Statement of the Problem

Specifically, this study seeks answers to the following questions:

1. What are the characteristics of the following:
1.1 Pupils
1.1.1 Gender,
1.1.2 Study Habits,
1.1.3 Attitude towards Mathematics,
1.1.4 Parents Follow-Up, and
1.1.5 Availability of Textbook?
1.2 Teachers
1.2.1 Age,
1.2.2 Gender,
1.2.3 Teaching Experience,
1.2.4 Attitude towards MTB, and
1.2.5 Related Trainings/ Seminars Attended
2. What are the respondents level of using MTB-MLE instruction based on:
2.1 Instructional Materials
2.2 Strategies
3. What is the effect of using MTB-MLE instruction to the teaching of Math as
regards to:
3.1 Addition,
3.2 Subtraction,
3.3 Multiplication, and
3.4 Division?
4. What is the effect of using MTB-MLE instruction to pupils in learning
Mathematics
4.1 Pupils
4.1.1. Gender,
4.1.2. Study Habits,
4.1.3 Attitude towards Math,
4.1.4 Parents Follow-up, and
4.1.5 Availability of Textbook
4.2 Teachers
4.2.1 Age,
4.2.2 Gender,
4.2.3 Teaching Experience,
4.2.4 Attitude towards MTB, and
4.2.5 Related Trainings / Seminars Attended

Hypothesis
Problems 1, and 2, are hypotheses free.
On the basis of problem 3, the following null hypothesis was tested at
0.05 level of significance.
Ho1. There is no significant relationship of using MTB-MLE instruction to the
teaching of Math as regards to: Addition, Subtraction, Multiplication and Division.

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation analysis and interpretation of data
from District I , Division of El Salvador City. Among the eight schools are San
Francisco de Asis, Hinigdaan Elementary School, Bolisong Elementary School,
Kalabaylabay Elementary School,

Cogon

Elementary School,

Kibonbon

Elementary School, City Central School and Sinaloc Elementary School.The data
shows the respondents status and contributions for each school. The data gather
from research instruments through questionnaire-checklist. These instruments
were used to determine the effect of teaching mathematics by using MTB- MLE.
The data below were obtained from the responses on questionnairechecklist answered by the respondents on the problems as follows:

Problem 1.1 What are the characteristics of the pupils in terms of:
1.1.1 Gender,
1.1.2 Study Habits,

1.1.3 Attitude towards Mathematics,

1.1.4 Parents Follow-Up,
1.1.5 Availability of Textbook and
1.1.6 Language Used at Home

Table 1
Distribution of Pupil Respondents in Terms of Gender
Gender
Male

Frequency

Percent

61

36.53

Female

106

63.47

Total

167

100.0

Table 1 shows the distribution of the respondents in terms of gender.

As shown on gender, 36.53 were male and the frequency was 61
while female were 63.47 percent and the frequency was 106 and a total of
100.0 percent. This means that most of the pupil respondents are females
than males.
This means that majority of the respondents are females rather than
male. The table shows that there is larger number of female respondents
tthan males can be understood that many female pupils enrolled that year
than male.
According to procedia - social and behavioural sciences (2013) A
large number of literature on education of women clearly suggest that
educating a woman is equal to educating a family and that woman are worth
training more than their counterparts, men, in many respects. However,
despite the fact that positive contribution of women education to the economy
and society has long been known, education of women in many nations,
particularly in developing countries, needs to attract more attention.
According to prokelara .com (2015), gender roles are defined by the
social cultural norms of any society. In most of the societies the family systems

are based on the gender roles and it is the pre-designed gender roles that help
members of the family to run the family with bound responsibilities.
Table 2
Distribution of Pupil Respondents in Terms of Study Habits
Study Habits

Weighted
Mean
2.14

Standard
Deviation
0.3392

Verbal
Description
Sometimes

2. I exert more efforts when I do

difficult assignments.
3. I spend my vacant time in doing
assignments.
4.I study my lessons, even if I was
absent from the class.
5. I study harder to improve my
performance when I get low grades.
6. I study and prepared for quizzes
and tests.
7.I spend less time with my friends
during school days to concentrate
more on my studies.
8. I do my assignments first before I
watch television program.
9. I see to it that extracurricular
activities do not hamper my studies.
10. I have a specific place to study at
home.

