were drawn that the students agree that their Mathematics teachers have good physical appearance, good interaction with students, has extrovert, emotional and tender personality. The students agree that they are happy when they obtained an achievement, they have a good attitude and perseverance in studying, and good role and status in the group. The students have a satisfactory level of performance in Mathematics. The Mathematics teachers' personality affect students' self-esteem in terms of physical appearance and interaction with students. The students' self-esteem does not affect the Mathematics performance of the students. The Mathematics teachers may expose students in various exercises/practices in Mathematics rather than developing self-esteem.

Accession Number: UT000189

Title: Problem-Based Learning Strategy in Teaching Mathematics

Author/s: Nikka N. Garay

Research Adviser: Reydante A. Oabel

Year: 2016

Abstract: This study assayed to determine the effectiveness of Problem-Based Learning strategy in teaching mathematics in order to improve the learning abilities of the learners. Specifically, the researcher sought to answer the following questions: 

1. What is the performance of the students in the pretest and posttest taught using traditional teaching strategy?

2. What is the performance of the students in the pretest and posttest taught using problem-based learning strategy?

3. Is there a significant difference between the pretest and posttest scores of the students taught using traditional teaching strategy?

4. Is there a significant difference between the pretest and posttest scores of the students taught using problem-based learning strategy?

5. Is there a significant difference on the posttest scores of the students using traditional and problem-based learning strategy?

This study was conducted at Patnanungan National High School with the total respondents of sixty (60) Grade 8 students which were divided into two groups. However, there are only 28 students who completed the tests given. The researcher utilized the experimental research design using the pretest-posttest as an instrument. The result of the study found that, students taught using Traditional Teaching and Problem-Based Learning Strategies both performed better as revealed by the score obtained on their pretest and posttest scores. However, the findings conclude that Problem-Based Learning was proven more effective teaching strategy than traditional teaching. 

After integrating the findings and conclusions, the following were the recommendations: Administering pretest and posttest is an effective way and basis of assessment in looking students achievement; therefore teachers may integrate the pretest and posttest as tool in mathematics instruction. Teacher should develop and prepare a combination or variety of teaching strategy relevant to the students' readiness. Integrate Problem-Based Learning strategy as a tool of instruction in selected Mathematics topic. Since in this study, Problem-Based Learning is proven more effective than traditional teaching strategy, parallel studies with much wider scope should be undertaken to ascertain or negate this finding.

Accession Number: UT000195

Title: Collaborative Teaching & Learning Strategy in Teaching Mathematics

Author/s: Armel F. Goyal

Research Adviser: Janie M. Pacheco

Year: 2016

Abstract: This study was made to determine the effectiveness of collaborative teaching & learning strategy in Mathematics. Specifically, it attempted to answer the following questions: 

1. What is the performance of the students in the pretest using collaborative teaching & learning strategy traditional teaching strategy?

2. What is the performance of the students in the pretest and posttest using traditional teaching strategy? 

3. What is the performance of the students in the pretest and posttest using collaborative teaching & learning strategy?

4. What is the performance of the students in the posttest using collaborative teaching &learning strategy traditional teaching strategy?

5. Is there a significant difference between the pretest and posttest score of students using traditional teaching strategy? 

6. Is there a significant difference between the pretest and posttest score of students using collaborative teaching & learning strategy?

7. Is there a significant difference on the posttest scores of the students using traditional teaching and collaborative teaching & leaning strategy?

8. Is there a significant difference on the pretest scores of the students using traditional teaching and collaborative teaching & leaning strategy? 

The study was conducted at Batangan National High School with (30) Grade 8 students as respondents which were divided into two equal groups through match pairing. The researcher utilized the experimental type of research and pretest and posttest adapted from the DepEd module. The study found that both teaching strategies are effective, the experimental and control group had positive result in their posttest. Based on findings and conclusions the researcher recommends that teachers may still use both strategies in teaching mathematics. Teacher may use the Collaborative Teaching & Learning Strategy as an alternative approach when given activities appropriate to the topic. Also, encourage them to use various teaching approach and activities to develop more students interest in the subject. And further studies along this involving other types of teaching and learning strategy may be considered in the future studies.

Accession Number: UT000138

Title: School anxieties and Mathematics Performance of the Students of Patnanungan National High School

Author/s: Jane Rose M. Regodon

Research Adviser: Janie M. Pacheco

Year: 2014

Abstract: The researcher wanted to find out if the school anxieties of the students have relationship with their Mathematics performance. This study attempted to answer the following questions: 

1. What are the school anxieties of students as perceived by students' themselves and the teachers? 

2. What is the mean Math performance of the students? 

3. What are the perceived effects of school anxieties to student's performance? 

4. What are the ways by which students cope with the school anxieties they experienced? 

5. Is there a significant relationship between school anxieties and math performance? 

The researcher used the descriptive-correlational type of research with the use of researcher-made questionnaire checklist. The respondents were composed of 120 students from selected sections of different year levels. 

After the conduct of this study, the researcher found out that there is a significant relationship between school anxieties, its effects and the students' coping strategies and their Mathematics performance. 

She concluded that the feeling of being anxious while in school can affect how the student performs and more school anxieties would mean negative performance in school. 

The researcher recommended that students, parents and teachers would help each other in overcoming the students' school anxieties that may affect their performance in school.

Accession Number: UT000191

Title: Logical-Mathematical Intelligence, Related Recreational Activities and Mathematics Performance of Engineering Students in SLSU-Infanta Campus

Author/s: Limuel F. Geromo

Research Adviser: Dr. Violeto N. Coronacion

Year: 2014

Abstract: This study aimed to determine if there is a significant relation between Logical-Mathematical Intelligence, Related Recreational Activities and Mathematics Performance of Engineering Students in SLSU-Infanta Campus. Specifically, it sought to answer the following questions:

1. What is the level of logical-mathematical intelligence of the students?

2. What is the logical-mathematical intelligence related recreational activities do the students get involve to?

3. What is the mean mathematics performance of the students?

4. Is there a significant difference between the level of logical-mathematical intelligence, related recreational activities and math performance of male and female students?

5. Is there a significant relation between the level of logical-mathematical intelligence, related recreational activities and math performance of male and female students?

The result of the study found the following: 

1. The logical-mathematical intelligence of male and female students is below average level. 

2. The recreational activities of male and female get involve together were chess, Sudoku, computer games specifically Tetris, Rubik's cube and card games specifically poker, tong-its, solitaire and free cell. 

3. The mathematics performance of male and female is below average. There is no significant difference between the logical-mathematical intelligence, related recreational activities and math performance of male and female students. 

4. There is significant relation between the logical-mathematical intelligence, related recreational activities and math performance of male and female students. 

After consolidating the findings and conclusions, the following were the recommendations: 

1. The students should have to improve their problem-solving skills to enhance their logical-mathematical intelligence. 

2. Related recreational activities that enhance Mathematics performance should be encouraged to be played by students. 

3. Teachers must be wise in integrating related recreational activities to lessons in Mathematics. 

4. The students should enhance their skills in math, because math is used in their field of specialization. 

5. The teacher should always be innovative in formulating and designing instructions. that will stimulate and sustain interest of the students through the related recreational activities because it will help them to enhance the mathematics performance and logical-mathematical intelligence of the students.

Accession Number: UT000205

Title: Classroom Social Climate and Mathematics Performance of Third Year Students in Ungos National High School

Author/s: Christian S. Ebreo

Research Adviser: Eurose R. Coronacion

Year: 2013

Abstract: This study designed to determine the relationship of classroom social climate and mathematics performance of third year students in Ungos National High School. Specifically, it sought to answer the following questions:

1. What is the perception of the students on their classroom social climate in terms of a) Autocratic, b) Laissez faire and c) Democratic? 

2. What is the mean Mathematics performance of the students? 

3. Is there a significant relationship between the perception of the students on their classroom social climate and their mathematics performance?

This study was conducted at Ungos National High School with a total number of one hundred sixty-nine (169) third year students which is randomly selected from two hundred ninety-eight (298) total number of third year. The researcher applied descriptive method of research and self-formulated checklist-questionnaire to collect the necessary data. 

The results of the study revealed that Majority of the students frequently perceived that classroom social climates such autocratic, laissez faire and democratic are present and employed by their teacher in the classroom. The mean Mathematics performance of the students was 82.60 which belong to average performance. And lastly, perception of the students on their classroom social climate in terms of autocratic, laissez faire, and democratic have significant relationship to Mathematics performance of the students. 

From the findings and conclusions, the researcher comes up with these recommendations:

1. First, school administrators should conduct seminars or meetings about developing teaching styles or classroom social climate in teaching Mathematics. 

2. Second, Mathematics teachers should re-examine and develop their teaching styles to be suitable on the learning capabilities of the students.

3. Third, teachers should reduce being autocratic and go beyond laissez faire and be more democratic in teaching Mathematics. 

4. And finally, students should help their teachers in establishing good classroom climate by participating in classroom activities and obeying their teachers.

Keywords: Classroom Social Climate, Mathematics performance

Accession Number: UT000227

Title: Teacher's and Students' Strategies in Managing Difficulties in Mathematics Subject in Infanta National High School

Author/s: Den Mark R. Buendicho

Research Adviser: Jan Marie P. Lubuguin

Year: 2012

Abstract: This study was undertaken to determine the teachers' and students' strategies in managing difficulties in Mathematics subject. Specifically, it aimed to answer the following questions:

1. What are the difficulties encountered by the teachers in teaching Mathematics?

2. What are the difficulties encountered by the students in  their Mathematics classes?

3. How do students and teachers manage difficulties in Mathematics? 

This study utilized the descriptive survey method. The respondents were composed of nine (9) Mathematics teachers and one-hundred twenty (120) selected students (first-fourth year) in Infanta National High School. The data about the students and teachers strategies and difficulties were gathered through the use of the researcher-made questionnaire.

Based on the findings, the following conclusions are drawn: Most common difficulty encountered by teachers is the insufficiency of reference materials in Mathematics (books, computer, etc.) while most of the students find it difficult to trust their answers in Mathematics. The usual strategy of the teachers is to come to the class prepared while the most common strategy of the students is to seriously listen during class discussions. 

It is therefore recommended that the school may provide sufficient reference materials for teachers especially text & workbooks and other educational technology equipment necessary in teaching. The school administrator may give teacher appropriate or enough number of teaching loads and avoid giving too many non teaching workload/assignment which may eventually cause them not to effectively perform their primary function as a teacher. The teachers should become resourceful, innovative and creative to cope up with the insufficiency of reference materials. And also the teachers should boost students' self-esteem by constantly appreciating and commending their efforts in any Mathematics activity, thereby enhancing self-confidence and promoting independent learning. And teachers should be encouraged or be given enough opportunity for professional growth by sending them to seminars and trainings on modern trends in teaching. The students must be studious and should always come to school prepared to be confident with their work in any Mathematics activity.

Accession Number: UT000211

Title: Influence of Social Networking to the Mathematics Performance of Fourth Year Students of Infanta National High School S.Y. 2010-2011

Author/s: Rona P. Miras

Research Adviser: Reydante A. Oabel, MAT

Year: 2011

Abstract: This chapter deals with the summary, findings, conclusion, and recommendation drawn by the researcher. This study was made to find out the influence of social networking to the mathematics performance of the student of Infanta National High School, S.Y. 2010-2011. Specifically, this study sought to answer the following questions:

1. Which among the networking site do the students visit?

1.1 Facebook;

1.2 Friendster;

1.3 Twitter;

1.4 Wikipedia; and

1.5 Yahoo Mail.

2. How much time does the students spent in a Social Networking Activity during school days and weekends?

3. What is the extent influence of networking activity to the student learning?

4. What is the mean Mathematics Performance of fourth year students in Infanta National High School?

5. Is there a significant relationship between social networking regarding to the Mathematics performance of senior students?

The subjects of this study were the two hundred twenty-six (226) or the selected population of senior students of Infanta National High School. 

The researcher tested the hypothesis that there is no significant relationship between social networking and the Mathematics performance of the students. 

The descriptive method of research was used. The questionnaire was the main instrument to gather the needed data. After the data had been gathered these were treated statistically through the weighted arithmetic mean, relative frequency, spearman rho, and t-test.

From the analysis of data the following are the findings:

1. Among the networking site the students visit Facebook obtained the average weighted mean (AWM) of 3.68, which interpreted as frequent.

2. The time that the student spent in social networking during school days shows that 79.65 percent in one (1) hour, during weekend 50% in one (1) hour which both in rank one (1).

3. The extent influences of networking activity in students learning have an average weighted mean (AWM) of 2.58, which is interpreted as seldom.

4. The average Mathematics performance of the student respondents is in the range of 80-84 and on the average level.

5. There is a slight correlation between social networking and Mathematics performance with a computed t-Value of 280.18, which is greater than the tabular value of 1.97 at 0.05 level of significance.

Based on the findings, the following are the conclusions:

1. The students are registered in social networking:

2. Most the students spent one (1) hour in social networking.

3. The social networking not greatly influence in studying Mathematics.

4. The Mathematics performances of the students are on the average level.

5. There is significant relationship between social networking and the Mathematics performance of the students.

In the light of the findings and conclusion gathered in this study the researcher hereby recommends the following:

1. The student may have a discipline on the time they spent social networking.

2. Teachers may teach the possible influence of networking activities in students learning

3. Parents may allow their children to use networking but time limitation will be recommended.

Accession Number: UT000213

Title: Perception of the Students in English Language as a Medium of Instruction and Its Relationship to the Mathematics Performance of Second Year Students of Infanta National High School S.Y. 2010-2011

Author/s: Marjory A. Tenedero

Research Adviser: Reydante A. Oabel, MAT

Year: 2011

Abstract: This study was made for the purpose of determining the Perception of the Students in English Language as a Medium of Instruction and its Relationship to the Mathematics Performance of Second Year Students of Infanta National High School. Specifically it sought to answer questions:

1. What is the perception of the students in English Language as a Medium of Instruction in Mathematics subject in terms of Vocabulary and Comprehension Skills?

2. What is the mean performance of the students in Mathematics?

3. Is there any significant relationship between the perception of the students in English Language as a Medium of Instruction and their Mathematics  performance?

The sample size is limited only to 350 second year students of Infanta National High School. The researcher used the descriptive method of research and questionnaire to gather the needed information. 

After the conduct of the study, the null hypothesis was found to be rejected and concluded that students agree that their Vocabulary and Comprehension skills affect their studies in Mathematics and there is a significant relationship between the perception of the students in English language as a medium of instruction and their Mathematics performance. 

Based on the findings and conclusions, the researcher recommended that both principal and teachers may strengthen the areas which need improvement on students' learning in Mathematics and in English in cooperation of the parents. The student should also make an effort to learn and improve their competence to achieve better performance in school.

Accession Number: UT000214

Title: Classroom Physical Condition and the Mathematics Performance of Fourth Year Students of Infanta National High School during S.Y. 2010-2011

Author/s: Janver S. Soltura

Research Adviser: Reydante A. Oabel, MAT

Year: 2011

Abstract: This study was made for the purpose of determining the significant relationship between the classroom physical condition and the mathematics performance of the fourth year students of Infanta National High School during the school year 2010-2011. Specifically, it sought to answer the following questions: 

1. What is the perception of students on their classroom physical condition with respect to the following dimensions:

1.1 Ventilation and Lighting;

1.2 Orderliness and Neatness; 

1.3 Instructional Materials inside the Room

2. What is the mean Mathematics performance of the fourth year students? 

3. Is there significant relationship between the classroom physical condition and the Mathematics performance of the students?

The respondents are composed of two hundred fifty (250) fourth year students of Infanta National High School. The researcher used the descriptive approach of research and questionnaire to gather the information needed. After the conduct of the study the researcher concludes that the students believed that their rooms have good ventilation and lighting, it also has an orderliness and neatness. Their instructional material is in good condition. And the students have an average performance in Mathematics. As to the significant relationship of the classroom physical condition to the Mathematics performance of the students, the findings suggested to reject the null hypothesis. There was a significant relationship between the classroom physical condition and the Mathematics performance of the students.

Accession Number: UT000217

Title: Modern Instructional Media and the Mathematics Performance of Third Year Students of Ungos National High School SY 2010-2011

Author/s: Angelie A. Acunia

Research Adviser: Reydante A. Oabel, MAT

Year: 2011

Abstract: This study was made for the purpose of determining the perceived effects of  modern instructional media to Mathematics performance of third year students of Ungos National High School. Specifically, it aimed to answer the following questions: 

1. How frequent do the modern instructional media used by the mathematics teacher in Mathematics class?

2. What is the perception of students to the modern instructional media used by the Mathematics teacher in teaching Mathematics relative to the following: 

2.1. Appropriateness

2.2. Clarity

2.3. Applicability

3. What is the mean Mathematics performance of third year students of Ungos National High School? 

4. Is there a significant relationship between modern instructional media used by the Mathematics teacher and the Mathematics performance of students?

This is limited to two hundred (200) third year students of Ungos National High School. The researcher used the descriptive method of research and utilized checklist questionnaire to determine the perceived effects of modern instructional media to Mathematics performance of the students. 

The following are the findings of the study:

1. With regard to the frequency of use of modern instructional media used by the Mathematics teacher in Mathematics class, the Mathematic teachers sometimes use projectors, computers, films and televisions with an average weighted mean of 2.79. 

2. With regards to the extent perception of students to the modern instructional media use by the mathematics teacher in teaching mathematics the finding were the following: 

2.1. The students strongly agree that instructional media is appropriate tools for the mathematics lesson with an average weighted mean of 2.88. 

2.2. The students strongly agree that the modern instructional media possess clarity that helps the students to understand their lesson, with an average weighted mean of 3.59. 

2.3. The students strongly agree that the modern instructional media is applicable in teaching mathematics, with an average weighted mean of 3.59. 

3. The students have an above average or 84.97 percent level of performance in mathematics. 

4. The frequency of use, the appropriateness, the clarity and applicability of modern instructional media have a significant relationship to the mathematics performance of the students, with the computed t values of -331.85 in the frequency of use, -335.01 in the appropriateness, -353.72 and in clarity, -356.35 in the applicability of the modern instructional media respectively. Since the computed t values are greater than the tabular t value of 1.97, it implies relationship.

