STUDENTS’ MATHEMATICS INTEREST

AND THEIR MATHEMATICAL COMPETENCY

A Thesis

Submitted to

The Faculty of the

College of Teacher Education, Arts and Sciences

Saint Columban College

Pagadian City

In Partial Fulfillment

Of the Requirements for the Degree

Bachelor in Secondary Education

Major in Mathematics

By

CARBONILLA, SANDY ME H.

DURIMON, NELFA JOY L.

FLORIDA, EVAN PREZELLE M.

October 2017
 ii

THESIS ABSTRACT

Carbonilla, Sandy Me H.; Durimon, Nelfa Joy L.; Florida, Evan Prezelle M. (2017)

Students’ Mathematics Interest and Their Mathematical Competency.

Unpublished Undergraduate Thesis , Saint Columban College, Pagadian City.

This study focused on the students’ mathematics interest level and their mathematical

competency level on the Basic Mathematics. This study studied the significant

relationship between the variables, students’ mathematics interest and students’

mathematical competency. The study was conducted at Saint Columban College –

Pagadian City during the first semester of school year 2017-2018. This study used two

types of questionnaires for the 75 Accountancy, Business and Management (ABM)

students from ABM – A and ABM - B enrolled in General Mathematics. The first

questionnaire was the Students’ Mathematics Interest Inventory (Judilla 2010, based on

the concept of Eccles-Wigfield), and the second questionnaire was the Mathematical

Competency Test (Numerical Skills/Pre-algebra Test by ACT Compass, 2014). This

study used the descriptive method, frequency count, weighted mean, percentage

distribution and mean percentage score. The processing of the data was done through the

computer software Statistical Package for Social Sciences (SPSS) for an accurate and

reliable result. The test of correlation between the students’ interest and competency in

mathematics revealed that the Pearson “r” Correlation Coefficient yielded a value of

0.066 and the probability of 0.571 which was higher than the 0.05 level of significance.

Thus, it was found out that the students’ mathematics interest has no significant

relationship to the students’ mathematical competency.

Keywords: Mathematics Interest, Mathematical Competency

 iii

ACKNOWLEDGEMENT

The researchers would like to express their heartfelt thanks and gratitude to the

following persons, who in their special way have helped behind the successful

completion of this study.

Dr. Nora G. Agustero, thank you for being an approachable and considerable

instructor. Thank you for sharing your motherly effort, patience, guidance and

encouragement. You’ve been such a great role model to us.

Ms. Marivic R. Daniel, thank you for being a steadfast supporter as an adviser of

this research. Thank you so much ma’am for never hesitating to share with us your time

and for the advices, guidance and knowledge you have shared on what to do and how to

do this research. You do not know how grateful we are for the unbounded help you’ve

imparted, that whenever we asked for your help you were always there to help us. Your

presence and effort as our adviser was highly valued by us researchers.

Ms. Mary Joy G. Gicale, thank you for rendering us time whenever you are

needed. Thank you for being our accessible panel, whom together with our adviser and

instructor, collaboratively shared opinions for us to have a better research output. Thank

you for the guidance throughout the process. We’re grateful for your immense help to us.

Dr. Genesis Naparan, thank you for sharing your incomparable ideas, and

suggestions that contribute much in the improvement of this study.

Dr. Mario F. Alayon, thank you for the maximum support as our CTEAS Dean,

and for the knowledge on the use of SPSS which was enormously used on this study.

Rev. Fr. Rico P. Sayson, thank you for allowing us to conduct our research in the

school. Without your approval as the school president, we cannot do our research freely.
 iv

ABM-11 A & B, sorry for giving you headaches on the competency test given,

yet we’re so much thankful for sharing your ‘you’ through giving us your honest answers

on the survey questionnaires.

Our parents, thank you so much for the incessant monetary assistance and moral

support. With you and your unconditional and undying love, strength and understanding

we know we have great cheerleaders behind us. Thank you for all the encouragement for

us to keep going, and for giving us shoulders to cry on during struggling times. Despite

the distance, you never failed us, you never failed to become our number one fan.

Our friends, especially to “Team Laaw”, “Team COMBI”, and “Team

Hangers”, thank you for sharing great experiences, for being a great motivator, and for

being our brothers and sisters, our family outside home.

Our “Math Pandays” or “Math Peps”, thank you for all the short yet memorable

moments we’ve shared together. Thank you for all the help and for understanding our

hectic and stressful schedules. Thank you for listening to all of our rants, for encouraging,

and for accompanying us, your ‘ates’ during our stress-eating sessions.

Above all, our Almighty Father, our Provider, thank You for blessing us with

these people around us, thank You also for the wisdom, knowledge, enlightenment,

protection, and for everything you’ve showered upon us as we needed for the completion

of this research. All of these are for Your glory, and the greatness of Thy kingdom. For

with You and Your mercy “nothing is impossible”.