2.07

0.2488

Sometimes

2.92

0.2687

Always

2.86

0.3519

Always

2.92

0.2687

Always

2.92

0.2687

Always

2.86

0.3519

Always

2.79

0.4082

Always

2.00

0.3640

Sometimes

1.35

0.4794

Never

Overall

2.48

0.3350

Always

1. I do my assignments regularly.

Table 2 shows the distribution of the respondents in terms of study habits.

As to study habits, the overall mean (2.48) verbally described as always.
The highest mean rating (2.92) fall in item (3. I spend my vacant time in doing
assignments.), Item (5. I study harder to improve my performance when I get low
grades. ) and In Item (6. I study and prepared for quizzes and tests. ), verbally
described as always.

On the other hand, the lowest mean rating (1.35) falls in Item (10. I have a
specific place to study at home. ), verbally described as never.
The data in the highest mean imply that (2.92) verbally described as
always
The data in the lowest mean reveal that (1.35) verbally described as
never.
Many children in Elementary School experience frustration and failure in
school. It's not because they lack ability, but because they do not have adequate
study skills. Good study habits are important for success in school now and
especially in the future. Listed below are few resources to assist you in
developing the right study skills.
The highest weighted mean is (2.92) they spend time in doing their
assignments and verbal description is always. The table shows in the lowest
weighted mean is that they dont have specific place to study their lessons and
the verbal description is never.

Table 3
Distribution of the Pupil Respondents in Terms of Attitude Towards Math

Attitude Towards Mathematics

Weighte
d Mean

Verbal
Description

2.26
2.26
2.32

Standard
Deviatio
n
0.4418
0.4418
0.4714

1. I love to study this subject.

2. I really enjoy this subject.
3.This subjects develops Good reasoning
ability.
4. This subject is very practical.
5.This subject teaches me to be accurate
when solving.
6. I am willing to spend my time studying
this subject.
7. This subject saves time.
8. This subject is not boring.
9. This subject is cultural subject.
10. I dont believe this subject will do any
harm.
Overall

2.28
2.43

0.4481
0.6249

Sometimes
Always

2.36

0.4812

Always

2.78
2.64
1.99
1.96

0.4165
0.4812
0.7465
0.6667

Always
Always
Sometimes
Sometimes

2.23

0.5220

Sometimes

Sometimes
Sometimes
Sometimes

Table 3 shows the Distribution of the Respondents in Terms of

AttideTowards Math. In terms of attitude towards Mathematics, the overall mean

(2.23) verbally described as sometimes. The highest mean rating (2.78) falls in
item (7. This subject saves time. ), verbally described as always.
On the other hand, the lowest mean rating (1.96) falls in Item (10. I dont
believe this subject will do any harm. ), verbally described as sometimes.
The data in the highest mean imply that (2.78) verbally described as
always
The data in the lowest mean reveal that (1.96) verbally described as
never.

Table 4
Distribution of the Pupil Respondents in Terms of Parents Follow up

Parents Follow -up

WEIGHTED
MEAN
2.84

STANDAR
D
DEVIATION
0.3680

VERBAL
DESCRIPTI
ON
Always

1. My parent talks to my teacher

about our homework policies.
2. My parents and I agree to set time
to do homework every day.
3. My parents make sure that
materials needed to do assignments
are complete and available.
4. My parents guide me in answering
my assignments.

2.20

0.3994

Sometimes

2.13

0.3392

Sometimes

2.07

0.2488

Sometimes

5. My parents supervise my
homework and study time.

2.13

0.3392

Sometimes

6. My parents limit TV viewing when I

make my assignments.
7. My parents checked if I have
assignments.

2.17

0.3392

Sometimes

2.00

0.2134

Sometimes

8. My parents talk with me about my

assignments and
make sure I understand.
9. My parents supervise my
homework and study time.

2.13

0.3392

Sometimes

1.86

0.3519

Sometimes

10. My parents give me rewards

when I can complete my
assignments.
Overall

1.49

0.7186

Never

2.12

0.3657

Sometimes

The Table shows the distribution of the respondents in terms of parents

follow up.
With regards to parents follow-up, the overall mean (2.12) verbally
described as sometimes. The highest mean rating (2.84) falls in item (1. My
parent talks to my teacher about our homework policies, verbally described as
always.