Based on the findings, the following conclusions were drawn: 

1. The mathematics teacher sometimes used modern instructional media in their mathematics classes. 

2. The modern instructional media used by the mathematics teacher in teaching mathematics is appropriate, clear and applicable in teaching mathematics. 

3. The instructional media used by the teachers in teaching mathematics have a significant relation to the performance. 

4. The frequency of use, the appropriateness, the clarity and applicability of modern instructional media have a significant relationship to the mathematics performance of the students.

Based on the conclusion drawn, the following is humbly recommended:

1. The teachers may pursue their academic advancement and professional growth specifically to the modern trend of using instructional materials in mathematics teaching. 

2.  The teachers may use modem instructional media because it is appropriate, clear, and applicable to the mathematics education as perceived by the students. 

3. The administrators, teachers and educators may find provisions on the improvements of teaching with regard to modern instructional media or gadgets or materials since there is significant relation to the mathematics performance of students. 

4. Parallel study with much wider or specific scope should undertake to ascertain or negate the findings of this study.

Accession Number: UT000219

Title: Big Class Size and the Mathematics Performance of the Fourth Year Students of Infanta National High School

Author/s: Vivian B. Casabuena

Research Adviser: Reydante A. Oabel, MAT

Year: 2011

Abstract: This study attempted to find out the influence of big class size to the Mathematics performance of the senior students of Infanta National High School during the school year 2010-2011 as perceived by the students and their teacher. Specifically, this sought to answer what is the influence of a big class size on the following aspects: students' focus of attention; students' interest; students' attitude toward study; and teachers' classroom management. It is also sought what is the mean Mathematics performance of the students. The researcher desires to find if there is a significant relationship between a big class size and the Mathematics performance of the students.

A checklist-questionnaire was used as the main instrument to gather the data needed which was answerable by a Likert scale with choices of Strongly Agree, Agree, Disagree, and Strongly Disagree. After the data was collected, it was tabulated and treated statistically.

The findings of the study implies that the teacher perceived that the influence of big class size in terms of focus of attention of the students are that the students find it difficult to hear clearly the explanation of their teacher, it is hard to focus with the discussion. and the students cannot concentrate in solving problems; these three perceived influence obtained the average weighted mean of 4 which falls to "strongly agree" category. The students perceived influence of big class size in terms of their focus of attention is that they find it difficult to hear clearly the explanation of Mathematics teacher with average weighted mean of 2.99 which fall with "agree" category.

The influence of big class size on students attitude in terms of interest as perceived by the teacher which got the average weighted mean of 4 falls to "strongly agree" category. They perceived that when the class is big, student tend to lose interest in studying Mathematics can easily be distracted and may get bored inside the classroom. As to the students they perceived that the influence of big class size to them is that they can easily be distracted and interrupted by the noise of their classmates with average weighted mean of 4 that falls to "strongly agree" category.

The teacher perceived that the influence of big class size in terms of students attitude toward study are; students may find it hard to concentrate studying inside the classroom; tend to be dependent on seatmates to cheat during examination; may depend on their classmates in doing assignments and they are more unwilling to study and give less time in studying Mathematics. This perception of Mathematics teacher falls on strongly agree category with weighted mean of 4. But as for the perception of the students in terms of their study habit they do not believe that when class is big; students tend to be dependent on seatmates to cheat during examination; tend to go to the nearest computer shops than go to the library to study and are more unwilling and give less time in studying Mathematics, with weighted mean of 2.48, 2.43, and 2.46 respectively which falls on disagree category.

With average weighted mean of 3.7 that falls on "strongly agree" category, Mathematics teachers believed that big class size has influence on their classroom management because they consume much time in checking attendance and distribution/collection of test papers of their students; they do not have enough time to give attention and accommodate all the questions of the students; they find it hard for all the students to follow rules and regulations, only few students are participating actively during class activities and they found it hard to motivate and catch the attention of the students. Most of the students agreed with their teachers that big class size influence their teacher's classroom management it can be seen on their responses that has an average weighted mean of 2.74 which falls on "agree" category.

The mean Mathematics performance of the students is 83.92 percent which means that the student has an average performance in their Mathematics subject.

In the t-computed values of 249.146, 251.112, 251.766, and 253.189 respectively which is greater than the tabular t-value of 1.969 at 0.05 level of significance and 273 degrees of freedom shows that there is significant relationship between big class size and the Mathematics performance of the study.

Accession Number: UT000220

Title: Relationship Between the School-Based Extra-Curricular Activities and the Mathematics Performance of the Third Year Students of Infanta National High School S.Y. 2010-2011

Author/s: Mary Joy G. Sabiduria

Research Adviser: Reydante A. Oabel, MAT

Year: 2011

Abstract: The study was made for the purpose of determining the Influence of School-based extra-curricular activities to the Mathematics Performance of Student of Infanta National High School the school year 2010-2011. Specifically, it sought to answer the following questions:

1. What is the profile of the student's respondent with respect to membership to different school-based extra-curricular activities? 

2. What is the level of perception of the students on their school-based extra-curricular activities with respect to the following aspects, Mental Aspect; Emotional Aspect; and Social Aspect? 

3. What is mean Mathematics performance of the students? 

4. Is there a significant relationship between the perception of the students on school-based extra-curricular activities and their Mathematics Performance?

There is no significant relationship between school-based extra-curricular activities and the Mathematics Performance of the students. The study was concerned in determining the profile of students regarding extra-curricular activities. This study was limited in determining the perceived effect of school-based extra-curricular activities with respect to the mental, emotional and social that influences and its relation to Mathematics Performance of the students of Infanta National High School. 

The researcher used the descriptive method of research and a researcher made-questionnaire checklist to gather the needed information.

After conducting the study, in terms of the profile the student's respondents with respect to membership to different school based extra-curricular activities; Most of the students school based extra-curricular activities were English and Mathematics Club. The students believed that the school-based extra-curricular activities in terms of their mental, emotional mathematics studies. The Mathematics performance and social aspect positively affect their of the students is in Average Category. There is a significant relationship between the Influence of school-based extra-curricular activities and the Mathematics performance of the students. Recommendations are students may join more activities that would develop their mental, emotional and social aspects.

Accession Number: UT000222

Title: Mathematics Foundation in Elementary and Its Relationship to the Mathematics Performance of Freshmen Students of Tongohin National High School, School Year 2010-2011

Author/s: Cheene Ann C. Astoveza

Research Adviser: Reydante A. Oabel, MAT

Year: 2011

Abstract: This study was designed to determine the Mathematics Foundation in Elementary and its relationship to the Performance of freshmen students of Tongohin National High School. Specifically, it aimed to answer what is the student's foundation in Mathematics in terms of performing fundamental operations; knowledge and skills in Geometry and Measurements; solving worded problems; and comprehension, retention, and application. It is also sought what is the mean performance of the students. The researcher desires to find if there is a significant relationship between the Mathematics Foundation in elementary and performance of freshmen students.

In this study, the descriptive survey method of research was used. This was conducted in Tongohin National High School. The researcher chose this locale because she wants to know if her former school has strong foundation in Mathematics and to understand the weaknesses and strengths of the freshmen students in Mathematics subject. The researcher also wanted to improve the Mathematics performance of the students with the help of Mathematics teachers and cooperation of the students. The researcher used the total population of the respondents. They were composed of one hundred seventy (170) freshmen students of Tongohin National High School during school year 2010-2011. 

A checklist-questionnaire was used as the main instrument to gather the data needed which was answerable by a Likert scale with choices of Strongly Agree, Agree, Disagree, and Strongly Disagree. After the data was collected, it was tabulated and treated statistically.

The findings of this study implies that the students "agree" that they can perform fundamental operations, they have knowledge and skills in Geometry and Measurement, they can solve worded problems and they have comprehension, retention, and can apply what they have learned in Mathematics with weighted mean of 3.25, 2.94, 3.08, and 2.87 respectively. The mean Mathematics performance of freshmen students in Tongohin National High School was 78.90 with verbal interpretation of "below average". In relationship between the foundation of the students with computed t-value of 237.7797, 231.5461, 236:0512, and 238.5940 compared to tabular t-value of 1.9741 and their Mathematics Performance, it can be stated that there is significant relationship between the two variables.

Accession Number: UT000223

Title: Perception of Freshmen Students on the Examples and Examination Relative to their Mathematics Performance S.Y. 2010-2011

Author/s: Lady Diane P. Merto

Research Adviser: Reydante A. Oabel, MAT

Year: 2011

Abstract: The researcher of this study wanted to determine the perception of freshmen students on the examples and examination relative to their Mathematics Performance in Paaralang Sekundarya ng Heneral Nakar (PSHN). Specifically, this study aims to answer the following. questions:

1. What is the perception of freshmen students in giving examples of Mathematics teacher during lecture and discussion? 

2. What is the extent of perception of freshmen students on the given examinations relative to the examples given by the Mathematics teacher during lecture and discussions? 

3. What is the mean performance of freshmen student? 

4. Is there any significant relationship between examples and examination given by the Mathematics teacher on the Mathematics performance of the students?

The researcher used the descriptive approaches of research in order to gather the data needed. This study was limited to the perception of freshmen students of Paaralang Sekundarya ng Heneral Nakar, school year 2010-2011 on the examples and examination given by the Mathematics teacher during his lecture and discussion. The respondents were composed of one hundred fifty (150) first year students from 5 sections namely: Narra, Yakal, Lawaan, Mahogany and Acacia. 

Based on the findings of the study, the following conclusions were drawn that the students agree that their Mathematics teachers have effective skills in giving examples relative to their Mathematics Performance. The students agree that their mathematics teachers have effective skills in giving examination related to the example given in the lecture and discussions. The students have an average level of Performance in Mathematics. There is a significant relationship the examples and examination given by the Mathematics teacher to the Mathematics Performance of the students.

Accession Number: UT000224

Title: Classroom Environmental Factors Affecting Students' Performance in Mathematics among Freshmen Students in Ungos National High School SY 2010-2011

Author/s: Jane Lorin D. Colete

Research Adviser: Reydante A. Oabel, MAT

Year: 2011

Abstract: This research is intended to study the factors which affect student's performance in Mathematics. It tries to find out reliable solutions to the problems presented:

1. What is the perceived level of responses of the students to classroom environmental factors relative to the following: 

1.1 Teacher factor

1.2 Peer Factor

1.3 Classroom Condition

2. What is the mean of the Mathematics performance of freshmen students? 

3. Is there relationship between classroom environment factors and students' performance in Mathematics? 

This study is limited to classroom environmental factors such as teacher factor, student factor, and classroom condition affecting the Mathematics performance of freshmen students in Ungos National High School Real, Quezon during academic year 2010-2011, total of one hundred fifty (150) students become respondents. It was taken through systematic random sampling.

The researcher used the descriptive method and utilized the questionnaire checklist as instrument in gathering data. 

Based on the findings of the study, the following conclusions were drawn:

1. the students agree that the classroom environmental factor affect to their mathematics performance;

2. the students have an average level of performance in mathematics;

3. there is a significant relationship between the classroom environmental factor and the mathematics performance of the students.

Since the classroom environmental factors have significance relationship to the performance of freshmen student the Mathematics teacher may continue adopting different teaching strategies/skills that can gave the students an emphatic learning, students may also be more attentive, cooperative to their peer during the class discussion and may study hard for they have an excellent or above average in their Mathematics performance, and to the parents and other stake holder participants of school, improve and provide essential features and equipment for the school that could make a head way in guiding the processes and methodologies needed for a smooth linkage and good performance by the students. To the school management may develop the classroom condition physically and provide more facilities with in the classroom and with in the surrounding area which lend a hand to the performance of the students.

Accession Number: UT000225

Title: Involvement in Recreational Activities and the Mathematics Performance of the Fourth Year Students of Binulasan Integrated School SY 2010-2011

Author/s: Maria Cris Ann E. Estrera

Research Adviser: Reydante A. Oabel, MAT

Year: 2011

Abstract: In this study, the researcher wanted to determine the involvement in recreational activities to Mathematics performance of the fourth year students of Binulasan Integrated School. Specifically, it sought to answer the following questions: 

1. what are the recreational activities of the students relative to the following aspects: 

1.1 Sports; 

1.2 Arts/Music;

1.3 Hobbies; and 

1.4 other games/ Activities. 

2. What is the mean Mathematics performance of the students? 

3. Is there any significant relationship between the recreational activities and the Mathematics performance of the students? 

The researcher used the descriptive approaches to gather the data needed. This study is limited only to the fourth year students of Binulasan Integrated School. The respondents were composed of one hundred twenty five (125) fourth year students from two sections namely: Narra and Molave. 

In order to secure the needed information, the researcher utilized a researcher made questionnaire-checklist. The scale has two choices such as: (1) strongly agree, (2) agree, (3) disagree, (4) strongly disagree and also using the choices such as: (1) never, (2) seldom, (3) sometimes, (4) frequent and (5) always.

Based from the findings, the researcher concluded that the students frequently do their hobbies, sometimes do art/music and other games/activities and seldom played sports. They also agree that their recreational activities do not affect their studies. Since the students recreational activities have a significant relation to their Mathematics performance, students should use their interest in doing recreational activities to their study as a way to develop their skills and performance in different subjects and activities in school. Teachers may help students to manage their time in engaging in these activities to avoid conflicts of their priority works in school. They should strive hard to upgrade their Mathematics performance and teacher should integrate some recreational games on their lessons that will help boosts the student's interest in both ways, studying and engaging in recreational activities.

Accession Number: UT000226

Title: Motivational Factors in Doing Assignment in Mathematics and the Mathematics Performance of Fourth Year Students of Infanta National High School S.Y. 2010-2011

Author/s: Diosa T. Villarosa

Research Adviser: Sir Reydante A. Oabel, MAT

Year: 2011

Abstract: This study attempted to evaluate the motivational factors relative to internal and external factor in doing assignment and the mathematics performance of the senior student of Infanta National High School. Specifically it sought to answer the following questions: what is the extent of motivational factors in doing assignment relative to internal and external factor, what is the mean Mathematics performance of the students. This study is limited only to 276 senior students of Infanta National High School. 

The researcher used the descriptive method of research and questionnaire to gather the needed information. After the conduct of the study, the null hypothesis in terms of internal factor was found to be rejected and concluded that there is no significant relationship between motivational factors in terms of internal factor and the mathematics performance of the students. 

Based on the findings and conclusions, the researcher recommended that the students may motivate to do their assignment by explaining to them internally the value of doing the assignment and the students may strive hard enough in studying and doing assignment to upgrade the level of performance in mathematics.

Accession Number: UT000209

Title: Teaching Readiness of SLSU Infanta BSEd Math Practice Teachers as Perceived by their Cooperating Teachers and their Students SY 2009-2010

Author/s: Ana Liza S. Santidad

Research Adviser: Jan Marie P. Lubuguin

Year: 2010

Abstract: This study determined the readiness of BSEd practice teachers based on their performance as perceived by their cooperating teachers and students. Specifically, this study sought to answer the following questions:

1. What are the perceptions of the cooperating teachers and the students towards the readiness of BSEd Math Practice Teachers with regards to the following:

1.1 Professional/Teaching competence

1.2 Management competence

1.3 Personal attributes and relationships

2. Is there any significant difference between the perception of the cooperating teachers and the students with regards to their teaching readiness?

This study used a descriptive method of research; Questionnaire checklist consisted of three factors was the gathering instrument used. Two hundred twenty (220) students and their corresponding cooperating teachers was the respondent of this research.

In gathering data, researcher asked for the permission to the corresponding school principal for conducting the study. The data gathered were tabulated, interpreted and computed using the formula for average weighted mean for determining the readiness of BSEd Math practice Teachers and the t-test for determining the difference between the perception of the cooperating teachers and the students.

Based on the data gathered, the results are the following:

1. BSED math practice teachers competence as to:

1.1 professional/teaching competence as perceived by cooperating teachers with A wx̅ of 3.72, very satisfactory category and as perceived by the students with A wx̅ of 4.21 outstanding category with overall A wx̅ of 3.96 which indicated a very satisfactory performance.

1.2 management competence as perceived by cooperating teachers with A wx̅ of 3.90, very satisfactory category and as perceived by the students with A wx̅ of 4.09, very satisfactory category with overall A wx̅ of 4.00 which indicated a very satisfactory performance. 

1.3 personal attributes and relationship as perceived by cooperating teachers with A wx̅ of 4.24, outstanding category and as perceived by the students with A wx̅ of 4.5, outstanding with overall A wx̅ of 4.38 which indicated an outstanding performance.

2. There is significant difference between the perception of the cooperating teachers and students with regards to practice teachers' Professional/Teaching Competence and Personal Attributes and Relationships as indicated by the computed t-value of 6.4854 and 4.6049 respectively while there is no significant difference between the perceptions with regards to Management Competence as indicated by the computed t-value of 1.4426.

Based from the findings, the following are the conclusions:

1. The BSED math practice teachers perceived readiness with regards to Professional/Teaching and Management Competence is very satisfactory and with regards to Personal Attributes and Relationships is outstanding.

2. There is significant difference between the perception of the cooperating teachers and the students with regards to practice teachers' professional/teaching competence and personal attributes and relationships and there is no significant difference in the perception with regards to management competence.

Based from the conclusions, the following are recommended:

1. School administration should give more practices to the future educator of SLSU Infanta with regards on the use of appropriate techniques and strategies in teaching.

2. Students should research and read several books that will encourage them to think more with regards to using appropriate techniques and strategies and instructional materials in teaching.

3. School Administration should encourage the future educator to use appropriate language in teaching.

4. Students should read more books especially in English for more improvement with their English grammar.

Accession Number: UT000210

Title: Multiple Intelligence and Relationship to the Achievement Level of BSEd Freshmen Students of SLSU-Infanta AY 2009-2010

Author/s: Jo Marie Grace C. Murcia

Research Adviser: Jan Marie P. Lubuguin

Year: 2010

Abstract: This study aimed to find the multiple intelligence and relationship to the achievement level of BSEd freshmen students of Southern Luzon State University for the academic year 2009-2010. Specifically, it sought to answer the following questions:

1. What is the multiple intelligence exhibited by the BSEd freshmen students?

2. What is the level of achievement of the BSEd freshmen students?

3. Is there a significant relationship between the multiple intelligence exhibited by the students and their level achievement?

The questionnaire-checklist to determine the multiple intelligence is the primary instrument used in this study which was prepared by the researcher. It was shown to the adviser for some corrections and changes. And to be able to determine the level of achievement of the students, the researcher requested for the copy of the grades of the students for the first semester. There were fifty-five (55) freshmen students who served as respondents in this study which consists of twenty-three (23) Mathematics and thirty-two (32) MAP major. The data gathered was treated statistically using arithmetic mean to determine the level of achievement.

Based from the data gathered, the following finding has come up by the researcher.

1. The different multiple intelligence exhibited by the freshmen students are:

a. Naturalist intelligence, which is the most common with the highest average weighted mean of 3.09

b. Interpersonal intelligence with an AWM of 2.81 which and the second highest.

c. Intrapersonal intelligence ranked 4th highest with a 2.73 AWM.

d. Bodily-Kinesthetic, 3rd highest with an AWM of 2.71.

e. Logical or mathematical, the lowest ranked with an AWM of 2.49.

2. The level of achievement of the BSEd freshmen students is 2.34, average category.

3. There is no significant relationship between the multiple intelligence in terms of naturalist, interpersonal, intrapersonal, bodily-kinesthetic and logical or mathematical intelligence and achievement level of BSEd freshmen students as revealed by the r-values of 0.289, -0.161, 0.070, -0.063 and -0.152; and t-values of 1.748, -1.680, 0.673, - 0.414 and -1.057 respectively.

Based from the findings of this study, the researcher has drawn the following conclusions:

1. The students were more with naturalist, intrapersonal, bodily-kinesthetic, interpersonal, and logical or mathematical intelligence.

2. The students have average achievement level.

3. There is no significant relationship between multiple intelligence and level of achievement of students.

From the findings and conclusions made by the researcher, she recommended the following:

1. The students should be focus in achieving the multiple intelligence in order to reach the level of achievement.

2. Provide the information needed that will help the students gain the above average level of achievement.

3. Future researchers should construct their own test material that measures the multiple intelligence and relationship to the achievement level of the students.

Accession Number: UT000092

Title: Effects of teacher absences on students behavior in school and attitude towards Mathematics as perceived by the students of Tongohin National High School during the SY 2009-2010

Author/s: Elmer A. Azogue

Research Adviser: Jan Marie P. Lubuguin

Year: 2009

Abstract: This study attempted to find out the effects of teachers' absences on the student's behavior in school and attitude towards mathematics as perceived by the students of Tongohin National high School during the SY 2009-2010. Specifically, the study sought to answer the following questions:

1. How does teacher absences affect:

1.1 students' behavior in school; and

1.2 students' attitude towards mathematics

2. Is there a significant relationship between student's behavior in school and attitude towards mathematics?

In this study, the researcher used the descriptive method and utilized the questionnaire checklist as instrument in gathering data. The respondents composed of twenty five (25) students per year level with total population of one hundred (100) students. In choosing, the respondents the researcher used simple random sampling. After the data gathered, the data were tallied, analyzed and interpreted.

The following are the findings of the study:

1. The primary response on the effects of teacher absences on student's behavior on school was "students are making their projects in other subjects in case the teacher is absent" with a weighted mean of 3.19 that falls on "sometimes" category.

2. The main effect of teacher absences on student's attitude towards mathematics was "students are making their assignments in mathematics in case the teacher is absent" with a weighted mean of 4.26 that falls on "frequent" category.

3. In the computed r-value on the relationship between student's behavior and attitude towards mathematics (0.1272) by our tabular r-value (0.564) we examined that student's behavior have no significant relationship to students attitude towards mathematics.

Based from the findings the conclusions were drawn:

1. Most of the respondents in Tongohin National High School are responsible students. Instead of going anywhere and to have fun when their teacher is absent they make their projects in other subjects.

2. The majority of the students in Tongohin National High School have the initiative. Most of them were spending their time on making their assignments in mathematics when their teacher was absent.

3. The student behavior on school does not affect the students attitude on mathematics

Based from the findings and conclusions the recommendations were drawn:

1. Additional activities should be done by students in cașe their teacher is absent.

2. Recognition for making commendable activities related to their study instead of doing nonsense when their teacher is absent.

Accession Number: UT000206

Title: Self-Concept: Its Relation to Mathematical Ability of Freshmen Students of Tongohin National High School, School Year 2007-2008

Author/s: Ellen V. Mortiz

Research Adviser: Ma'am Jan Marie P. Lubuguin

Year: 2009

Abstract: This study aimed to determine the significant relationship of self-concept and Mathematical ability of the freshmen students of Tongohin National High School. Specifically, this study answered the following questions:

1. What is the mean mathematical ability of freshmen students of Tongohin National High School?

2. How do students rate themselves as to their:

2.1 strengths

2.2 weaknesses

3. Is there any significant relationship between the students' self-concept and Mathematical ability?

This study tested the null hypothesis that there is no significant relationship between the students' self-concept and Mathematical ability. A descriptive survey method was utilized in the study. The questionnaire-checklist was used in gathering the necessary information. The respondents were the selected 135 freshmen students of Tongohin National High School during the school year 2007-2008. The data obtained in the survey were computed and analyzed. The statistical treatments applied were chi-square formula, simple mean formula and percentage. 

After applying the statistical treatment in the gathered data, the following findings were obtained:

1. The mean Mathematical ability of freshmen students is 82.4, categorically described as "average".

2. In terms of:

2.1. strengths

2.1.1 34.81% of the students said that they are friendly;

2.1.2 9.63% said that they love singing; and

2.1.3 6.67% said that they are jokers.

2.2. weaknesses

2.2.1 5.93% of the students admit that they are always serious; and

2.2.2 3.70% said that they are quiet, hot-tempered and that they are answering their parents in improper way.

3. There is no significant relationship between the student's self-concept and mathematical ability as indicated by the computed chi-value of 2.33 at 0.05 level and 2 degrees freedom.

In accordance with the findings, the following conclusions were drawn:

1. The students have average performance in Mathematics.

2. The students believe that being friendly is their greatest strength but they also admit that their weakness is always being serious.

3. The students' self-concept is not related to their Mathematical ability.

In the light of the findings and conclusions the following were the recommendations:

1. Teachers should help the students enhance their Mathematical ability.

2. The school may provide activities that would help students develop good self-concept.

3. Further, teachers should understand students' different abilities in Mathematics.

Accession Number: UT000207

Title: Attitudes and performance in Mathematics of Freshmen Students of Ungos National High School Academic Year 2007-2008

Author/s: Jenelie B. Reazon

Research Adviser: Jan Marie P. Lubuguin

Year: 2009

Abstract: This study aimed to know the attitudes and performance in Mathematics of the freshmen students of Ungos National High School during the School Year 2007-2008. Specifically, it sought to answer the following questions:

1. What is the level of responses of the students in Mathematics in terms of:

1.1 Interest

1.2 Feelings

1.3 Study habits

2. What is the mean performance of the students in Mathematics?

3. Is there a significant relationship between the students' attitude towards Mathematics such as interest, feelings and study habits and their Mathematics performance?

This study tested the null hypothesis that there is no significant relationship between the students' attitude towards Mathematics such as interest, feelings and study habits and their Mathematics performance. This study was conducted in Ungos National High School, in the municipality of Real, Quezon. One hundred thirteen (113) freshmen students were the respondents of this study.

Descriptive type of research was utilized and a questionnaire checklist was the main instrument used in gathering data. Weighted mean, Pearson r and t-test were the statistical used in this study.

After carefully analyzing the data gathered for this study, the following were the findings:

1. The level of responses of the students in terms of their:

1.1 Interest towards Mathematics, WM 2.76, agree category

1.2 Feelings towards Mathematics, WM 2.75, agree category

1.3 Study habits, WM 2.55, agree category

2. The mean performance of the students in Mathematics is 80 which belong to average category.

3. The computed r-value of 0.51 indicates a marked or moderate correlation between the students' attitudes and performance in Mathematics. Testing its significance obtained a computed t-value of 6.27 which is greater than the tabular t-value of 1.980 at 0.05 level and 112 degrees of freedom. Therefore, the finding rejects the null hypothesis.

Based on the findings of the study, the following conclusions were drawn:

1. The students agree that their interest and feelings towards Mathematics as well as their study habits affects their performance in Mathematics.

2. The students have average level of performance in Mathematics.

3. There is a significant correlation between the students' attitude such as interest and feelings towards Mathematics and study habits and their performance in Mathematics.

Based on the findings and conclusions, the following recommendations were made:

1. The students need to enhance their understanding in Mathematics and should have self confidence that can they do Mathematics.

2. The students should give extra time and effort in their studies especially in Mathematics.

3. Teachers could make Mathematics subject more interesting for the students through creativity and by giving activities that would motivate students.

Accession Number: UT000078

Title: Common Problems Encountered and the Math Performance of Student Boarders in Southern Luzon State University Infanta Campus Infanta, Quezon Academic Year 2006-2007

Author/s: Marvi Omega Pearl A. Masangkay

Research Adviser: Reydante A. Oabel

Year: 2007

Abstract: This study aimed to find out the significant relationship between the common problems encountered and the Mathematics performance of the student-boarders in Southern Luzon State University Infanta Campus Infanta, Quezon during the Academic Year 2006-2007.

It tried to answer the following questions:

1. What are the common problems encountered by the student boarders in terms of:

1.1 personal factors

1.2 emotional factors

1.3 financial factors

1.4 social factors

2. What is the mean Mathematics performance of the student boarders?

3. Is there a significant relationship between the common problems encountered by the student-boarders and their Mathematics performance?

The student-boarders of Southern Luzon State University Infanta Campus were the respondents of this study. They were composed of fifty-five (55) students. The descriptive survey method was employed through the use of a survey-questionnaire which was designed to determine the common problems encountered by the student-boarders. The data obtained in the survey were computed and analyzed. Furthermore, the formulas for weighted mean and Spearman-rho were used in this study.

Based on the problems, the following are the findings:

1. Common problems encountered by the student-boarders in terms of:

1.1 personal factors, WM 2.99, disagree category.

1.2 emotional factors, WM 2.96, disagree category.

1.3 financial factors, WM 2.95, disagree category.

1.4 social factors, WM 3.07, disagree category.

2. The mean Mathematics performance of the student-boarders during the previous first semester, school year 2006-2007 was 2.39, below average category.

3. The computed r-values for the relationship between the Mathematics performance and the common problems encountered by the student-boarders in terms of personal, emotional financial and social factors are -0.3, -0.125, 0.2 and -0.275, respectively. The computed t-values of -0.55, -0.22, 0.35 and -0.50, respectively are less than the tabular t-value of 2.000 at 0.05 level and 54 degrees of freedom, therefore, the findings accept the null hypothesis.

Based from the findings, the following are the conclusions:

1. The student-boarders have no problem in themselves.

2. The student-boarders have below average performance in Mathematics.

3. There is no significant relationship between the common problems encountered by the student-boarders and their Mathematics performance.

In the light of the findings and conclusions, the following are the recommendations:

1. The students must still improve their study habit.

2. The parents must give emphasis on the other factors that may influence their Mathematics performance.

3. The school administrators and Math teachers should try to find out the other problems or factors that may affect the Mathematics performance of the students.

4. Give challenging question and condition that will arise their interest in the study of Math.

5. Give deepening lessons that would encourage students to study Math.

6. Raise the passing mark of students in Math subject.

7. That an in-depth study be conducted using the other variables to determine if the present findings may vary by using larger number of samples.

Accession Number: UT000059

Title: Relationships of teachers' continuing professional education to students' Mathematics performance in selected schools in REINA

Author/s: Lenisa B. Arcenal, Melojene M. Corpuz

Research Adviser: Jan Marie P. Lubuguin

Year: 2006

Abstract: This study was undertaken to determine the relationship of teachers' continuing professional education to students' Mathematics performance in selected schools in REINA. Specifically, it sought to answer the following questions:

1. What is the profile of the Mathematics teachers in selected high schools in REINA area in terms of:

1.1 Gender

1.2 Civil Status

1.3 Eligibility

1.4 Length of Service

1.5 Continuing Professional Education

1.6 Trainings and Seminars/Workshops Attended

2. What is the level of the students' Mathematics performance?

3. Is there any significant relationship between Mathematics teachers' continuing professional education and students' Mathematics performance?

4. Is there any significant relationship between Mathematics teachers' trainings and seminars or workshops attended and students' Mathematics performance?

This study utilized the descriptive survey method. The respondents were composed of 21 out of 24 Mathematics teachers in selected schools in Real, Infanta, and General Nakar area of which 4 came from Ungos National High School, 9 from Infanta National High School, 4 from Tongohin National High School and 4 from Paaralang Sekundarya ng Heneral Nakar.

A questionnaire was used to obtain the needed information for the study. The questionnaire was adapted in Personal Data Sheet Form. It was submitted to the research adviser for checking and correction. Then researchers administered the questionnaire to the selected high schools to gather information.

FINDINGS:

After the data are analyzed and interpreted, the following are the findings:

1. The profile of the Mathematics teachers in selected high schools in REINA area shows that:

1.1 Majority of the Mathematics teacher-respondents with 95.24% are female;

1.2 Most of the Mathematics teacher-respondents with 66.67% are married; 

1.3 All of the Mathematics teacher-respondents or 100% are eligible; 

1.4 About 28.58% of the teacher-respondents have been it teaching profession for almost eleven to fifteen years; 

1.5 Majority of the teacher-respondents are BS with MS/MA units with the percentage of 71.43%, few of them are MS/MA Degree holder with 9.52%, and none have Doctoral units or are Doctoral Degree holder; and

1.6 Most of the teacher-respondents or 38.09% have attended one to two trainings and seminars or workshops and only few or 19.05% have attended as many as nine to ten trainings and seminars or workshops.

2. The level of students' Mathematics performance is satisfactory with the mean score of 82.33.

3. There is a slightly moderate correlation between teacher's continuing professional education and students' Mathematics performance as revealed by the computed r-value of 0.45. This value is greater than the tabular r-value of 0.4329. Also, the computed t-value of 2.20 is larger than the tabular t-value of 2.093. Thus, finding rejects the null hypothesis of this study.

4. There is a low correlation between the teachers' trainings and seminars/workshops attended and students' Mathematics performance as revealed by its computed r-value of -0.30. This value is lesser than the tabular r-value of 0.4329. Also, the computed t-value of -1.40 is smaller than the tabular t-value of 2.093. Thus, the finding accepts the null hypothesis.

CONCLUSIONS:

From the findings of the study, the following are the conclusions:

1. The teaching profession of Mathematics as the area of specialization is dominated by married females who all have the license to teach. As to educational attainment, most of them are BS with MS/MA units, have been teaching for almost eleven to fifteen years and have attended at least one to two trainings and seminars or workshops.

2. The students are interested in Mathematics, since most of them have satisfactory performance.

3. There is a significant relationship between teachers' continuing professional education and students' Mathematics performance.

4. There is no significant relationship between teachers' trainings and seminars or workshops attended and students' Mathematics performance.

RECOMMENDATIONS:

Based on the findings and conclusions drawn from this study, the following are the recommendations:

1. The Department of Education may provide proper arrangement of schedule of trainings and seminars or workshops in a way that could not jeopardize students' learning by conducting it during weekends or vacation instead of school days, or trainings and seminars may be by location for it affects students' performance in Mathematics.

2. Encourage the teachers to attend trainings and seminars or workshops and choose the training much related to their field of specialization. If it will be conducted during school days, they may provide substitute activities to their students.

3. With indulgence, it is recommended that the principal shall provide substitute for the teachers who are attending trainings and seminars or workshops, especially if it will be conducted for several days during school days to avoid missing lessons of the students.

4. Even though continuing professional education of teachers only have moderate correlation to students' performance in Mathematics, the teachers should pursue their studies to keep abreast with the recent trends and up-to-date knowledge and theories.

5. Further studies along this line may be conducted to determine other factors that affect students' performance in Mathematics aside from the present study.

Accession Number: UT000062

Title: Teachers' and Student's Behavior: Its Influence on the Learning Abilities of the Students in Ungos National High School

Author/s: Aaron B. Gucilatar

Research Adviser: Jan Marie P. Lubuguin

Year: 2006

Abstract: The study was conducted in order to find out exactly the teachers' and students' behavior that influence the learning abilities of the students of Ungos National High School towards Mathematics during the Academic Year 2005-2006. Specifically, this sought to answer the following questions:

1. What are the behaviors of the teachers based on the following variables in learning Mathematics?

1.1 Sympathy

1.2 Helpfulness

1.3 Patience

1.4 Flexibility

1.5 Strictness

1.6 Communication Skills

2. Do the perceptions of the students on their behaviors influence their learning abilities in Mathematics?

FINDINGS:

Based on the problem, the following are the findings:

1. The behavior of the teachers in terms of:

1.1 sympathy, WM = 3.38, agree category.

1.2 helpfulness, WM = 3.27, agree category.

1.3 patience, WM = 3.33, agree category.

1.4 flexibility, WM = 3.35, agree category.

1.5 strictness, WM = 2.97, agree category.

1.6 approachable, WM = 3.34, agree category.

2. The influence of students' behaviors to their learning abilities in Mathematics with AWM = 2.88, agree category.

CONCLUSIONS:

Based on the findings of the study, the following conclusions were drawn:

1. The students are agreeable that sympathy of the teachers have the greatest influence in their learning abilities in Mathematics.

2. The students agreed that they have influence to their learning abilities in Mathematics.

RECOMMENDATIONS:

Based on the findings and conclusions, the following are hereby recommended:

1. The teachers should analyze students' behavior and give sympathy to every student.

2. Students should be able to change their negative behavior to improve their learning.

3. A follow-up study about the attitude of the students in school towards their performance in their academic subjects should be conducted by future researcher.