On the other hand, the lowest mean rating (1.49) falls in Item (10.),
verbally described as never.
The data in the highest mean imply that (2.84) verbally described as
always. The data in the lowest mean reveal that (1.49) verbally described as
never.

Table 5
Distribution of the Pupil Respondents in Terms of availability of Textbook

Availability of Textbook
1. My teacher provides me books
that are related to Math.
2. My parents buy books in math
for my own use
.
3. My teacher provides me of any
materials that are related to math.
4. My teacher gives us some
books that are useful to us.
5. My teacher borrows books when
we get low score in math.
6. I ask my mother to buy books of
rhymes and numbers.
7. I have given only one math
book.
8. My teacher told me to bring my
books in math always.
9. I have to borrow books in the
library that is related in math.
10.I have complete mathematics
book.
Overall

Weighted
Mean
2.26

Standard
Deviation
0.8138

Verbal
Description
Sometimes

2.57

0.7315

Always

2.93

0.2488

Always

2.44

0.6165

Always

2.11

0.7559

Sometimes

2.35

0.6119

Always

2.58

0.6241

Always

2.63

0.4846

Always

2.28

0.4481

Sometimes

2.66

0.4735

Always

2.48

0.5809

Always

The Table shows the distribution of the pupil respondents in terms of

availability of textbook.
As to availability of textbook, the overall mean (2.48) verbally described
as always. The highest mean rating (2.93) falls in item (3. My teacher provides
me of any materials that are related to math.

), verbally described as always.

On the other hand, the lowest mean rating (2.11) falls in Item (5. My
teacher borrow books when we get low score in math.), verbally described as
sometimes.
The data in the highest mean imply that (2.48) described as always.The
data in the lowest mean reveal that (2.11) described as never.

PROBLEM 2: What are the characteristics of the Teachers as to Age, Gender,

and Teaching Experience, Attitude towards MTB, and Related Trainings /
Seminars Attended?
TABLE 6
Distribution of the Teachers Respondents
in Terms of Age
Age
Frequency

Percent

Less than 30 and below

25.0

31 40

25.0

41- 50

25.0

Above 50

25.0

12

100.0

Total

Table 2 presents the characteristics of the teachers as to age the

table shows that according to age that most of the teachers are having equal
age. Less than 30 and below has a frequency of 3 and 25.0 Percent. Age 31
40 frequency with frequency of 3 and 25.0 Percent. Age 41- 50 frequency of 3
and 25.0 Percent. Above 50 has frequency of 3 and has a Percent of 25.0 and
total of 12 and has a Percent of 100.0
As shown on age, there is even distribution into each age
levels, with all in (3 or 25.0%).
Table 7
Distribution of the Teachers Respondents
in Terms of Gender
Gender

Frequency

Percent

12

100.0

12

100.0

Females
Total

Table 7 shows the Teachers Respondents in Terms of Gender. The

table show that all are female respondents.
In gender, all (12 or 100.0%) are females. The data revealed that
females dominated the samples.

Table 8
Distribution of the Teachers Respondents
in Terms of Teaching Experience
Teaching Experience
1-5 years
6-10 years
11-15 years
16-20 years
21 years and above

Frequency
3
1
3
1
4

Percent
25.00
8.33
25.00
8.33
33.33

Total

12

100.0

Table 8 shows the Teaching Experience With regards to teaching

experience the majority (4 or 33.3%) on 21 years and above, and a very few (1 or
8.33%) on 6-10 years, and 16-20 years. The data revealed that most of the
respondents have been teaching within 21 years and above.
According to the data most of the teacher respondent is already
experienced in terms of teaching experience than 6-10 years and 16-20 years.
Table 9
Distribution of the Teachers Respondents
in Terms of Attitude Towards MTB
Attitude Towards
MTB
1. My pupils can
understand easily in
MTB.
2. My pupils can
answer by using
MTB.
3. My pupils can get
high Scores in math.
4. My pupils can
comprehend the
lessons.
5. My pupils can
understand MTB than
in Filipino.
6. My pupils can get
involved in the
implementation of
MTB.
7 My pupils Show
smartness in
teaching MTB.
8. My pupils show
interest towards
MTB.
9. My pupils show
confidence in
answering the
question.

Weighted Mean

Standard Deviation

Verbal Description

2.26

0.8138

Sometimes

2.57

0.7315

Always

2.93

0.2488

Always

2.44

0.6165

Always

2.11

0.7559

Sometimes

2.35

0.6119

Always

2.58

0.6241

Always

2.63

0.4846

Always

2.28

0.4481

Sometimes

10. My pupils Is
updated with present
trends in MTB.
Overall

2.66

0.4735

Always

2.28

0.5809

Sometimes

As to attitude towards MTB, the overall mean (2.28) verbally described as

sometimes. The highest mean (2.93) falls in item (3.My pupils can get high
Scores in math.), verbally described as always. On the other hand, the lowest
mean (2.11) falls in item (5. My pupils can understand MTB than in Filipino.),
verbally described as sometimes.
The data in the highest mean imply that (2.93) verbally described as
always. The data in the lowest mean reveal that (2.11) verbally described as
never.

Table 10
Distribution of the Teachers Respondents in Terms
of Attitude Related Trainings/Attended
Related Trainings / Seminars
Attended
1-3 days

Frequency

Percent

25.00

4-6 days

58.33

7-10 days

16.67

12

100.0

Total
As to related trainings / seminars attended, the majority (7 or 58.33%) on
4-6 days, and a few (2 or 16.67%) on 7-10 days.The data revealed that most of

the teacher-respondents have attended related trainings / seminars between 4-6

days.

PROBLEM 2: What is the respondents level of using MTB-MLE instruction

based on: Instructional Materials and Strategies?

Table 11
Respondents Level of Using MTB-MLE Instruction Based
on Instructional Materials such as Flashcards
A. FLASHCARDS

1. Flashcards is important for

reading remediation.
2. The pupils can easily solve
math by showing numbers.
3. My pupils can read easily
through flash cards.
4. It is easy for them to solve by
showing flashcards.
5.My pupils easily read the words
by showing flashcards.
Overall

WEIGHTED
MEAN

STANDARD
DEVIATION

VERBAL
DESCRIPTION

2.83

0.3890

Always

2.98

0.2190

Always

2.65

0.4920

Always

2.67

0.4921

Always

2.66

0.4922

Always

2.76

0.41686

Always

Table 11 shows the respondents level of using MTB-MLE

instruction based on instructional materials such as flashcards.
As presented on flashcards, the overall mean (2.76) verbally
described as always. The highest mean rating (2.98) falls in item (2 the pupils
can easily solve math by showing numbers.), verbally described as always.
On the other hand, the lowest mean rating (2.65) falls in Item (3. My pupils
can read easily through flash cards.), verbally described as always.

The data in the highest mean imply that (2.98) verbally described as
always.
The data in the lowest mean reveal that (2.65) verbally described as alway

Table 12
Respondents Level of Using MTB-MLE Instruction Based
on Instructional Materials such as Pictures
B.PICTURES

WEIGHTED
MEAN

STANDARD
DEVIATION

VERBAL
DESCRIPTION

1. The teacher can provide

materials for the
lesson.

2.81

0.3890

Always

2. The teacher can provide

pictures in teaching math.

2.82

0.3891

Always

3. The teacher can provide visual

aids.

2.83

0.3892

Always

4. My pupils can easily identify

the picture that I used.

2.97

0.2287

Always

5. They will understand my

lesson will.

2.67

0.4920

Always

2.82

0.3776

Always

Overall

Table 12 shows the respondents level of using MTB-MLE instruction

based on instructional materials such as pictures.
In terms of pictures, the overall mean (2.82) verbally described
as always. The highest mean rating (2.97) falls in item (4.My pupils can easily
identify the picture that I used), verbally described as always.