Accession Number: UT000064

Title: Relationships of parents' educational attainment and Mathematics performance of BSEd I Students of SLPC Infanta Campus

Author/s: Adrian R. Tito

Research Adviser: Jan Marie P. Lubuguin

Year: 2006

Abstract: This study aimed to determine the relationship of Parents' Educational Attainment and the Mathematics performance of BSEd I students of Southern Luzon Polytechnic College - Infanta Campus, Infanta, Quezon. Specifically, it sought to answer the following questions:

1. What is the educational attainment of the parents of BSEd I students major in Mathematics?

2. What is the Mathematics performance of the BSEd I students?

3. Is there any relationship between the educational attainment of the parents and Mathematics performance of BSEd I students?

HYPOTHESIS:

There is no significant relationship between the educational attainment of the parents and the Mathematics performance of the students.

The data of this study were gathered last January 26, 2006. The respondents consisted of twenty one (21) freshmen students of SLPC Infanta Campus, Infanta, Quezon in which three (3) are male and eighteen (18) are female. The descriptive method of research was used in this study and one checklist-questionnaire was the researcher's instrument for gathering data which consist of the lists of the level of education. Grades of the respondents in Mathematics during the first semester were also used.

The Pearson Product Moment Correlation Coefficient formula was used by the researcher as statistical tool to determine the correlation of Parents' Educational Attainment and the Mathematics Performance of BSEd I students supported by t-test for significance.

FINDINGS:

Based on the problems, the following are the findings of this study:

1. Parents' Educational Attainment obtained a mean score of 3.17 which indicates that most parents are high school graduates.

2. Mathematics performance of BSEd I students obtained a mean score of 2.27 which indicates satisfactory performance.

3. Parents' Educational Attainment which stands for independent variable (X) and Mathematics performance of BSEd I students which stands for the dependent variable (Y) obtained a computed r-value of 0.03 which indicates negligible relationship. Then, the computed t-value of 0.13 was obtained when r was subjected to a t-test which revealed to be lesser than the tabular t-value of 2.086 at 20 degrees of freedom and .05 level of significance. Hence, there is no significant relationship between parents' educational attainment and Mathematics performance of the students.

CONCLUSIONS:

Based from the findings, the following conclusions are drawn:

1. The highest educational attainment of most of the parents of the BSEd I students is high school level.

2. Mathematics performance of BSEd I students is satisfactory.

3. Parents' Educational Attainment and the Mathematics performance of BSEd I students have no significant relationship which could be that other factors aside from what have been used are the variance.

RECOMMENDATIONS:

In the light of the findings and conclusions the following are recommended:

1. Parents with high educational attainment and low educational attainment and parents either working or not working must be directly supportive and willing to attend to their children's needs particularly to their studies.

2. Students with parents of high educational attainment and low educational attainment should have initiative to their studies even if their parents do not have enough time for them.

3. Parallel studies may be made in other schools where educational attainments of parents are more varied and the samples are large and reliable.

Accession Number: UT000066

Title: Comparative Performance of Students in Mathematics With and Without Visual Aids in Libo National High School

Author/s: Rowell A. Nolledo

Research Adviser: Jan Marie P. Lubuguin

Year: 2006

Abstract: This study aimed to determine the effects of teaching with visual aids on the performance of third year section-1 students of Libo National High School during the school year 2005-2006. Specifically, this study aimed to answer the following questions:

1. What is the mean performance of the students taught with visual aids?

2. What is the mean performance of the students taught without visual aids?

3. Is there a significant difference between the performance of the students taught with visual aids and taught without visual aids?

This study was conducted last January 23-27, 2006. There were 48 third year section-1 students of Libo National High School who participated, in which 24 are males and 24 are females. The experiment used statistical analysis of independent group design. And t-test was used to test the significant effect of teaching with and without visual aids on the performance of third year students in Mathematics.

FINDINGS:

Based on the statistical analysis conducted on the pretests and posttests gathered for this study, the following are the findings:

1. The mean performance of the students taught with visual aids as revealed by the difference on their pretests and posttests is 10.38.

2. The mean performance of the students taught without visual aids as revealed by the difference between their pretests and posttests is 5.

3. There is a significant difference between the performance of the students taught with visual aids and those taught without visual aids as revealed by the computed t-value of 67.75 which is greater than the tabular value of 2.021 at 0.05 level of significance and 46 degrees of freedom, therefore, the finding rejects the null hypothesis.

CONCLUSIONS:

On the basis of the findings, the following are the conclusions:

1. Teaching with visual aids is an effective method of teaching as indicated by the big difference between the mean scores of the pretests and posttests of the students. 

2. Teaching with visual at all times is more effective and must be encouraged among teachers. 

RECOMMENDATIONS:

Based on the findings and conclusions drawn from the study, the following are the recommendations:

1. Further studies may be done taking into consideration some other factors such as length of time, number of topics, and number of respondents.

2. Teachers should think of different programs that will help in enhancing the creative minds of the students.

3. Teachers should attend seminars to enhance their skills in creation of instructional materials or visual aids.

4. Teachers should be resourceful enough to devise local materials to use as visual materials.

5. Another study may be made using matched group design and many more creative visual aids and observations of different extraneous variables.

Accession Number: UT000067

Title: Factors influencing Mathematics learning as perceived by the slow learners, average learners and fast learners

Author/s: Jonard A. Ordonio

Research Adviser: Jan Marie P. Lubuguin

Year: 2006

Abstract: This study attempted to find out the factors influencing Mathematics learning as perceived by the slow, average and fast learners of second year high school students of Pacific Shore Institute. Specifically, it sought to answer the following questions:

1. Which of the students are classified to be:

1.1 Slow learners

1.2 Average learners

1.3 Fast learners

2. What are the perception of slow learners, average learners and fast learners on factors influencing their learning in Mathematics in terms of:

2.1 Interest in Mathematics

2.2 Home conditions

2.3 School conditions 

2.4 Learning facilities

2.5 Recreational activities

3. Is there a significant difference among the factors influencing Mathematics learning as perceived by the slow learners, average learners, and fast learners?

Respondents consist of 103 sophomore students of Pacific Shore Institute during the school year 2005-2006. Data which showed their classification as slow, average, and fast learners were provided by their Mathematics teacher. Other data were collected using survey checklist to determine the perception of students on factors affecting their learning in Mathematics as to: 2.1) interest in Mathematics, 2.2) home conditions, 2.3) school conditions, 2.4) learning facilities, and 2.5) recreational activities wore classified as Yes, which means "Agree" and No for "Disagree". Chi-square fit empirical distribution was used to determine the factors influencing Mathematics learning as perceived by the slow learners, average learners, and fast learners. The level of significance for the statistical value was set at 0.05 level.

FINDINGS:

Based on the problem, the following are the findings:

1. Classification of students:

1.1 There are 16 or 15.53% that are classified to be slow learners.

1.2 About 63 or 61.17% are classified as average learners.

1.3 There 24 or 23.30% that are classified fast learners.

2. Perception of learners on factors influencing their learning in Mathematics:

2.1 The slow learners are found interested in Mathematics subject but they are not being motivated by their teachers, always absent, and they do not participate well in the discussion in Mathematics lesson and as they do not have study habits. 

The average learners are interested in Mathematics subject, they are stimulated by the teachers, participated well in the discussion and have study habits.

The fast learners have favorable response in Mathematics interest. They are aroused by their Mathematics teacher, participate well in the discussion and have better study habits.

2.2 Most of the slow learners are assigned with many heavy home duties.

The average learners have received help and encouragement from their parents regarding their studies.

The fast learners are just regularly assigned heavy home duties, they received help and encouragement from their parents regarding their studies.

2.3 The slow, average, and fast learners have favorable perceptions towards school conditions because the school has a quiet and peaceful atmosphere, there is a good discipline and the library is frequently visited by the students.

2.4 Most of the slow learners are found out to have no reading references, study table, and mini-libraries at home.

The average learners have their study tables and mini-libraries at home.

The fast learners have their own reading references, their own study tables and mini-libraries at home.

2.5 Most of the slow learners use their free time doing nothing and do not join clubs or organizations in and out of school.

The average learners use their free time answering assignments and in doing projects.

The fast learners use their free time answering assignments and doing projects.

3. The computed chi-square value are 129.11, 15.55, 42.1, 76.18 and 90.80 which are all greater than the tabular value of 11.070 at 0.05 level of significance. This implies that there is a significant difference among the factors influencing Mathematics learning as perceived by the slow learners, average learners and fast learners.

CONCLUSIONS:

Based on the findings, the following are the conclusions:

1. The students have varied interest towards their studies.

2. Students have diversified level of perceptions toward the following: Mathematics interest, home conditions, school conditions, learning facilities and recreational activities.

3. The factors influencing Mathematics learning as perceived by the slow learners, average learners and fast learners differ from one another.

RECOMMENDATIONS:

In the light of the findings and conclusions, the following are hereby recommended:

1. Both parents and teachers should encourage the students to improve their study habits.

2. Students should be asked regularly to describe their perceptions on factors affecting their learning in Mathematics. This information would be helpful in adjusting the pace of teaching Mathematics.

3. Students should be provided with learning references, study tables and mini-libraries at homes.

4. Further research of the same nature may be conducted with emphasis on each year level.

Accession Number: UT000068

Title: Learning style and academic performance in Mathematics of the fourth year Students of Tongohin National High School during the academic year 2005-2006

Author/s: Maricris A. Miras

Research Adviser: Jan Marie P. Lubuguin

Year: 2006

Abstract: This study aimed to find out the learning styles and academic performance in Mathematics of fourth year students of Tongohin National High School during the Academic Year 2005-2006. Specifically, it sought to answer the following questions:

1. What are the Learning Styles of the fourth year students of Tongohin National High School in terms of: environmental, emotional, sociological, physical, and psychological categories?

2. What are the Academic Performance in Mathematics of the fourth year students for the AY 2005-2006?

3. Is there a correlation between the Learning Styles and the academic performance of the fourth year students in Mathematics?

The respondents of this study are the Fourth Year students of Tongohin National High School during the Academic Year 2005-2006. They are compose of seventy eight (78) females and seventy four (74) males. Likewise, the descriptive method of research was utilized through the use of checklist type of questionnaire in gathering the data needed. Furthermore, the computation for weighted mean was applied to determine the students Learning Styles, arithmetic mean was applied to determine the Mathematics performance of the students and Pearson Product Moment Correlation Coefficient were used to determine the correlation of learning styles and Mathematics performance of the respondents.

FINDINGS:

From the data collected, the following findings were obtained:

1. Learning Styles:

1.1 Environmental Category, WM = 3.07, sometimes category. 

1.2 Emotional Category, WM = 3.29, sometimes category.

1.3 Sociological Category, WM = 3.44, sometimes category.

1.4 Physical Category, WM = 3.27, sometimes category.

1.5 Psychological Category, WM = 3.53, often category.

2. The Academic Performance in Mathematics of fourth year students reveals that 59 or 38.81 percent belong to 76-78, which is "Fair" in Mathematics.

3. That learning style is significantly correlated with Mathematics performance with 0.99, hence, the finding rejects the null hypothesis.

CONCLUSIONS:

Based on the findings, the following are the conclusions:

1. That sometimes category signals for the different learning styles of the students which means that they are average students.

2. That there could be other ways of motivating the students to study Mathematics both from the teachers, parents and peers.

RECOMMENDATIONS:

Based on the findings and conclusions drawn from the study, the following were hereby recommended:

1. The students should always think of a better way to learn and understand their lesson for them to gain a higher form of learning. They must always consider the following categories of learning so that their learning becomes effective and highly enriched.

2. Another study in this area will be done by other researcher to confirm the results of this study.

Accession Number: UT000079

Title: Difficulties Encountered by Practice Teaching Students of Southern Luzon Polytechnic College in Their Off-Campus Teaching

Author/s: Nick L. Rinen

Research Adviser: Violeto N. Coronacion

Year: 2006

Abstract: This study determines the common difficulties encountered by practice teaching students in their off-campus teaching in Southern Luzon Polytechnic College Infanta Campus Infanta, Quezon. 

This study used descriptive type of research with questionnaire-checklist as the main instrument in gathering data to determine the difficulties encountered by practice teaching students in their off-campus teaching.

Furthermore, the computation for weighted mean, frequency and distribution, spearman rank (rho) was used in this study.

The respondents of this study were all practice teaching student of Southern Luzon Polytechnic College which is assigned in different National High School. They were composed of fifteen (15) female and four (4) male for the S.Y. 2005-2006.

Specifically, it aimed to answer the following questions:

1. What is the personal profile of the respondent in terms of:

1.1 Gender

1.2 Age

1.3 Civil Status

2. What are the common difficulties encountered by practice teaching students in their off-campus in terms of the following dimensions:

2.1 Size of class 

2.2 Teaching Techniques

2.3 Cooperating Teacher

2.4 Environment

3. Relationship on the profile of the respondents in terms of age and civil status with their common difficulties in practice teaching?

4. Is there a significant difference on the common difficulties encountered of practice teaching students in their personal profile?

FINDINGS:

Based on the problem the following are the findings:

1. Personal profile in terms of:

1.1 Female respondents, 15 or 79%

1.2 Ages 19-21, 9 respondents or 47%

1.3 Single respondents, 13 or 68%

2. Common difficulties encountered in terms of size of:

2.1 Size of class WM 2.38, sometimes.

2.2 Teaching techniques, WM 2.52, often

2.3 Cooperating teacher WM 2.69, often

3. Most slightly low correlation between age and the common difficulties encountered by practice teachers in terms of teaching techniques (-0.27) and cooperating teacher (-0.39); and between civil status and the common difficulties, a negligible correlation is noted with an r-value of 0.20.

Further, when gender is taken and matched with the common difficulties encountered the mean difference of 2.5 (male) and 2.25 (female) often categories, respectively.

CONCLUSIONS:

Based on the findings the following are the conclusions:

1. Respondents are single adolescents.

2. That the main trust in teaching are significant factors for the practice teacher.

3. That all the factors when correlated do not recessively affect those practice teachers.

RECOMMENDATIONS:

Based on the findings and conclusions the following are the recommendations:

1. Before exposing the practice teachers in off-campus teaching, they should be trained and expose with the classroom management and inter-personal relation with their cooperating teacher.

2. A follow-up study about Performance of Practice Teaching Students in their off-campus teaching should be conducted by the future researchers.

Accession Number: UT000080

Title: Mathematics Facilities and the Mathematics Performance of Fourth Year Students of Ungos National High School

Author/s: Julius A. Peñaverde

Research Adviser: Reydante A. Oabel

Year: 2006

Abstract: This study aimed to determine the present status of the Ungos National High School Mathematics facilities as perceived by the fourth year students during the school year 2006-2007.

Specifically, it sought to answer the following questions:

1. What is the extent of the Mathematics facilities in Ungos National High School in terms of:

1.1 School Physical Facilities in Mathematics

1.2 School Library

1.3 School Equipment and Supplies in Mathematics

2. What is the mean Mathematics performance of fourth year high school students of UNHS?

3. Is there any significant relationship between Mathematics facilities and the performance of the students in Mathematics?

In order to elicit data, the researcher made a questionnaire-checklist and administered it to 133 fourth year students of Ungos National High School. Then the researcher used the formulas for percentage, weighted mean, spearman-rho in computing the data gathered.

The researcher hypothesized that there is no significant relationship between Mathematics facilities and performance of the students in Mathematics.

Based on the problem, the following are the findings:

1. The extent of the Mathematics facilities in terms of:

1.1 School Physical Facilities in Mathematics such as

1.1.1 Classroom, WM 3.09, agree category.

1.1.2 Size of classroom, WM 3.18, agree category.

1.1.3 Laboratories and Workshop rooms, WM 2.26, disagree category.

1.1.4 Programs installed for Mathematics, WM 2.43, disagree category.

1.1.5 Laboratory used for Mathematics instruction, WM 2.30, disagree category.

1.2 School Library that:

1.2.1 contains audio-visual, films, slides, maps and charts, WM 2.52, agree category.

1.2.2 has subscription of Mathematics journals and magazines, WM 2.77, agree category.

1.2.3 is well ventilated, WM 2.77, agree category.

1.2.4 has enough number o f tables and chairs, WM 2.81, agree category.

1.2.5 has adequate reference books, WM 2.81, agree category.

1.3 School Equipment and Supplies in Mathematics such as:

1.3.1 Computer diskettes, WM 2.38, disagree category.

1.3.2 Audio-visual aids, WM 2.56, agree category.

1.3.3 Measuring tools and weighing tools, WM 2.86, agree category.

1.3.4 Films and slides, WM 2.37, disagree category.

1.3.5 Charts and graphs, WM 3.04, agree category.

2. The mean Mathematics performance of the fourth year high school students of UNHS is 82.10, average category.

3. The computed r-values for the relationship between Mathematics performance and the Mathematics facilities in terms school physical facilities in Mathematics, school library and school equipment and supplies in Mathematics are -0.1, -0.4 and -0.1 respectively. These r-values are subjected for the test of significance and the computed t-values of -0.17, -016 and -0.17 respectively are taken. All these computed t-values are lesser than the tabular t-value of 1.98 at 0.05 level and 132 degrees of freedom, therefore, the finding accepts the null hypothesis.

Based on the findings, the following are the conclusions:

1. The Mathematics facilities such as:

1.1 the classroom is spacious for learning Mathematics but there is the absence of laboratory, workshop rooms and programs specifically for Mathematics instruction.

1.2 the school library, contains audio-visual, films, slides, maps and charts that are related to Mathematics and with subscription of Mathematics journals and magazines; well ventilated and has enough number of tables and chairs for library needs. 

1.3 the equipment and supplies of school for Mathematics instruction, are available for the students like audio-visual aids, measuring tools, weighing tools, charts and graphs but with inadequacy of computer gadgets.

2. The students have average performance in Mathematics.

3. There is no significant relationship between the Mathematics facilities and the Mathematics performance of the students.

Based from the findings and conclusions, the following are hereby recommended:

1. Programs specifically for Mathematics subject need to be installed in computers.

2. Allow the students to use computers in performing Mathematics computations.

3. The teachers should teach the students how to use charts, tables and measuring equipment for their additional learning.