On the other hand, the lowest mean rating (2.67) falls in Item (5.They will
understand my lesson will.), verbally described as always.
The data in the highest mean imply that they got high and verbally
described as always.
The data in the lowest mean reveal that they got (2.67) verbally described
as always.
Table 13
Respondents Level of Using MTB-MLE Instruction Based
on Instructional Materials such as Real Objects
A. REAL OBJECTS

1. The teacher used games in

teaching mathematics.
2. Teacher used manipulative toys
in teaching math.
3. The teacher used popsicle stick
in counting.
4. Teacher shows real object for
teaching.
5. teacher used computers in
teaching her lesson.
Overall

WEIGHTED
MEAN

STANDARD
DEVIATION

VERBAL
DESCRIPTIO
N

2.66

0.4920

Always

2.33

0.4922

Sometimes

2.46

0.5190

Always

2.69

0.4800

Always

2.34

0.7780

Sometimes

2.56

0.55224

Always

Table 13 shows the respondents level of using MTB-MLE instruction

based on instructional materials such as real objects.
With regards to real objects, the overall mean (2.56) verbally described as
always. The highest mean rating (2.69) falls in item (4. Teacher shows real object
for teaching. ), verbally described as always.
On the other hand, the lowest mean rating (2.33) falls in Item (2. Teacher
used manipulative toys in teaching math.), verbally described as sometimes.

The data in the highest mean imply that there is effectiveness in teaching
the real object it is verbally described as always. The data in the lowest mean
reveal that most of the teacher did not used manipulative toys in teaching
mathematics.

TABLE 14
RESPONDENTS LEVEL OF USING MTB-MLE INSTRUCTION BASED ON
STRATEGIES SUCH AS CASE STUDY
A. CASE STUDY

WEIGHTED
MEAN

STANDARD
DEVIATION

2.50

0.5220

VERBAL
DESCRIPTIO
N
Always

2.51

0.5230

Always

2.52

0.5240

Always

2.95

0.2209

Always

2.67

0.4920

Always

2.63

0.3515

Always

1. Teacher used situation that is related to

pupils.
2. Teach students with different academic
abilities.
3. Willing to teach pupils with special
needs(e .g hearing, vision, speech
abilities)
4. The teacher let her pupils to do their
task assigned.
5. The teacher let students work
individually.
Overall

Table 14 presents the respondents level of using MTB-MLE instruction

based on strategies such as case study.
As shown on case study, the overall mean (2.63) verbally described as
always. The highest mean rating (2.95) falls in item (4.The teacher let her pupils
to do their task assigned ), verbally described as always.
On the other hand, the lowest mean rating (2.50) falls in Item (1. Teacher
used situation that is related to pupils), verbally described as always.
The data in the highest mean imply that there is effectiveness in their task
assigned by the teacher.
The data in the lowest mean reveal that that some of the teachers did not
used situations that are related to pupils.

Table 15
RESPONDENTS LEVEL OF USING MTB-MLE INSTRUCTION BASED
ON STRATEGIES SUCH AS COOPERATIVE LEARNING
B. COOPERATIVE LEARNING

WEIGHTED
MEAN

STANDARD
DEVIATION

VERBAL
DESCRIPTIO
N

1. I let my students explain using

thinking process.
2. I let my pupils do practical work.

2.17

0.389

Sometimes

2.18

0.390

Sometimes

3. Did you give time for your

students to render group report?

2.19

0.391

Sometimes

4. Did you supervise your pupils

when they grouped for report?

2.50

0.522

Always

5. Does your pupils cooperate their

groups?

2.51

0.523

Always

Overall

2.31

0.45638

Sometimes

Table 15 presents the respondents level of using MTB-MLE instruction

based on strategies such as case study, cooperative learning, and brain
storming.
In terms of cooperative learning, the overall mean (2.31) verbally
described as sometimes. The highest mean rating (2.51) falls in item (5. Does
your pupils cooperate their groups?), verbally described as always.
On the other hand, the lowest mean rating (2.17) falls in Item (1. I let my
students explain using thinking process.), verbally described as sometimes.
The data in the highest mean imply that most of the teachers used
cooperative learning.

The data in the lowest mean reveal that some of the teachers did not let
their students explain using thinking process.
Table 16
RESPONDENTS LEVEL OF USING MTB-MLE INSTRUCTION BASED
ON STRATEGIES SUCH AS BRAIN STORMING
C. BRAIN STORMING

WEIGHTED
MEAN

STANDARD
DEVIATION

VERBAL
DESCRIPTIO
N

1. How often do you ask students

to explain the reasoning behind the
idea?
2. How often they represent and
analyze relationships using
addition, subtraction, multiplication
and division.
3The teacher motivate her pupils.

2.50

0.524

Always

2.51

0.525

Always

2.90

0.2087

Always

4. The teacher gives solving

problems to the pupils.