4. Further research using the conditions of the Mathematics facilities may be conducted for further validation of the findings.

Accession Number: UT000081

Title: Perceived Mathematics Club and Its Mathematics Performance in Burdeos National high school S.Y. 2006-2007

Author/s: Leonora V. Paanod

Research Adviser: Sir Reydante A. Oabel

Year: 2006

Abstract: This study aimed to find out the perception of Burdeos National High School Mathematics Club members on the club and its implication to their Mathematics performance. 

Specifically, it sought to answer the following question: 

1. What is the perspective of the high school Mathematics Club member on the club in term of the following dimensions:

1.1 Personal Life 

1.2 Social Life 

1.3 Knowledge in Mathematics 

1.4 Skills in problem Solving in mathematics 

2. What is the mean Mathematics performance of the mathematics Club member?

3. How do the personal and social life and knowledge in mathematics and skills in problem solving in Mathematics Club member related to their Mathematics performance?

The hypothesis tested is: 

1. personal and social life and knowledge in Mathematics and skills in problem solving in mathematics aspects of Mathematics Club member are not significantly related with their Mathematics performance.

The Mathematics club member of Burdeos National High School were the respondents used in this research. They were composed of ninety-eight (98) students.

The statistical tools in the research were the weighted mean, Spearman-rho and t-test. 

Based on the problem of this study, the findings are as follows:

1. The perception of the high school Mathematics Club members Club members on the club in terms of:

1.1 Personal Life, WM=3.26, agree category. 

1.2 Social Life, WM=3.07, agree category.

1.3 Knowledge in Mathematics, WM=3.23, agree category.

1.4 Skills in Problem Solving in Mathematics, WM=3.2, agree category

2. The mean Mathematics performance of the Mathematics Club members is 28.28, average category.

3. The computed r for the relationship between aspects of mathematic Club member and their Mathematics performance in term of personal life was 0.72, high correlation, social life was -0.1, negligible correlation, knowledge in Mathematics was -0.1 negligible correlation and skills in problem solving in Mathematics was -0.5, moderate correlation. However, since the computed t-value of 1.89 it greater than tabular t-value of 1.658, therefore the findings reject the null hypothesis which implies a significant relationship in term of personal life. While, knowledge in mathematics and skills and the mathematics performance of the students is obtained the computed t-value of 1.658, therefore the findings accept the null hypothesis which implies that there is no significant relationship.

Based on the findings, the following are these conclusions:

1. Mathematics Club member are personally and socially with the Mathematics undertakings. 

2. Mathematics Club members have average performance in Mathematics.

3. Club membership is not practice factor for the students’ performance in Mathematics 

In the light of the findings and conclusion, the following are the recommendations:

1. That there must have a cognitive and psychomotor program of activities at least by semester or quarterly in the Mathematics Club.

2. It is recommended that mathematics teachers should try maintain good approaches in teaching the students to get the best result in mathematics. 

3. The teachers should motivate more the students to participate in the discussion and in all the learning activities in Mathematics.

Accession Number: UT000082

Title: Status of Mathematics Instruction and Competencies of Teachers in all National High School in Infanta, Quezon

Author/s: Fely P. Prudente

Research Adviser: Reydante A. Oabel

Year: 2006

Abstract: The study aimed to determine the status of Mathematics instruction and competencies of teachers in all National High Schools in Infanta, Quezon. Specifically, it tried to answer the following questions:

1. What is the profile of the Mathematics teachers in terms of:

1.1 Age

1.2 Gender

1.3 Educational Attainment

1.4 Length of Service

1.5 Number of Trainings and Seminars Attended Related in Mathematics

2. What is the status of the school in terms of:

2.1 Facilities and Equipment available in teaching Mathematics

2.2 Administrative Support

3. What is the status of Mathematics instruction with respect to competencies of teachers?

4. How do the facilities and equipment available in teaching Mathematics and administrative support influence the competencies of teachers?

The subjects of this study were the nineteen (19) Mathematics teachers and four (4) principals in all National High Schools in Infanta, Quezon. The researcher tested the hypothesis that facilities and equipment available in teaching Mathematics and administrative support do not influence the competencies of teachers.

The descriptive method of research was used and a questionnaire-checklist was the main instrument used to gather the needed data. After the data had been gathered, these were treated statistically through the weighted mean, Pearson-r and t-test. 

From the analysis of data, the following are the findings:

1. The profile of Mathematics teachers shows that:

1.1 majority of them are 51 years and above with 47.37%.

1.2 there are 18 female or 95 percent.

1.3 all of the 19 teachers have M.A. units only with 100%.

1.4 twelve (12) of the teachers have 16 years and above in their teaching experience.

1.5 twelve (12) or 63% have attended seminars and training.

2. The status of the school in terms of

2.1 There is an adequacy of facilities and equipment in teaching Mathematics, WM = 2.74, "agree" category.

2.2 Administrative Support, WM = 2.99, "agree" category.

3. The status of Mathematics instruction with respect to competencies of teachers with a WM = 3.53, "strongly agree" category.

4. Both the facilities and equipment in teaching Math and the administrative support with t-values = -0.33 and 0.58, respectively are not significant in relation to teacher's competency in Mathematics. Hence, finding accepts the null hypothesis.

Based on the findings of this study, the following conclusions are drawn:

1. The Mathematics teacher's profile are the following:

1.1 Majority of the Mathematics teachers are matured in the teaching profession.

1.2 There may be enough incentive to motivate more male teachers in Mathematics. 

1.3 There is a positive outlook and foresight toward becoming professional.

1.4 The teachers are experienced in Mathematics as a discipline.

1.5 Administrators provide the teachers with adequate trainings related to Mathematics.

2. Status of the School are:

2.1 Mathematics instruction in terms of facilities and equipment is not variable for competencies.

2.2 The administrators provide all the chances to improve their teaching competencies.

3. There is a good Mathematics instruction because they are competent teachers.

4. There is no significant relationship between the facilities and equipment available in teaching Mathematics and administrative support and the competencies of teachers.

From the findings and conclusions presented, the researcher offered the following recommendations:

1. The school should provide incentive and reward system to continuously encourage teachers to maintain their teaching competencies.

2. Department of Education should subject teachers to examinations to find out their teaching competencies.

3. The school should provide Mathematics rooms for Mathematics class and the available facilities in the school should be maintained and improved to meet quality education.

4. The teachers should pursue higher level of studies to make themselves more knowledgeable and competent in their area of specialization.

5. The school administrators and teachers in Mathematics should continue to boost their teaching competence and interest to upgrade themselves professionally towards the attainment of the educational objectives.

6. Administrators should make use of the teachers' profile for further studies.

Accession Number: UT000083

Title: Instructional Materials and Mathematics Performance of Junior Students of Infanta National High School

Author/s: Rachelle A. Sollano

Research Adviser: Reydante A. Oabel

Year: 2006

Abstract: This study was conducted to investigate the relationship between the instructional materials and the Mathematics performance of the junior students of Infanta National High School. Specifically, it attempted to answer the following questions:

1. What are the instructional materials used by the secondary Mathematics teachers?

2. What is the extent of acceptability of the instructional materials used by the secondary Mathematics teachers in terms of:

2.1 appropriateness

2.2 clarity

2.3 applicability

3. What is the mean Mathematics performance of junior students of Infanta National High School?

4. Is there a significant relationship between the instructional materials and the Mathematics performance of junior students of Infanta National High School?

This study used the descriptive design, the researcher looked for the gathered information to show the probable conditions of particular situations.

The survey questionnaire was the main tool to know the students performance towards Mathematics and the instructional materials used by the Mathematics teachers and the extent of acceptability of materials.

The researcher chose Infanta National High School as the locale of the study because it is the biggest secondary school in the town of Infanta and there are lots of instructional materials that are possibly used by the Mathematics teachers.

The researcher used the population of junior students of Infanta National High School with the total number of one hundred ninety-three (193). They were composed of fifty-one (51) students from section (RIB), thirty-six (36) from section (PD), fifty-one (51) from section (EA) and fifty-five (55) from section (AC).

Based on the statistical analysis conducted on the instructional materials and the extent of acceptability of the instructional materials are gathered for this study:

1. The instructional materials used by the Mathematics teachers are:

1.1 Books, WM= 3.63, always category.

1.2 Chalkboard, WM = 3.63, always category.

1.3 Charts, WM = 3.20, frequent category.

1.4 Tables, WM = 3.02, frequent category.

1.5 Graphs, WM = 2.83, frequent category.

2. The extent of acceptability of instructional materials used by the Mathematics teachers in terms of:

2.1 appropriateness, W M = 3.21, agree category.

2.2 clarity, WM = 3.14, agree category.

2.3 applicability, WM = 3.07, agree category.

3. The mean Mathematics performance of junior students of Infanta National High School is 84.30, average category.

4. There is no significant relationship between the instructional materials in terms of appropriateness and applicability of materials and the Mathematics performance of the students as revealed by the computed t-value of 1.17 and -0.17, which is less than the tabular t-value of 1.960. However, in terms of clarity of materials, there is significant relationship because the computed t-value of 2.49 is greater than the tabular t-value of 1.960 with 192 degrees of freedom and 0.05 level of significance.

Based on the findings, the following conclusions are drawn:

1. The instructional materials that are always used by the Mathematics teachers are books and chalkboards but they also frequently use charts, tables and graphs, which can be categorized as traditional in nature.

2. The extent of acceptability of instructional materials in terms of appropriateness, clarity and applicability are found to be agreeable to the students.

3. The instructional materials in terms of clarity have a significant relation to Mathematics performance.

In order to further test the effectiveness of instructional materials, the following recommendations are drawn:

1. Other high technology instructional materials such as videos, television, overhead graphics, slide shows, radio, projectors, audio recording and films must be frequently used in teaching Mathematics.

2. The reading instructional materials such as news papers, magazines, pamphlets, poems, pictures and songs can also be used in teaching Mathematics.

3. Teachers must give emphasis on the clarity of instructional materials because it has a significant relation on the Mathematics performance of the students.

4. Further study should be done or conducted by other researcher to confirm the result of this study.

Accession Number: UT000084

Title: Occupational Status of the Bachelor of Secondary Education Graduates of SLPC-Infanta Campus from S.Y. 2003-2006

Author/s: Eden R. Resico

Research Adviser: Reydante A. Oabel

Year: 2006

Abstract: This study aimed to find out the present status of the BSEd graduates of SLPC Infanta Campus from School Year 2003-2006. Specifically, it sought to find out the answers to the following questions:

1. What is the demographic profile of the BSEd graduates in terms of:

1.1 Civil status

1.2 Gender

2. What is the status of BSEd graduates of SLPC Infanta Campus in terms of:

2.1 Employment

2.2 Eligibility

2.3 Subject Taught

2.4 Salary per month

2.5 Subject of Appointment

The researcher used the interview method, house to house survey, and mail technique to determine the present status of the respondents. The survey was conducted from January 18, 2007 up to March 18, 2007. The questionnaire consisted of two main parts. First is the personal data in which their names, civil status, sex, address and eligibility were asked. And second is the job placement in which their employability, salaries, status of appointment, type of jobs and the subjects they are handling were revealed.

After gathering all the questionnaires, the researcher tallied and tabulated the data. These data were analyzed through the use of frequency and percentage distribution.

The main findings of the study are the following:

1. The demographic profile of the respondents shows that:

1.1 there are 41 married respondents or 59.42%.

1.2 there are 54 female or 78.26%.

2. The status of the respondents reveals that:

2.1 there are 46 graduates who are employed or 66.67%, twenty-five (25) or 54% have been in teaching position and about 21 or 46% are in non-teaching job.

2.2 there are only 13 or 52% eligible for teaching. 

2.3 there are 18 or 72% teaching their major subject including related subjects and only 7 have been teaching their major subjects only.

2.4 there are 17 or 37% receive salary ranging from PhP 5,001.00-10,000.00 monthly and 10 teachers or 22% receive PhP 10,001.00-15,000.00 monthly.

2.5 nine (9) are temporarily employed with 36% and about 7 are permanent and 7 are provisional teachers.

Based on the findings, the following conclusions are drawn:

1. Majority of the employed respondents are satisfied and happy that they took up Bachelor of Secondary Education in SLPC Infanta Campus.

2. Majority of the respondents who are in teaching are qualified teachers.

In the light of the findings and conclusions, the researcher recommended the following:

1. That there must be a strong motivation to encourage more male students to go into teaching particularly those deserving to be teachers.

2. That there must be administrative support for students to take BSEd course.

3. The school administration should continue the selective admission and retention policy in order to maintain the standard of graduates in the School of Education.

4. Make a monitoring project or surveys so that the status of the graduates of School of Education will be viewed thus, the effectivity of the main objectives of the school can be measured and maintained.

5. That the school must have linkages with other institutions for employment purposes of BSEd graduates.

6. That other major subjects may be offered for BSEd students.

7. Motivate the graduates to take review courses before the licensure examination.

8. That the teaching force of the College of Teacher Education should continue to grow professionally for the school and students' benefits.

Accession Number: UT000085

Title: School and Peer Factors and the Mathematics Performance of Senior Students of Binulasan Integrated School

Author/s: Jimmy A. Romantico

Research Adviser: Reydante A. Oabel

Year: 2006

Abstract: This study was conducted to determine the relationship of school and peer factors to the mathematics performance of senior students of Binulasan Integrated School during the school year 2006-2007. Specifically, it aimed to answer the following questions:

1. What is the extent of the school factors with respect to:

1.1 Facilities

1.2 Instructional Methods/Materials

1.3 Teachers

2. What is the extent of the peer factors with respect to:

2.1 Study Habit

2.2 Attitude towards the subject

2.3 Activities

3. What is the mean performance of the students in Mathematics?

4. Is there a significant relationship between the school factors and peer factors and the Mathematics performance of the students?

This study attempted to test the null hypothesis that there is no significant relationship between the school factors and peer factors and the Mathematics performance of the students.

The respondents of this study are all the senior students of Binulasan Integrated School during the school year 2006-2007. The researcher used the descriptive type of research utilizing a questionnaire-checklist. Weighted mean, percentage, arithmetic mean, Pearson-r and t-test are used as statistical tools in this study.

From the analysis of data, the following are the findings:

1. The extent of the school factors with a total computed AWM = 2.71, often category, particularly in the following sub-factors:

1.1 Facilities, WM 2.57, "often" category.

1.2 Instructional Methods/Materials, WM 2.42, "sometimes" category.

1.3 Teachers, WM 3.15, "often" category.

2. The extent of the peer factors with a total of computed AWM = 2.40, "sometimes" category, particularly in the following sub-factors:

2.1 Study Habit, WM 2.23, "sometimes" category.

2.2 Attitude, WM 2.76, "often" category.

2.3 Activities, WM 2.22, "sometimes" category.

3. The mean performance of the students in Mathematics is 81.92, "average" category.

4. The computed t-value for the school factors and Mathematics performance with 3.16 is significant at 0.05 level, while the peer factors with a t-value of 1.26 is not significant at 0.05 level.

Based from the findings, the following are the conclusions:

1. The school factors often influence the Mathematics performance of the students. These are the teachers and the facilities of the school that greatly affect their performance.

2. The peer factors sometimes influence the Mathematics performance of the students.

3. The students have an average performance in Mathematics.

4. That school generally is a significant factor in the Mathematics performance of the students while in the study peer is not a factor for Mathematics performance of the students.

Based from the findings and conclusions, the following are recommended:

1. The school should provide additional classroom, laboratory, computers, books, journals and magazines to minimize the number of the students in one classroom and additional reference of the students.

2. The school should provide modern instructional tools such as films, videotapes and CDs. Allow educational tour/fieldtrip and prepare learning devices relevant to Mathematics to provide experiential, meaningful learning and to make learning Mathematics more interesting.

3. The teacher should use modern instructional tools, display positive values and be more approachable.

4. The students should be given review the lesson, research, improve study habit and seek help from others when needed to achieve better performance in Mathematics.

5. Parallel study along this line may be conducted using other variables.

Accession Number: UT000086

Title: Role of Mathematics Teachers and the Mathematics Performance of Senior Students of Paaralang Sekundarya ng Heneral Nakar

Author/s: Glenda A. Perez

Research Adviser: Reydante A. Oabel

Year: 2006

Abstract: This study aimed to determine the role of Mathematics teachers and the Mathematics performance of senior students of Paaralang Sekundarya ng Heneral Nakar (PSHN) during the school year 2006-2007.

Specifically, this study attempted to answer the following questions:

1. What is the level of performance the Mathematics teachers in terms of the following role:

1.1 Model

1.2 Facilitator

1.3 Manager

1.4 Evaluator

2. What is the mean Mathematics performance of the senior students of PSHN?

3. Is there a significant relationship between the role of Mathematics teachers as model, facilitator, manager and evaluator and the Mathematics performance of the students?

The researcher hypothesized that there is no significant relationship between the role of Mathematics teacher as a model, facilitator, manager, and evaluator and the Mathematics performance of the students.

This study used the descriptive method of research utilizing a questionnaire-checklist as the main instrument in gathering data. The respondents of this study were the senior students of Paralang Sekundarya ng Heneral Nakar during the school year 2006-2007 composed of 142 students. The data were statistically treated using frequency, weighted mean, spearman-rho and t-test formulas.

Based on the problems, the following are the findings:

1. The level of performance of the Mathematics teachers in terms of role as:

1.1 Model, WM 3.22, agree category.

1.2 Facilitator, WM 3.24, agree category.

1.3 Manager, WM 3.15, agree category.

1.4 Evaluator, WM 3.19, agree category.

2. The mean Mathematics performance of the senior students of PSHN is 81.49, average category.

3. The computed r-value for the relationship between the Mathematics performance of the students and the role of Mathematics teachers as a model, facilitator, manager and evaluator are -0.11, -0.26, -0.5 and -0.13 with the computed t-value of 0.33, 0.76, 1.63 and 0.37, respectively, are less than the tabular t-value of 2.306 at 0.05 level at 8 degrees of freedom, therefore, the finding accepts the null hypothesis.

Based from the findings, the following are the conclusions:

1. The Mathematics teachers are role models, facilitators, managers and evaluators. 

2. The senior students are average in their performance in Mathematics.

3. There is no significant relationship between the role of Mathematics teachers as model, facilitator, manager, and evaluator with the Mathematics performance of the students.

Based from the findings and conclusions, the following are recommended:

1. The teachers shall still find ways to improve their style of teaching for better performance of their students in Mathematics.

2. The students should have a good study habits and must focus in Mathematics subject for reasoning ability and decision-making.

3. Further study along this line may be conducted using other variables.

Accession Number: UT000087

Title: Motivation in Teaching Mathematics as Perceived by Fourth Year Students of Ungos National High School

Author/s: Lynzy C. Patrofis

Research Adviser: Reydante A. Oabel

Year: 2006

Abstract: This study aimed to find out the teaching devices, tools and materials and the teacher's way of motivating as perceived by the fourth year students of Ungos National High School. Specifically, it attempted to answer the following questions:

1. What are the teaching devices, tools and materials used by the teacher to motivate his/her students at Ungos National High School?

2. How do the students appreciate the teacher's motivational style?

3. What enhancement activities can be derived from the study?

Two hundred forty-five (245) fourth year students from Ungos National High School were chosen as respondents. They are composed of forty-five (45) students from section Narra, fifty-two (52) from section Molave, forty-eight (48) from section Yakal, forty-one (41) from section Mahogany a n d fifty-nine (59) from section Acacia.

A questionnaire-checklist was used in collecting data on the teacher's motivational styles. This questionnaire is divided in two categories, namely: the teaching devices, tools, and materials and the teacher's way of motivating the students. Weighted mean formula was used in the analysis of data.

Based from the analysis of the data, the following are the findings:

1. The teaching devices, tools and materials that were used by the Mathematics teachers are the following:

1.1 Complimentary Praises, with WM of 3.83, "Always" category.

1.2 Visual Aids, with a WM of 2.86, "Often" Category.

1.3 Pictures, with a WM of 2.71, "Often" category.

1.4 Games and Plays, with a WM of 2.39, "Often" category.

1.5 Comics, with a WM of 2.28, "Sometimes" category.

1.6 Rewards, with a WM of 2.20, "Sometimes" category.

1.7 Drama and Dialogue, with a WM of 2.17, Sometimes" category.

1.8 Story telling, with a WM of 2.14, "Sometimes" category.

1.9 Puzzles, with a WM of 2.06, "Sometimes" category.

1.10 Punishment, with a WM of 2.04, "Sometimes" category.

1.11 Poems, with a WM of 1.91, "Sometimes" category.

1.12 Songs, with a WM of 1.65, "Sometimes" category.

2. The students highly appreciate the motivational styles of their Mathematics teachers with a WM of 3.03, "Agree" category which means that they have been encouraging and challenging their students to study and answer their Mathematics problem, giving specific example and guiding their students in solving problem are among the top Mathematics teacher's way of motivating the students.

3. Among the suggested enhancement activities in motivating the students in Mathematics, the most interesting activities as perceived by them are the use of games/plays, comics and song.

Based on the findings, the following are the conclusions:

1. That the Mathematics teachers have common forms and styles of motivating their students.

2. That the Mathematics teachers show love and sympathy, encourage their students to study their lesson, are enthusiastic, present lesson with audio-visual aids to develop students' interest; appreciate their effort and supportive and have enough time for solving problems.

3. That utilization of enhancement activities in Mathematics such as games/play, comics and song stimulate the interest of the students.

Based on the problem and conclusion drawn by the researcher, the following are recommended:

1. Since there is a commonality in the forms and styles of motivation used by the teachers, it is recommended that creative way of implementing various motivation may be tried out by the Mathematics teachers for greater enthusiasm that could stimulate the interest of the students.

2. That Mathematics teachers may make use of the suggested enhancement activities such as drama/dialogue, story telling, puzzles, poems and more particularly games/play, comics and song, since these are the most interesting activities according to the students.

3. That an in-depth study of this nature using correlational analysis of the different ways of motivating the learners and the Mathematical devices may be conducted in the future.

Accession Number: UT000088

Title: Extra-curricular Mathematics Activities and Mathematics Performance of Senior Students of Burdeos National High School S.Y. 2006-2007

Author/s: Hernie T. Hernandez

Research Adviser: Reydante A. Oabel

Year: 2006

Abstract: This study attempted to determine the extra-curricular activities that are related to Mathematics subject and their relation to the students' performance. Specifically, it tried to answer the following questions:

1. What is the extent of extra-curricular Mathematics activities with respect to:

1.1 School Activities

1.2 Students' Activities

2. What is the mean Mathematics performance of the senior students of Burdeos National High School?

3. Is there a significant relationship between the extra-curricular Mathematics activities of the students and their Mathematics performance?

The subject of this study was one hundred seventy-four (174) senior students of Burdeos National High School. The researcher employed the descriptive survey method using the questionnaire-checklist as the main instrument in gathering the needed data. After the data have been gathered, it was tallied, tabulated, analyzed and treated statistically using the frequency, percentage, weighted mean, arithmetic mean, Spearman-rho and t-test.

From the analysis of the data and the result obtained, the following are the findings of the study:

1. The extent of extra-curricular Mathematics activities with respect to:

1.1 School Activities, WM = 2.49, "sometimes" category.

1.2 Students' Activities, WM = 2.36, "sometimes" category.

2. The mean Mathematics performance of the senior students of Burdeos National High School is 77.80, "below average" category.

3. The computed r-values for the relationship between Mathematics performance of the students and the extra-curricular Mathematics activities with respect to school activities and students' activities are 0.03 and -0.44, respectively. Testing for its significance, it obtained the computed t-values of 0.08 and 0.88. Since these are lesser than the tabular t-value of 1.645 at 0.05 level, and 173 degrees of freedom, therefore, the finding accepts the null hypothesis, which implies that there is no significant relationship between extra-curricular Mathematics activities of the students and their Mathematics performance.

Based from the findings of this study, it can be concluded that:

1. Students sometimes have been engaged in extra-curricular activities that are related to Mathematics.

2. The students have still a better chance for improvement of performance in Mathematics.

3. The extra-curricular Mathematics activities may be irrelevant in the Mathematics program whereby they have not influenced their performance in Mathematics.

Relative to the findings and conclusions, the following are hereby recommended:

1. The school administrator must support, create and sponsor extra-curricular activities relevant to the needs of the students.

2. That extra-curricular in Mathematics must be related to the actual Mathematics program of the school so that it could serve as an enrichment for the students.

3. Student must exert more time effort in studying Mathematics.

4. An in-depth study on the extent of extra-curricular Mathematics activities and Mathematics performance can be conducted by future researchers.

Accession Number: UT000430

Title: Common Anxiety in Mathematics Among Junior Students of Langgas National High School S.Y. 2006-2007

Author/s: Rose Ann C. Evangelista

Research Adviser: Reydante A. Oabel

Year: 2006

Abstract: This study aimed to determine the significant relationship of the common Mathematics anxiety and the Mathematics performance of the junior students of Langgas National High School during the school year 2006-2007. It tried to answer the following questions:

1. What are the common anxiety in Mathematics encountered by the junior students in terms of:

1.1 Nomenclature

1.2 Mathematical Terms and Symbols

1.3 Mathematical Exercises

1.4 Mathematical Examination

1.5 Mathematical Readiness and Capability

1.6 Teacher's Methods and Behavior

2. What is the mean Mathematics performance of the junior students of Langgas National High School?

3. Is there a significant relationship between the common anxiety in Mathematics and the Mathematics performance of the students?

A descriptive survey method was utilized in this study. The respondents were 70 junior students of Langgas National High School during the school year 2006-2007. The instrument used was a researcher-made questionnaire-checklist. The data obtained in this study was computed and analyzed. The statistical treatment applied were the formulas for weighted mean, Spearman-rho and t-test.

Based on the problem, the following are the findings:

1. The common anxiety in Mathematics encountered by the junior students in terms of:

1.1 Nomenclature, WM 2.61, seldom category.

1.2 Mathematical Terms and Symbols, WM 2.61, seldom category.

1.3 Mathematical Exercises, WM 2.44, sometimes category.

1.4 Mathematical Examination, WM 2.55, seldom category.

1.5 Mathematical Readiness and Capability, WM 2.39, sometimes category.

1.6 Teacher's Methods and Behavior, WM 2.38, sometimes category.

2. The mean Mathematics performance of the junior students of Langgas National High School is 79.3, below average category.

3. The computed r-values for the relationship between the Mathematics performance and the common anxiety in Mathematics in terms of nomenclature, Mathematical terms and symbols, Mathematical exercises, Mathematical examination, Mathematical readiness and capability and teacher's methods and behavior are 0.70, 0.2, -0.5, -0.03, 0.47 and -0.39, respectively. The r-values are subjected for the test of significance and have obtained the computed t-values of 1.71, 0.35, -0.99, -0.05, 0.12 and -0.73, respectively; since all the t-values are less than the tabular t-value of 2.0 at 0.05 level and 69 degrees of freedom, therefore, the finding accepts the null hypothesis.

In accordance with the findings, the following conclusions are drawn:

1. The junior students of Langgas National High School sometimes have encountered anxiety in Mathematics in the following aspects:

1.1 Students' Mathematical exercises create a state of doubt and confusion causes anxiety in the subject.

1.2 Students' Mathematical readiness and capability have a great bearing in causing Mathematical anxiety.

1.3 The teacher's methods of teaching and not the student's own feeling causes fear and anxiety in connection with Mathematics.

2. The junior students of Langgas National High School have a below average performance in Mathematics.

3. There is no significant relationship between the causes of anxiety in Mathematics and the Mathematics performance of the students.

In the light of the findings and conclusions, the following are the recommendations:

1. Mathematics teacher may exert more concern and emphasis on fixing skills so that the feelings of doubt and confusion of the students can be avoided.

2. Teachers and parents may start teaching basic skills, formulas and other methods and techniques in a difficult Mathematics problem, to develop the readiness and capabilities of their students in Math.

3. It is recommended that the Mathematics teachers should try to adjust their methods of teaching and find alternative teaching methods that are more suitable to the mental capacity of their students, and also they may find ways to have a good interpersonal relationship between his/her students so that the students may not feel fear, nervous and tensed.

4. The students may exert more time and effort in studying Mathematics subject. 

5. Administrators, teachers, parents and students should work together to upgrade their Mathematics performance.

6. Further study along the teacher's factor may be conducted for the validation of the result.

Accession Number: UT000038

Title: Co-Curricular and Extra-Curricular Activities Associated with Mathematics Performance of Secondary Students in Paaralang Sekundarya ng Heneral Nakar

Author/s: Jenerix P. Ritual

Research Adviser: Violeto N. Coronacion

Year: 2005

Abstract: This study aimed to determine the relationship of co-curricular and extra-curricular activities to the Mathematics performance of the student respondents in Paaralang Sekundarya ng Heneral Nakar SY 2004-2005.

Specifically, it sought to answer the following question:

1. What is the profile of the student respondents with respect to the following co-curricular and extra-curricular activities:

1.1 Club

1.2 Organization

1.3 Sports/Athletics

1.4 Extra-curricular activities

2. What is the Mathematics performance of the student respondents?

3. What is the relationship of the student profile in curricular activities to their performance in Mathematics?

The researcher used the descriptive survey method of research utilizing a questionnaire checklist which was validated. The questionnaire composed only of one part, it is all about the activities that the student respondent acquired.

The respondents of this study were 100 senior students of Paaralang Sekundarya ng Heneral Nakar.

The statistical treatment applied in the study was the frequency, percentage distribution, ranking, range, spearman rank and t-test.

Accession Number: UT000040

Title: Selected factors influencing the academic performance of BSEd Students Major in Mathematics in SLPC-Infanta Campus

Author/s: Aino P. Coronacion

Research Adviser: Violeto N. Coronacion

Year: 2005

Abstract: This study determined the personal, teacher, and school factors influencing the academic performance of the Bachelor of Secondary Education students major in Mathematics in Southern Luzon Polytechnic College - Infanta Campus during the first semester of academic year 2004-2005.

Specifically, this study sought t o answer the following questions:

1. What is the perception of BSEd students major in Mathematics with respect to Personal Factors such as study habit, attitude, interest; Teacher Factors such as motivation, technique, attitude, classroom management, evaluation; and School Factors such as facilities, environment, instructional materials?

2. What is the academic performance of BSEd students major in Mathematics?

3. How do the personal factor, teacher factor, and school factor influence the academic performance of BSEd students major in Mathematics?

The subject of this study were the seventy-five (75) or 100% of the total population of BSEd students major in Mathematics in SLPC Infanta Campus.

The researcher tested the hypothesis that the personal factors, teacher factors, and school factors do not influence the academic performance of the students.

The descriptive method of research was used. The questionnaire-checklist was the main instrument to gather the needed data. After the data had been gathered, these were treated statistically through the weighted arithmetic mean, relative frequency, standard deviation, mean, Spearman rho, and t-test.

From the analysis of data, the following are the findings:

1. The perception of BSEd students major in Mathematics with respect to Personal Factors such as study habit WM 2.97, attitude WM 3.11, and interest WM 3.02 all "agree" category. With respect to Teacher Factors such as motivation WM 3.14, technique WM 3.06, attitude WM 3.14, classroom management WM 3.04, evaluation WM 3.23. all interpreted as "agree" category. With respect to School Factors such as facilities WM 2.77, environment WM 2.84, instructional materials WM 2.79, all "agree" category.

2. The academic performance of BSEd students major in Mathematics is satisfactory with a WM 2.15.

3. The Personal Factors such as study habit rₛ = -0.8 high correlation, attitude rₛ = 0.22 low correlation, interest rₛ = 0.42 moderate correlation. The Teacher Factors such as motivation rₛ = 0.8 high correlation, technique rₛ = 0.87 high correlation, attitude rₛ = 0.6 moderate correlation, classroom management rₛ = 0.9 high correlation, evaluation rₛ = 0.7 moderately high correlation. The School Factors such as facilities rₛ = -0.6 moderately high correlation, environment rₛ = -0.9 high correlation, and instructional materials rₛ = -0.93 high correlation.

Based on the findings, the following are the conclusions:

1. That there is a favorable study habits, attitudes and interest of the students towards their academic performance. Likewise, the teachers and the school school factors greatly influence the academic performance of the students.

2.  There is a satisfactory academic performance of BSEd students major in Mathematics during first semester of academic year 2004-2005.

3. That the teacher factors, and the school factors are highly correlated with performance except for the personal factor with an rₛ = 0.87, and 0.93 high correlation.

In the light of the findings and conclusions, the following are hereby recommended:

1. Students should maintain their good study habits. Likewise, the teacher should maintain their good approaches in motivating and evaluating the stucients.

2. A follow-up study may also be conducted to determine whether there would be a development in the performance of the students as well as the school teacher factors.

Accession Number: UT000046

Title: Factors Influencing Absenteeism, Tardiness, and Dropouts among Students of Tongohin National High School

Author/s: Crestita S. Santidad

Research Adviser: Violeto N. Coronacion

Year: 2005

Abstract: This study attempted to find out the factors influencing absenteeism, tardiness, and dropouts among students in THS during the A.Y. 2004-2005. Specifically, the study sought to answer the following questions:

1. What are the factors influencing absenteeism, tardiness, and dropouts as perceived by the students along the following dimensions:

1.1 Physical factor

1.2 Home/family factor

1.3 School/environmental factor

1.4 Teacher factor

2. What is the implication of the study to the students, parents, teachers, and the school?

In this study, the researcher used the descriptive method and utilized the questionnaire checklist as the instrument in gathering data. The respondents of this study were composed of fifty (50) selected students per year level with a total population of two hundred (200) students. In choosing the respondents, the researcher used the simple random sampling. After the data were gathered, the data were tallied, analyzed, and interpreted. 

The following are the findings of the study:

1. The perceived factors o f the students are:

1.1 Physical factors Generally, the total computed weighted mean 2.22, "often" category.

1.2 Home/family factors - Generally, the total computed weighted mean 2.51, "sometimes" category.

1.3 School/Environmental Factors - Generally, the total computed weighted mean1.99, " often" category.

1.4 Teacher Factors - Generally, the total computed weighted mean 2.14, " often" category.

2. For the teachers, the result of this study served as guide in planning their lesson identified weaknesses causes the absentees and dropouts of the students as well as their concern in choosing the appropriate methods and techniques needed for the students to avoid this kind of problem. For the students, they were beneficiaries of whatever improvement in the services provided by the school for their education. For the parents, more aware in their responsibilities regarding their needed and their attendance in school. The school may organize a functional guidance program for remedial purposes and provide school plan facilities.

Based the findings, the following are the conclusions:

1. Lack of interest to study and poor health is the main reason for dropping out of the students.

2. Family and financial could influence students dropping out, come to school late, and absences.

3. Student's factor could also be the one of the causes of absences, come to school late, and dropping out of school.

4. Teacher factors could be considered a factor of absences, come to school late, and drooping out of school.

Based on the findings and conclusions, the following are the recommendations:

1. The teacher should motivate the students to participate in the discussion.

2. Making lesson more attractive and interesting for the students.

3. Encouraging students to participate in different co-curricular activities in school.

4. Proper classroom management to avoid stresses and tensions as well as emotional problems.

5. Calling the parents or guardians who are cutting classes and absentees to inform them about their children and taken necessary action.

6. Have a children home visit and taken necessary action to his/her students to discuss problem about the students.

7. Have a functional guidance program in school for remedial purposes.

Accession Number: UT000047

Title: Student Teacher and Mathematics Performance of Southern Luzon Polytechnic College Infanta Campus

Author/s: Vanessa S. Laranang

Research Adviser: Violeto N. Coronacion

Year: 2005

Abstract: This study was conducted to find out the Student Teacher and Mathematics Performance of Southern Luzon Polytechnic College Infanta Campus. Specifically, this study sought to answer these questions:

1. What is the profile of the student teachers in terms of:

1.1 age 

1.2 parent educational attainment

1.3 grade

2. What is the extent of performance of SLPC student teachers in teaching Mathematics in terms of: 

2.1 Teaching Competencies

2.2 Classroom Management

2.3 Personal Attributes and Relationship

In this study, the researcher used the descriptive method of research and the questionnaire checklist as data gathering tool. The respondents were composed of the selected students in high school who have a total number of 150. The researcher used the purposive sampling in choosing the respondents.