2.52

0.525

Always

5. The teacher let the pupils

memorize multiplication table.

2.67

0.492

Always

2.65

0.4549

Always

Overall

Table 16 presents the respondents level of using MTB-MLE instruction

based on strategies such as brain storming.
In terms of brain storming, the overall mean (2.65) verbally described as
always. The highest mean rating (2.90) falls in item (3.The teacher motivate her
pupils), verbally described as always.

On the other hand, the lowest mean rating (2.50) falls in Item (1 .How
often do you ask students to explain the reasoning behind the idea?), verbally
described as always.
The data in the highest mean imply that most of the teachers motivate
their students.
The data in the lowest mean reveal that some of the teachers did not let
their students to explain the reason behind the idea.

PROBLEM 3. What is the effect of using MTB-MLE instruction to the

teaching of Math as regards to: Addition, Subtraction, Multiplication and
Division?
TABLE 17
EFFECT OF USING MTB-MLE INSTRUCTION TO THE TEACHING OF
MATHEMATICS AS REGARDS TO ADDITION, SUBTRACTION,
MULTIPLICATION AND DIVISION

TEACHING OF
MATHEMATIC
S
Addition
Subtraction
Multiplication
Division

EFFECT OF USING MTB-MLE INSTRUCTION TO THE

TEACHING OF MATHEMATICS
CORRELATIO PROBABILITY RELATIONSHI DECISION
N
/LEVEL OF
P
ON Ho:
COEFICIENTS SIGNIFICANC
E
0.887
0.000
Very High
Significant
0.679
0.014
Moderate
Significant
0.674
0.016
Moderate
Significant
0.564
0.056
Moderate
Significant

Ho:
Legend: PROBABILITY - .00 TO .05 Reject (R) or NOT ACCEPT= Significant
.06and up Not Reject (NR) or ACCEPT= Not Significant
Table 17 shows the effect of using MTB-MLE instruction to the teaching of
Mathematics as regards to addition, subtraction, multiplication, and division.

As shown, a very high positive relationship existed between the effects of

using MTB-MLE instruction to the teaching of Mathematics with addition (0.887).
In addition, a moderate positive relationship exhibited between the effect of using
MTB-MLE instruction to the teaching of Mathematics with subtraction (0.679),
and with multiplication (0.674).
Furthermore, division showed also a moderate positive relationship with
(0.564). All the four fundamentals (addition, subtraction, multiplication, and
division), indicated significant relationships to the effect of using MTB-MLE
instruction to the teaching of Mathematics.
The findings imply that there is a very high positive relationship existed
between the effects of using MTB-MLE instruction to the teaching of Mathematics
with addition, multiplication, subtraction and addition.
PROBLEM 4.1 What is the effect of using MTB-MLE instruction to pupils in
learning Mathematics as to Pupils in terms of Gender, Study Habits,
Attitude, towards Math, Parents Follow-up, and Availability of Textbook?
TABLE 18
EFFECT OF USING MTB-MLE INSTRUCTION TO PUPILS IN LEARNING
MATHEMATICS IN TERMS OF GENDER, STUDY HABITS, ATTITUDE
TOWARDS MATHEMATICS, PARENTS FOLLOW-UP, AND
AVAILABILITY OF TEXTBOOK
EFFECT OF USING MTB-MLE INSTRUCTION TO UPILS IN
LEARNING MATHEMATICS
CORRELATIO PROBABILITY RELATIONSHI DECISION
N
/LEVEL OF
P
ON Ho:
COEFICIENTS SIGNIFICANC
E

PUPILS
Gender

0.158

0.624

Negligible

Study Habits

0.674

0.016

Moderate

Not
Significant
Significant

Attitude
towards
Mathematics
Parents
Follow-Up
Availability of
Textbook

0.632

0.027

Moderate

Significant

0.670

0.019

Moderate

Significant

0.677

0.012

Moderate

Significant
Ho:

Legend:PROBABILITY - .00 TO .05 Reject (R) or NOT ACCEPT= Significant

.06and up Not Reject (NR) or ACCEPT= Not Significant
Table 18 presents the effect of using MTB-MLE instruction to pupils in
learning Mathematics in terms of gender, study habits, attitude towards
Mathematics, parents follow-up, and availability of textbook.
As shown, moderate positive relationship existed between the effect of
using MTB-MLE instruction to pupils in learning Mathematics with availability of
textbook (0.677), followed by study habits with (0.674), parents follow-up with
(0.670), and with attitudes towards Mathematics with (0.632).
The findings imply that based from the findings of the previously
conducted studies the effect of MTB=MLE instruction in teaching and learning
mathematics the result of the study shows that the gender cannot affect
On the other hand, gender turned out to have no significant relations with
the effect of using MTB-MLE instruction to pupils learning in Mathematics with
(0.158) verbally described as negligible.
The findings reveal that based from the findings of the previously
conducted studies that there is a significant effect in teaching mathematics.

PROBLEM 4.2 What is the effect of using MTB-MLE instruction to Teachers

in terms of Age, Gender, Teaching Experience, Attitude towards MTB, and
Related Trainings / Seminars Attended?

TABLE 19
EFFECT OF USING MTB-MLE INSTRUCTION TO TEACHERS IN TERMS OF
AGE, GENDER, TEACHING EXPERIENCE, ATTITUDE TOWARDS MTB, AND
RELATED TRAININGS / SEMINARS ATTENDED
EFFECT OF USING MTB-MLE INSTRUCTION TO TEACHERS
TEACHERS
CORRELATIO
N
COEFICIENTS
Age
Teaching
Experience
Attitude
towards
MTB
Related
Trainings /
Seminars
Attended

RELATIONSHI
P

DECISION
ON Ho:

0.775
0.964

PROBABILITY
/LEVEL OF
SIGNIFICANC
E
0.003
0.000

High
Very High

Significant
Significant

0.982

0.000

Very High

Significant

0.913

0.000

Very High

Significant

Ho:
Legend:PROBABILITY - .00 TO .05 Reject (R) or NOT ACCEPT= Significant
.06 and up Not Reject (NR) or ACCEPT= Not Significant
Table 7 shows the effect of using MTB-MLE instruction to teachers in
terms of age, gender, teaching experience, attitude towards MTB, and related
trainings / seminars attended.

As shown, very high positive relationship existed between the effect of

using MTB-MLE instruction to teachers with attitude towards MTB (0.982),
closely followed by teaching experience (0.964), and related trainings/ seminars
attended with (0.913).
The findings imply that based from the findings of the previously
conducted studies that there is a significant effect of using MTB-MLE instruction
to teachers with attitude towards MTB.
In addition, high positive relationships existed between the effects of using
MTB to teachers with age with (.0775).
The findings imply that the table shows the effect of using MTB-MLE
instruction to teachers in terms of age, gender, teaching experience, attitude
towards MTB, and related trainings / seminars attended.

CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This

chapter

presents

the

summary,

findings,

conclusions,

and

recommendations. This chapter is the summary of the study of the researchers

MTB-MLE instruction and its effect on teaching and learning mathematics on the
bases of the findings and conclusions.
Summary
The study entitled MTB - MLE INSTRUCTION AND ITS EFFECT ON
TEACHING AND LEARNING MATHEMATICS. Was conduced in eight schools
in district I of El Salvador City. This study utilized the hand-made test. The handmade -test was design to the MTB MLE instruction and its effect teaching and
learning mathematics. This design is used when making a study to know the
effect of teaching and learning mathematics,. The questionnaires will be the main
tool in the data gathering. The instrument was a hand-made test and undergone
the test of validity and reliability. The respondents of the study were the 167
students in the selected elementary schools and the faculty of the selected
schools namely San Francisco de Asis, Hinigdaan Elementary School, Bolisong
Elementary School, Kalabaylabay Elementary School, Cogon Elementary
School, Kibonbon Elementary School, City Central School and Sinaloc
Elementary School. This study applied the quota sampling techniques. In treating
the data gathered, percentage and frequency distribution were employed in
determining the profile of the respondents, weighted mean was used in