In gathering all the data needed to answer the aforesaid problem the researcher administered the questionnaire checklist which was designed to identify the level of performance of the student teachers after she had secured the approval of the principal and permission of the concerned teachers.

Likewise, the grades of the student teachers major in Mathematics were obtained by getting their profile from the Registrar's Office in SLPC Infanta Campus.

After the data gathering, responses in the questionnaire were tallied, tabulated and statistical treated. To answer the problem, the formula for average weighted mean was applied.

The findings obtained from this study were the following:

1. Profile of the student teachers in terms of:

1.1 Age - students have an average age and confirmed by the computed mean value of 21.6.

1.2 Parents' educational attainment - 10% of the parents have reached elementary level, 65% have reached high school level then 10% attained vocational and 15% of the parents attained college level.

1.3 Grades - the respondents had an average grade of 1.30 during their on-campus training and 1.21 during their off-campus training using the computed value which is interpreted as very satisfactory.

2. Extent of performance of SLPC student teachers in teaching Mathematics in terms of:

2.1 Teaching Competencies - gave a total AWM of 4.3 which agree that their performance is satisfactory.

2.2 Classroom Management revealed a total AWM of 4.2 which agree that their performance is satisfactory.

2.3 Personal Attributes and Relationship show that half of the students in statements 1, 2 , 4 , 7 and 10 were very satisfactory and the other half in statements 3, 5, 6, 8 and 9 were satisfactory.

Based from the findings, the following conclusions are drawn:

1. That the student teachers during 2004-2005 are adolescents, parents have high school education and student teaching is very satisfactory.

2. There is a satisfactory teaching competency, classroom management, and personal attributes.

In the light of the findings and conclusions, the following are the recommendations:

1. That the student teachers shall strive hard to complete their degree while still young and become competent in teaching.

2. Further study should be conducted to find out other factors that influence the Mathematics achievement of high school students.

Accession Number: UT000050

Title: Used of Cellphone Towards Mathematics Performance of Students in Mount Carmel School of Infanta

Author/s: Risalinda T. Torres

Research Adviser: Violeto N. Coronacion

Year: 2005

Abstract: This study was conducted to determine the differences of using cell phones to the mathematics performance of students in Mount Carmel High School. Specifically, it sought to answer the following questions:

1. What is the mathematics performance of selected high school students in Mount Carmel School of Infanta?

2. What is the extent of student using cell phone with respect to:

2.1 Different cell phone program

2.2 Attitude in using cell phone

3. Is there a significant difference on the numbers of cell phone programs, attitudes of the students and Mathematics Performance?

HYPOTHESIS:

There is no significant difference on the numbers cell phone program, attitude of the students with their mathematics performance?

The respondents of this study were the selected senior students in Mount Carmel School of Infanta AY 2004-2005. The researcher used descriptive type of research utilizing checklist questionnaire composed of four (4) parts. The respondents were selected through simple random techniques. Frequency, Weighted Mean, Spearman Rho and the t-test were used in this study.

FINDINGS:

Based on the problems, the following are the findings:

1. The mathematics performance of 40 student-respondents is 80-84.

2. Most students are using their cell phone for texting and calling with the WM of 3.75 and 3.20 "always" category.

3. The student-respondents use their cell phone on important matters with a WM of 3.51 "always" category.

4. There is a significant difference on the use of different cell phone program, attitude of the students with their mathematics performance with t-value of 69.47, significance, hence finding reject the null hypothesis.

CONCLUSIONS:

Based on the findings the following are the conclusions:

1. The mathematics performance of students is average.

2. Texting and calling is the most popular cell phone program for the students.

3. The students have discipline in using their cell phone.

4. There is a significant difference on the use of different cell phone program, and attitude of the students with their mathematics performance.

RECOMMENDATIONS:

Based on the findings and conclusions the following are the recommendations:

1. The students should observe the policy of the school regarding the use of cell phone inside the campus must especially in the classroom.

2. The parents should carefully observe the importance of having cell phone for their children in their schooling.

3. The teachers should always check the students when they are using their cell phone in the proper time and place.

4. That further study using the other variables and settings in cell phones in selected disciplines.

Accession Number: UT000053

Title: Factors associated with Mathematics achievement of freshmen students in Ungos National High School

Author/s: Rodelio A. Atentar

Research Adviser: Violeto N. Coronacion

Year: 2005

Abstract: This study determined the factors associated with Mathematics Achievement of Freshmen Students in Ungos National High School Real, Quezon. Specifically, this study aimed to answer the following questions:

1. What is the profile of the respondents in terms of?

1.1 Gender

1.2 Educational Attainment of Parents

1.3 Student Factors

1.3.1 Study Habit

1.3.2 Attitudes Toward the Subject

1.3.3 Family Support

1.3.4 Peer Group

1.4 School Factors

1.4.1. School Facilities

1.4.2. Classroom Condition

1.4.3 Teachers Attitude

1.4.4 Instructional Materials

2. What is the level of the Mathematics Achievement of the student respondents?

3. Is there a significant relationship between the student factor, school factors and mathematics achievement of freshmen students?

This study used descriptive methods utilizing questionnaire-checklist as the main instrument in gathering data. The respondents of this study were freshmen students of Ungos National High school composed of 100 students which were chosen through the use of simple random techniques through cluster sampling. The data were statistically treated using frequency, weighted mean and spearman rank order correlation.

FINDINGS:

Based on the problems, the following are the findings:

1. There are 61 female respondents; parent educational attainment is high school.

Student factors: Study Habit has WM 3.43, "moderately influential", Attitude Toward the Subject, WM 3.5, "influential", Family Support with a WM 3.54, " influential", Peer group with WM 3.44, " moderately influential"

School Factors: School Facilities, WM 3.34 "moderately influential", Classroom Condition, WM 3.43 "moderately influential", Teacher Attitude with a WM 3.46 "moderately influential", Instructional Materials, WM 3.43, "moderately influential".

2. Mathematics Achievement achievement of the students has a mean of 83.91.

3. Study habit is a significant factor with mathematics achievements with an r-value 0.80 "high correlations". While attitude toward the subject, family support, and peer group are not significantly related with math achievement with an r-value -0.1, -0.6 and -0.3 respectively.

CONCLUSIONS:

Based from the findings the following are the conclusions:

1. There were more female than male respondents.

2. Most of the educational attainment of parents was high school level.

3. The mathematics performance of students is average.

4. Student factor and School factor are moderately influential to mathematics achievement.

5. There is no significant relationship between the factors and mathematics achievement of students.

RECOMMENDATIONS:

In the light of finding and conclusion the following recommendations were drawn:

1. Teachers should be encouraged to establish support with the students who find mathematics subject difficult through giving extra attention.

2. Teachers should make this subject more interesting for the students through creativity and giving some exercises and motivation.

3. The school should provide the materials for the student learning and make the school environment more conducive for learning.

Accession Number: UT000030

Title: Teaching Competencies of Teachers and Mathematics Performance of Fourth Year Students in Tongohin National High School

Author/s: Karen R. Potestades

Research Adviser: Violeto N. Coronacion

Year: 2004

Abstract: This study determined the relationship of teaching competencies of teachers and mathematics performance of fourth year students in Tongohin National High School.

Specifically it was conducted to sought answer to the following questions: 

1. what is the level of teaching competencies of teachers in Tongohin National High School in teaching mathematics as perceived by the students in terms of:

1.1 preliminary preparation

1.2 introduction

1.3 presentation

1.4 application

1.5 testing evaluation

1.6 assignment/agreement

1.7 teaching qualities

2. What is the mathematics performance of the students?

3. Is there a significant relationship between the teaching competencies and the mathematics performance of the students in Tongohin National High School?

This study used a descriptive method of research; questionnaire-checklists were used as instrument to gather necessary data for teaching competencies. There were one hundred seven respondents; the questionnaire was adapted to the study of Brusola (2003).

The responses of questionnaire were tabulated, analyzed and computed using the spearman-rank correlation to know the relationship of teaching competencies to mathematics performance of the students.

Based for the data gathered the following findings were:

1. teaching competencies

1.1 The overall weighted mean of teaching competence of teachers is 3.03 that categorize as "Agree". These imply that the respondents perceived that the teachers possess good in preparation.

1.2 The perception of the students relative to introduction reached a total weighted mean of 2.97 that categorize as "strongly agree". These imply that the respondents have a good perception to their teachers in terms of introduction. 

1.3 The perception of the students relative to presentation reached a total weighted mean of 2.97 that categorized within the descriptive analysis "agree". These imply that the respondents perceived that the teachers possess good presentation.

1.4 The total weighted mean of students relative to application reached 3.12 that categorized within the descriptive analysis of "agree". These imply that the respondents have common perception that the teachers possess good application.

1.5 The perception of the students relative to testing evaluation reached a total weighted mean of 3.02 that categorize as "agree". These imply that the respondents have common perception that the teacher was good in testing evaluation. 

1.6 The perception of the students relative to assignment/agreement reached a total weighted mean of 3.04 that the teachers possess good assignment/agreement.

1.7 The total weighted mean of students relative to teaching qualities reached a total weighted mean of 3.1 that categorize as "agree". These imply that the respondents have a common perception that the teachers possess good teaching qualities.

2. The majority of the respondents have a low grades in mathematics.

3. There is no relationship between teaching competencies of teaches and mathematics performance of the students in Tongohin National High School.

Based from the findings of the study, the following conclusions were drawn:

1. The high school students perceived that the teachers teaching mathematics during the academic year 2003-2004 are good in teaching preparation, introduction, presentation, application, testing evaluation, assignment/agreement and good in teaching qualities. This implies that they are prepared to enter the field of teaching.

2. Majority of the respondents has low grades in mathematics.

3. There is no relationship between the teaching competencies and the mathematics performance of fourth year students.

Based from the findings and the conclusions of this study, the following were recommended:

1. There should be a continuous assessment or evaluation in the performance level of student's to pinpoint their strength and weaknesses so that remedial measure could be given immediately to student's needs.

2. It is also recommended that further studies be conducted on the topic, which may utilize other variables and other setting of the study.

Accession Number: UT000031

Title: Family factors & Mathematics performance of Senior Students of Tongohin Nationl High School

Author/s: Zaldy M. Bautista

Research Adviser: Violeto N. Coronacion

Year: 2004

Abstract: This study determined the relationship of family factors and Mathematics performance of senior high school students of Tongohin National High School. Specifically, it was conducted to sought answer to the following questions:

1. What is the profile of the respondents with respect to:

1.1 family income

1.2 type of the family

1.3 educational attainment of the parents

1.4 occupation of the parents

1.5 support of the family in terms of:

1.5.1 financial support

1.5.2 moral encouragement

1.5.3 spiritual support

2. What is the Mathematics performance of senior high school students?

3. Is there any significant relationship between the family factors with respect to support from the family in terms of financial support, moral encouragement and spiritual support to the Mathematics performance of the senior students?

This study used a descriptive method of through purposive sampling in gathering data. Respondents were composed of one hundred fifteen senior students. The general average of the respondents from first year to third year was gathered to determine their Mathematics performance from their adviser. The questionnaire-checklist which composed of family factors was administered with the approval of the principal and permission from the concerned teachers. The family factors with respect to support from the family in terms financial support, moral encouragement and spiritual support was determine its influence to Mathematics performance. Spearman rank-order correlation coefficient was used to test the their relationship.

Based from the data gathered the following were the findings:

1. The profile of' the students:

1.1 Most of the students belong to family whose monthly income ranges from Php 5,000-below.

1.2 Most of the students came from a nuclear family, which composed of father, mother and children only.

1.3 Most of the parents of the students were high school graduates.

1.4 Most of the parents of the students were self-employed.

1.5 Most of the parents of the respondents with respect to support from the family in terms of financial support parents were always supportive, in terms of moral encouragement the parents of the respondents were frequently giving moral encouragement to their children, and also in terms of spiritual support most of the parents sometimes giving their children of spiritual support.

2. The Mathematics performance of the students has a mean of 79.25.

3. There is no significant relationship between family factors in terms of financial and spiritual support to the Mathematics performance, but there is a significant relationship in terms of moral encouragement.

Based from the findings of the study, this conclusion was drawn:

1. Family factors have negative effect on the Mathematics performance of the students as revealed by the performance of the students.

Based from the findings and the conclusion of this study, the researcher recommended:

1. Further studies on the other factors that influence the Mathematics performance.

Accession Number: UT000033

Title: Factors affecting the mathematical performance of Senior Students of Binulasan National High School Infanta, Quezon SY 2003-2004

Author/s: Jennyfer B. Matan

Research Adviser: Violeto N. Coronacion

Year: 2004

Abstract: This study is conducted primarily to assess the factors affecting the Mathematical performance of senior students of Binulasan National High School, school year 2003-2004. Specifically, it sought to answer the following questions:

1. What are the factors affecting the Mathematical performance of senior students of Binulasan National High School with respect to:

1.1 Student Factors

1.2 Teacher Factors

1.3 school Factors

2. What is the level of Mathematical Performance of senior students of Binulasan National High School?

3. Is there any significant relationship between the factors, and Mathematical Performance of the respondents? 

The researcher utilized the descriptive survey method of research in order to assess the factors affecting the Mathematical Performance of senior students of Binulasan National High School. Descriptive method of research is best suited to this study, which aimed at finding nut relevance of phenomenon, situation, problems aptitudes or issues.

The subjects of this study were the eighty-five (85) or the 100% of the total population of senior students of Binulasan National High School.

The questionnaire-checklist was the prime instrument employed by the researcher. It was divided into three parts. Part I dealt with student factors, which is consist of ten (10) items Part II teacher factors with ten (10) items and part III School factors ten (10) items. Split-half and Spearman Brown formula were utilized to compute the reliability and validity of the instrument.

The data gathered were treated statistically using, Weighted Mean for statement no. 1 percentage rank, standard deviation and mean t o solve statement no. 2 and spearman rank-order correlation coefficient supported by t-test for statement no. 3.

The findings of the study were: in terms of student factors, it obtained an average, weighted mean of 2.64 with verbal interpretation of sometimes, teacher factors 3.85 average weighted mean and verbally interpreted as rarely, lastly school factors with average weighted mean of 2.83 verbally interpreted as sometimes. When it comes in different factors, it obtained a total average weighted mean of 3.11 which is verbally interpreted as sometimes. With regards on the level of the Mathematical Performance of the respondents, majority of the students got an average of 74-76 as reflected by 33 or 38.82% of the total respondents, with a computed mean value of 76.06 with a descriptive rating of satisfactory and with a standard deviation value of 3.96.

In terms of significant relationship, with respects to student factors, there is significant relationship with 0.22 correlation coefficient, and computed t value of 0.88 which is greater than tabulated value of .6319 which means that the null hypothesis is rejected.

The result showed a significant relationship between the student factors and Mathematical performance of the students. It only implies that the student factors affect the Mathematical performance of the respondents. In terms of teacher factors, it has a correlation coefficient of value of -0.2 which is verbally interpreted as negligible correlation, with a computed t value of -0.74 which is less than the tabulated value of .6319 means null hypothesis is accepted, therefore there is no significant relationship between the teacher factors and Mathematical performance of the respondents. It only implies that the teacher factors do not affect the Mathematical performance of the respondents. Considering the school factors, it has an obtained correlation coefficient value of 0.12 interpreted as negligible correlation, with a computed t value of 0.34 which is less than the tabulated value of .6319 which implies that the null hypothesis is accepted thus there is no significant relationship between the school factors and Mathematical performance of the respondents. It only implies that school factors do not affect the Mathematical performance of the respondents.

Based from the findings of the study the researcher concluded that the student factors greatly affect to the Mathematical Performance of the respondents. The level of Mathematical performance of the respondents is satisfactory. There is significant relationship between the student factors and Mathematical performance of the respondents. There is no significant relationship in terms of teacher and school factors to the Mathematical performance of the students.

The following is the recommendation formulated by the researcher based from the findings of the study:

1. Similar study on the same topic must be conducted in more extensive localities and the inclusions of more variables such as sex or gender and parents or home factors.

Accession Number: UT000034

Title: Perceived Job Opportunity of Graduating Mathematics Major of SLPC-Infanta for the Academic Year 2003-2004

Author/s: Jomar E. Sarabosquez

Research Adviser: Maybel A. Potes

Year: 2004

Abstract: This study was undertaken to determine the job opportunity of graduating Mathematics major of SLPC-Infanta for the AY 2003-2004. Specifically, it aimed to answer the following questions:

1. What are the profiles of the high school teachers in REINA area in terms of:

1.1 Gender

1.2 Age

1.3 Status of Appointment

1.4 Length of Service

1.5 Civil Status

2. What is the total population of:

2.1 Students

2.2 Teachers

3. What is the projected chance of employability of SLPC-Infanta Mathematics major graduates for the Academic Year 2003-2004?

This study utilized the descriptive survey method. The respondents were composed of 219 teachers in Real, Infanta, and Nakar area of which 43 were males and 176 were females. A questionnaire was used to obtain the needed information for the study. The initial draft of the questionnaire was submitted to the research adviser for correction. The questionnaire was also presented to his adviser for validation. The questionnaire was administered and clearly explained to the respondents. The researcher administered the questionnaire to the nine principals of Real, Infanta, and Nakar area to gather information for his respondents.

The data gathered on the survey of REINA teachers and the total populations of pupils were tallied and analyzed by the researcher. These were then percentaged.

1. Profiles of the high school teachers in REINA area:

1.1 Majority of teacher respondents were females about 80.37%, only few of them were male with the total percentage of 19.63%. 

1.2 Only 15.98 percent of the teacher respondents belong to retirable age group of 55-66 years.

1.3 Most of the teacher respondents were permanent with the percentage of 19.69%; only few of them were casual with 6.85% and substitute of 0.46% respectively.

1.4 Only 9.14% of the teacher respondents belong to retirable group of 30 to 40 years of length of service.

1.5 Majority of teacher respondents were married about 80.19%, only few of them were single, with the percentage of 17.8%.

2. Population:

2.1 There were 49,909 total population of students in the high schools of REINA area.

2.2 There were 219 high school teachers for the A.Y. 2003-2004, who were teaching in REINA area.

3. There would be a positive or bigger chance for the graduating BSEd Mathematics major students to be employed in the high schools of REINA area.

CONCLUSIONS:

This study concluded that:

1. The teaching profession in REINA area is dominated by females.

2. The total population of pupils in REINA area increases every year which suggests a need for more teachers.

3. Graduating Mathematics major of SLPC-Infanta is very likely to be employed because of the increasing population of pupils.

RECOMMENDATIONS:

The researcher recommends to:

1. Hire permanent teachers whose field of concentration is Mathematics.

2. Encourage potential male high school graduates to take Education courses.

Accession Number: UT000011

Title: Video versus normal classroom instruction: comparative effects on the performances of BSEd Freshmen Students of SLPC Infanta Campus on selected topics in College Algebra

Author/s: Jan Marie M. Pacheco

Research Adviser: Maybel A. Potes

Year: 2003

Abstract: This study was conducted to investigate the effects of two classroom instructions--video instruction and the normal classroom instruction in teaching selected topics in College Algebra.

Specifically it sought to answer the following questions:

1. What is the mean performance of students in video instruction?

2. What is the mean performance of students in normal classroom instruction?

3. Is there a significant difference between performances of students in the two classroom instructions as revealed by the posttests?

Based on the statistical analyses conducted on the pretests and posttests gathered for this study, the researcher found the following:

1. The mean performance of students in video instruction as revealed by the difference of their pretests and posttests is 2.85.

2. The mean performance of students in normal classroom instruction as revealed by the difference of their pretests and posttests is 2.69.

3. There is no significant difference between the performances of students who were exposed in video instruction and those who were given a normal classroom instruction as revealed by the computed value of 0.06, which is lesser than the tabular value of 2.797.

Based on the findings, the following conclusions were drawn:

1. Video instruction has a positive effect on the performance of the students.

2. There is also a positive effect on the use of normal classroom instruction.

3. The video instruction is as effective as the normal classroom instruction.

In order to further test the effectiveness of the video instruction the following recommendations were made:

1. Further studies be done taking into consideration the following factors:

a. length of time

b. number of topics

c. number of respondents

d. matching variables of the respondents

i. academic performance

ii. gender

iii. age

e. table of specification for the construction of the test question

f. item analysis of the pretest-posttest

2. Another study be conducted on the use of videotapes on other subjects.

Accession Number: UT000012

Title: Level of Mathematics performance and course preferences of selected Senior High School Students in Infanta National High School AY 2002-2003

Author/s: Necy T. Aumentado

Research Adviser: Maybel A. Potes

Year: 2003

Abstract: This study had been conducted to identify the course preferences of selected Senior High School students from higher sections and lower sections and their level of performance in Mathematics. 

Specifically, this sought to answer the following questions:

1. What is the level of performance of Senior high school students of INHS in the higher section and lower section in Mathematics?

2. What are the course preferences of INHS Senior high school students in the higher sections?

3. What are the course preferences of INHS Senior high school students in the lower sections?

4. Is there any significant difference between the course preferences of selected senior high school students in the higher section and in the lower section?

The researcher utilized the cluster sampling method in selecting the population of her respondents. They were the senior high school students who have a total number of 212. Half of the population were drawn from the higher sections and the half were drawn from the lower sections.

In gathering all the data needed to answer the aforesaid problem she got the general average of the students from their corresponding advisers and then she administered a checklist which was designed to identify the course preferences of the students after she had secured the approval of the principal and permission of the concerned teachers.

Likewise, the level of performance of the students were obtained using the frequency distribution and the course preferences of the students were determined getting the average weighted point as statistical treatment.

The findings obtained from this study were the following:

1. Based from the results obtained, most of the students in higher sections have above average level of performance in Mathematics. There were 18 students described as excellent; 61 students as above average; 24 students with an average performance, 2 students with a below average performance and 1 student have a poor performance level. Most of the students in lower section had below average level of performance in Mathematics. One student belong to excellent group; 2 students were above average; 25 students below to the average group; 75 were described as below average and 5 students had a poor performance level in Mathematics.

2. Among the courses, the first two courses most desired by the senior high school students in higher sections were Engineering which garnered an AWS of 3.16 and Business Administration which garnered an AWS of 3.23. The second preferred courses were Medical related which obtained an AWS of 2.93 and Education which obtained an AWS of 2.36. Their least preferred courses were Tourism which had an AWS of 0.50, Criminology which had an AWS of 0.45, Vocational Technology which had an AWS of 0.86 and Information Technology which had an AWS of 1.48.

3. The first choice and the most desired courses by the senior students in the lower sections were Information Technology which gathered an AWS of 2.75, and Business Administration which garnered an AWS of 2.54. Their least desired courses were Medical related which had AWS of 2.15, and Engineering which had an AWS of 2.48, Education which had an AWS of 2.07, Vocational Technology which had an AWS of 1.86. Their never desired courses were Tourism which had an AWS of 0.56 and Criminology which had an AWS of 0.58.

4. Most of the senior students in the higher sections preferred the four-year and five-year courses like Medical related, Engineering, Business Administration and Education and few of them preferred Tourism, Criminology, Vocational Technology and Information Technology. Half of the population in the lower sections preferred four-year and five-year courses and the other half preferred Information and Vocational Technology.

Based from the review of findings and the results determined from this study, the researcher arrived at the following conclusions:

1. Most of the students in the higher section have an above average performance level in Mathematics. Students in lower section have below average performance level in Mathematics.

2. Senior students in the higher section prefer the four-year and five-year courses and few of them prefer two-year courses.

3. Half of the students in the lower section prefer four-year and five-year courses and the other half of them prefer two-year courses.

4. Course preferences of senior high school students of INHS in the higher section and lower section have a little difference.

In the light of the findings and conclusions, the researcher recommended the following:

1. Senior high school students should attend a career guidance orientation that could help them in recognizing the suitable course before they take a course in college.

2. Another study should be conducted to find out the factors that influence the decision of senior high school students in their course preferences.

Accession Number: UT000013

Title: Relationship of multiple intelligence and Mathematics performance exhibited by selected Third Year Students

Author/s: Abbie O. Meraña

Research Adviser: Maybel O. Potes

Year: 2003

Abstract: This study attempted to determine the significant relationship between the multiple intelligence and the math performance of the selected third year students of Langgas National High School in Infanta, Quezon for the academic year 2002-2003.

This research specifically aimed to answer the following questions:

1. What are the common multiple intelligence exhibited by the selected third year students?

2. What is the students' level of performance in Mathematics?

3. Is there a significant relationship between their multiple intelligence and Mathematics performance?

Selected third year students of Langgas National High School, Infanta, Quezon were the respondents of this study. Purposive random sampling was used in choosing the selected third year students of LNHS. The technique was done by randomly selecting 20 respondents from a numbered list of 105 students.

In this research work, the descriptive survey method was applied using Multiple Intelligence Indicator questionnaire.

The researcher used the arithmetic mean in determining the score in the categories of Multiple Intelligence Indicator and the Spearman-Rank Difference or rho to determine the relationship of the respondents' multiple intelligence in terms of scores and their Math performance in terms of grades.

Based from the gathered data, the researcher has come up with the following findings:

1. The common multiple intelligence exhibited by the selected third year students are:

a. Musical intelligence was found to be the most common with the highest Average Weighted Mean (AWM) of 36.65.

b. Verbal-linguistic intelligence came in second with AWM of 34.15.

c. Intrapersonal intelligence with an AWM of 33.80 was third on the list.

d. Bodily-kinesthetic intelligence ranked 4th with an AWM of 33.40.

e. Both Logical-Mathematical and Spatial intelligence with an AWM of 32.90 fell on the same rank or order.

f. Interpersonal intelligence ranked sixth with an AWM of 32.80.

g. Naturalist intelligence ranked the lowest with an AWM of 32.30.

2. Six out of 20 students performed below average but not failed in Mathematics while majority showed an average performance on the subject.

3. There is a relation between the Multiple intelligence and Mathematics performance as showed by a Rho of 0.12.

Based from the above findings, the researcher has drawn the following conclusions:

1. The students were equipped more with musical abilities, verbal linguistics, intrapersonal and bodily-kinesthetic intelligence. Maybe it was due to their age bracket where it is but natural for them to be interested in those fields.

2. Students' performance in Mathematics is average.

3. There is a relationship between multiple intelligence and Math performance.

Based from the findings and conclusions made, the researcher has drawn the following recommendations:

1. Students should be encouraged to enhance their abilities for better performance in their studies. They should be exposed to exercises, drills and quizzes.

2. They should be encouraged to learn and enjoy Math as they did enjoy their intelligence or abilities. They should be properly motivated and managed during the class lesson. They should be exposed to drills, and exercises; motivated by visual aids and the lesson, on the other hand, should be well prepared.

Accession Number: UT000014

Title: Environmental factors affecting students' performance in Mathematics among Senior Students of Ungos National High School Real, Quezon

Author/s: Lenith B. Isaga

Research Adviser: Maybel A. Potes

Year: 2003

Abstract: This study attempled to find out the environmental factors affecting students' performance in Mathematics among senior students of UNHS during the academic year 2002-2003.

Specifically, this study sought to answer these questions:

1. What is the perceived level of responses of the students to the following environmental factors?

1.1 teachers factor

1.2 peers factor

1.3 family factor

2. What is the Mathematics performance of students during 2002-2003?

3. Is there significant relationship between environmental factors and students' performance in Mathematics?

In this study, the researcher used the survey method and the questionnaires as the gathering tool. They were composed of two sections with eighty-one students. In choosing the respondents the researcher used cluster sampling. After the data gathering, responses in the questionnaires were tallied, tabulated and statistical treated. To answer the problem, the formula for average weighted point was applied which is supported by the chi-square (X) test and Spearman-rank (Rho).

The following are the findings of the study:

1. The perceived level of responses of the students to the following environmental factors:

1.1 Teacher factor - It was treated and analyzed through the use of formula for finding the average weighted point (AWP). This was done in order to make the chi-square test applicable to the gathered data. As what the table shows teacher factor based on the score distribution computed by the researcher has a positive attitude in statements 1, 3, 5, 7 and 9 respectively and negative attitude in the statements 2, 4, 6, 8 and 10. This was supported by the chi-square (x) value o f 12.80, which is greater than the tabular chi- square (x) 11.345 at 0.01 level of significance. The researcher found that the teacher factor is significantly warranted. This factor got a n average weighted score of 2.94 which agree that the teacher factor affect students' performance in Mathematics.

1.2 Peer factor - Peer factors based on the score distribution computed by the researcher has a positive attitudes in statements 1, 3, 5, 7 and 9 respectively and negative attitudes in statements 2, 4, 6, 8 and 10. This is supported by the chi-square (x) value of 23.94 which is greater than the tabular chi-square (x) value of 11.345 at 0.01 significantly warranted. This factor got an average weighted score of 2.83 which agree that the peer factor affect students' performance.

1.3 Family and Home factor - Family factor based on the score distribution computed by the researcher has positive attitudes in statements 1, 3, 5 and 9 respectively and negative attitudes in statements 2, 4, 6 , 8 and 10. Family factor based on the chi-square (x) value of 5.58 is less than the tabular value of 11.345 a t 0.01 level of significance, show that factor is not significant. This factor got an average weighted score of 2.78 which disagree that the family factor affect students' performance in Mathematics.

2. The Mathematics performance of students during 2002-2003, has an average grade of 80-81 as reflected by 32 or 39.51% of the students tested who had average grade and confirmed by computed mean value of 82.68 which is within the average range of 15.

3. There is no significant relationship between environmental factors in terms of teachers, peers and family factor and students performance in Mathematics as tested on frequency distribution or based respondents this is significant relationship between environmental factors if the value of correlation is to be considered.

Based from the findings of these study, the conclusions drawn:

1. Teacher factor greatly affect the students performance in Mathematics. 

2. The Mathematics performance of students during 2002-2003 is low.

3. There is no significant relationship between environmental factors and students performance as tested.

Based on the findings and conclusion presented, the following recommendations were suggested:

1. Teachers should be encouraged to establish support with the students especially those students who find Mathematics a difficult subject by giving extra attention, provide easy but relevant Mathematics activities.

2. Teachers should be sensitive to the needs of the students in making this subject interesting, by keeping track of their development and strengthen students' weakest point in the subject.

3. Students who have average and below average Mathematics performance should be given some problem solving exercises and mathematical activities to improve their Mathematics performance.

4. Students who have above average Mathematics performance should be given extra enrichment activities to fully develop their Mathematical skills.

5. Another study be conducted looking for other environmental factors affecting students' performance in Mathematics.

Accession Number: UT000015

Title: Level of Attitudes, Study Habits and Performance of Freshman Students in College Algebra

Author/s: Rachelle A. Ruanto

Research Adviser: Maybel A. Potes

Year: 2003

Abstract: The main purpose of this study is to determine the level of attitudes, study habits and performance of freshmen students in College Algebra.

Specifically, it sought to answer the following questions:

1. What is the level of attitudes of freshmen students towards Mathematics?

2. What is the level of study habits of freshmen students towards Mathematics?

3. What is the level of performance of freshmen students towards Mathematics?

4. Is there a significant relationship among the level of attitudes, study habits and performance of freshmen students towards Mathematics?

To gather the data needed in order to solve the problem, the researcher utilized descriptive method of research by constructing a Likert type rating scale and questionnaire survey designed to determine the level of attitudes, study habits and performance of freshmen students in College Algebra. After some clarification, validation and revision on her data gathering instrument, the researcher followed the next step.

Statistical tools such as weighted mean, mean and one-way ANOVA for test of significant relationship and analysis of hypothesis.

Based from the data gathered the following findings were revealed:

1. Results of the study, the average of frequency responses on the attitude towards Mathematics were "fair" as indicated by the computed weighted mean of 3.15.

2. Results of the study, the average frequency responses on the study habits towards Mathematics were "usually" as indicated by the computed weighted mean of 3.28.

3. The performance of freshmen students towards Mathematics were "low average" as indicated by the computed weighted mean of 2.74.

4. The one-way ANOVA statistic used to test the relationship, the computed f-value of one-way ANOVA obtained 10.26 which is greater than the tabular value of 4.71 at df = 2 of SSᵦ and df = 228 for SSw.

Based from the findings of the study, the following conclusions were drawn:

1. Majority of the student respondents/freshmen students in College Algebra have poor background in Mathematics which caused them to have lack of interest and find the subject difficult although they may comprehended and solved some Mathematical problems but their level of attitudes towards Mathematics is still considered "fair".

2. Most of the freshmen students in College Algebra never find extra time to review lesson, practice numerical activities and they did not study their lesson regularly with peers at home, at the school or any particular place. They usually conduct review and study as needed and their study habits were considered as "fair".

3. The large number of student respondents have below average level of performance in Mathematics as classified according to their courses. Expectedly those who are taking up ELT and ELX evidently got the below average performance. The rest have an average level of performance.

From the findings of the study and the conclusion that were drawn, the following were recommended:

1. Workshop and seminars should also be conducted every semester for students taking up Mathematics subject, to develop effective study habits, good attitudes towards Mathematics and its importance in our daily lives.

2. Students who got below average level of performance should be given attention and encouragement to improve their performance by providing extra activities relevant to the subject matter.

3. Other study be conducted to look into other factors that affect Mathematics performance.

Accession Number: UT000425

Title: Influence of Peers and Mathematics Performance of Sophomore Students of Paaralang Sekundarya ng Heneral Nakar

Author/s: Lady May A. Merto

Research Adviser: Maybel A. Potes

Year: 2003

Abstract: This study aims to determine the Influence of Peers' and Mathematics Performance of Sophomore students of Paaralang Sekundarya ng Heneral Nakar. Specifically this study was sought to answer the following questions:

1. What is the mean performance of the students in mathematics?

2. What is the level of peers influence on mathematics performance?

3. Is there any significant relation between level of peers influence and mathematics performance?

The respondents of this study are second year students of Paaralang Sekundarya ng Heneral Nakar. They are composed of 129 students. The descriptive survey method was utilized through the use of questionnaire.

The researcher used the weighted mean in testing the level of peers influence and Pearson Product Moment Correlation Coefficient (Pearson r) was used in testing the significant relation between level of peers influence and mathematics performance.

Based from the data gathered, the researcher has come up with the following findings:

1. Their mathematics performance were very low since almost half of the total number of students got a poor and low average and the rest were average, above average and excellent.

2. The level of peers influence has an average weighted mean of 3.41 rated by the respondents as undecided.

3. The correlation coefficient of 0.14 was obtained between level of peers influence and mathematics performance, the computed value was 1.59 and the tabular value was 1.960 at .05 level of significance.

Based from the findings made, the following conclusions were drawn:

1. Mathematics performance was not affected by the number of friends they have.

2. There is no communality of response among the respondents.

3. There is no significant relation between level of peers influence and mathematics performance since 1.59 is lesser than 1.960.

Based from the findings and conclusions, the following recommendations were offered by the researcher.

1. Motivate the students to have a higher interest in math.

2. Have a group discussion and a teacher discussion to determine which one is best to use in teaching and learning process.

3. It is recommended that the students should be friendly to improve their socialization toward others since it does not affect their performance.

Accession Number: UT000427

Title: Attitude of Parents and Freshmen Students of Infanta National High School Towards Mathematics Subject

Author/s: Mary Christine B. Revellame

Research Adviser: Maybel A. Potes

Year: 2003

Abstract: This study attempted to determine the attitude of parents and freshmen students of INHS towards Mathematics. This study specifically, aimed to answer the following questions:

1. What are the level of attitudes of parents towards Mathematics?

2. What are the level of attitudes of freshmen students towards Mathematics?

3. Is there a significant relationship between the attitude of parents and freshmen students towards Mathematics?