determining the profile of the respondents, Tt-test and F-test ANOVA) were used
in determine the extent of parental involvement when grouped by the profile of
the respondents.
In addition, the study aimed to determine the MTB - MLE instruction and
its effect on teaching and learning mathematics. utilized by the faculty and to the
learning styles of the students among the eight selected schools in district I of El
Salvador City. Specifically, it was pursued with the following statement of the
problems: 1). What are the characteristics of the following in terms of pupils
gender, study habits, attitude towards study, parents, follow-up and availability of
textbook. Teachers age, gender, teaching experience, attitude and related
trainings/seminars attended.2).What is the respondents level of using MTB
MLE instruction based on instructional materials and strategies.3.) What is the
effect of using MTB-MLE of math as regards to addition, subtraction,
multiplication and division? 4.) What is the effect of using MTB-MLE instruction to
pupils in learning mathematics

namely Pupils Gender, Study Habit, Attitude

towards study, Parents Follow-up, Availability of Textbook, Teachers. Age,

Gender, Teaching experience, Attitude, Related trainings/seminars attended.

Findings
The study yielded the following findings:
1) All of the teacher-respondents are female (12) no male they are all Grade
two teachers respondents. From the grade two teachers, mostly from the
grade two teachers, mostly married, No MA, and 1-21 years and above of
teaching. On the other hand, all of the student-respondents are in grade two
levels, majority are females than males. As to department they are evenly
distributed.
2).In the students engagement as to the study habits they spend time in
doing assignments and they study and prepared for the teachers,
discussion exhibited the highest mean, followed by attitude towards
mathematics and parental follow-up manifested the highest mean as to
students engagement.
3). As shown, very high positive relationship existed between the effect of
using MTB-MLE instruction to teachers with attitude towards MTB closely
followed

by

teaching

experience

and

related

trainings/

seminars

attended .The findings imply that based from the findings of the previously
conducted studies that there is a significant effect of using MTB-MLE
instruction to teachers with attitude towards MTB.In addition, high positive
relationships existed between the effects of using MTB to teachers with
age .The findings imply that the table shows the effect of using MTB-MLE
instruction to teachers in terms of age, gender, teaching experience,
attitude towards MTB, and related trainings / seminars attended.

CONCLUSION
On the basis of the findings, it might be concluded that there is very high
positive relationship existed between the effect of using MTB-MLE instruction to
teachers with attitude towards MTB closely followed by teaching experience and
related trainings/ seminars attended.
The findings imply that based from the findings of the previously
conducted studies that there is a significant effect of using MTB-MLE instruction
to teachers with attitude towards MTB.

RECOMMENDATIONS
On the basis of the findings and conclusions, the following are
Recommended:
1). The teacher should have a seminar about MTB-MLE as well as on
different strategy to be used inside the classroom like cooperative
learning, brainstorming and case study in order for the students to fully
understanding and to have knowledge about this instructional materials.
2) The Human Resource Management Center (HRMC) should handle
seminar to the teachers with regards to the importance of using MTB
MLEinstruction.
3.) A follow-up study will be encouraged to monitor the use of MTB-MLE
to the students.
4.) The teacher should have a seminar about instructional materials in
teaching mathematics.

ACKNOWLEDGEMENT

The researcher expresses her profoundest thanks to all personnel who in

one way or another who have shared their knowledge and expertise to make this
research successful.
Dr. Alma T. Gurrea, The researchers adviser and mentor as well, for the
constant guidance, patience in every part of this work. for sharing me in her best
of expertise to finish this work and to become successful.
Dr. Alma T. Gurrea, Director, Institute of Professional and Graduate
Studies COC PHINMA for her inspiring words, encouragements and for always
being their to have time in helping me.
The Panel of Examiners Dr. Carmelita O. Elbanbuena, Dr. Estrella S.
Ferenal, and Dr. Pepa V. Pontillas, sharing their time in full examinations of this
work and remarkable comments, motherly, sharing their expertise and
suggestions on its improvement of this study.
Dr. Lina C.Bejiga and Genevieve E. Lusterio for their words of
encouragement to pursue graduate studies.
Her School Division Superintendent Dr. Cora T. Asa for the approval
and enlightenment on the administration of the study all schools in District I.
Her School Administrator Charlotte J. Ytang, for inspiring me to study
masters degree.
The grade two teachers of District I who offered and support to conduct
the test.

To her Family, her lovable husband Cecilo B. Samson for his financial
full support to her study and let her inspired. Her one and only son Gelbryan R.
Samson who make her inspired, Her aunt and cousin lefe F. Valmores who help
her thesis successful.
Above all to the Almighty God for all the blessings, that made this
research work possible.