To everyone who was alongside with us on our journey, THANK YOU WOULD

NEVER BE ENOUGH. Without all of you, this research could not be successful.
 v

DEDICATION

This research was humbly dedicated to

Our Almighty Father,

for being the source of life, strength and wisdom;

Our loving Mama and Papa:

Mr. Manuel and Mrs. Agustina Carbonilla,

Mr. Arnel and Mrs. Nora Durimon,

Mr. Rolando and Mrs. Prima Florida,

for the being our support system,

together with our beloved siblings, relatives and friends.

- Sandy, Nelfa, Evan

 vi

Table of Contents

THESIS ABSTRACT............................................................................................................................. ii
ACKNOWLEDGEMENT ..................................................................................................................... iii
DEDICATION ..................................................................................................................................... v
Chapter 1 .......................................................................................................................................... 1
The Problem................................................................................................................................. 1
Introduction .............................................................................................................................. 1
Perspective of the Researchers................................................................................................. 3
Conceptual Framework ............................................................................................................ 4
Statement of the Problem ......................................................................................................... 5
Hypothesis ............................................................................................................................... 6
Scope and Limitations of the Study ......................................................................................... 6
Significance of the Study ......................................................................................................... 7
Definition of Terms.................................................................................................................. 8
Structure of the Thesis ............................................................................................................. 9
Chapter 2 ........................................................................................................................................ 10
Review of Related Literature ..................................................................................................... 10
Students’ Mathematics Interest .............................................................................................. 10
Students’ Mathematical Competency .................................................................................... 12
Chapter 3 ........................................................................................................................................ 15
Research Methodology .............................................................................................................. 15
Research Environment ........................................................................................................... 15
Research Participants ............................................................................................................. 16
Sampling Techniques ............................................................................................................. 16
Research Instruments ............................................................................................................. 17
Data Gathering Techniques.................................................................................................... 17
Statistical Treatment .............................................................................................................. 18
Chapter 4 ........................................................................................................................................ 19
Presentation, Analysis and Interpretation of Data ..................................................................... 19
Students’ Mathematics Interest .............................................................................................. 19
 vii

Students Mathematical Competency ...................................................................................... 26

Testing of Hypothesis ............................................................................................................ 29
Chapter 5 ........................................................................................................................................ 32
Summary, Findings and Conclusions......................................................................................... 32
Summary of Findings ............................................................................................................. 32
Conclusion ............................................................................................................................. 33
Recommendations .................................................................................................................. 34
References ...................................................................................................................................... 36
Appendix A .................................................................................................................................... 39
Appendix B .................................................................................................................................... 41
Appendix C .................................................................................................................................... 43
Appendix D .................................................................................................................................... 47
CURRICULUM VITAE ................................................................................................................ 48
 viii

List of Tables

Table Title Page

1 The Research Participants 16

2 Level of Students’ Interest in Mathematics 24

3 Student’ Mathematical Competency 27

4 Students’ Scores in the Mathematical Competency Test 27

5 Students’ Mathematical Competency Level 29

6 Testing of Significance between Mathematics Interest 30
and Mathematical Competency
 ix

List of Figures

Figure Title Page

1 The Conceptual Framework of the Study 4

2 Item 6 of Mathematics Interest Inventory 20

3 Item 1 of Mathematics Interest Inventory 21

4 Item 14 of Mathematics Interest Inventory 21

5 Item 15 of Mathematical Interest Inventory 22

6 Item 5 of Mathematics Interest Inventory 23

7 Item 17 of Mathematics Interest inventory 23

8 Frequency Count of the Students’ Scores in the Mathematical 28
Competency Test
 Chapter 1

The Problem

Introduction

“The world is rapidly becoming a different place, and the challenges to

individuals and societies imposed by globalization and modernization are widely

acknowledged. Perhaps the most challenging dilemma for educators today is that routine

cognitive skills, the skills that are easiest to test, are also the skills that are easiest to

digitize, automate and outsource. Traditionally, mathematics is often taught in an abstract

mathematical world in ways that are removed from authentic contexts – for example, the

students are taught the techniques of arithmetic, and then gives lots of arithmetic

computations to complete; or they are shown how to solve particular types of equations,

and then give lots of similar equations to solve. But to succeed today, students need to

have an understanding of the fundamental concepts of mathematics, they need to be able

to translate new situation or problem they face into a form that exposes the relevance of

mathematics, make the problem amenable to mathematical treatment, identify and use the

relevant mathematical knowledge to solve the problem, and then evaluate the solution in

the original problem context”, according to the Schleicher (Teacher Education Frontiers,

2012, p.21).

The ability to perform basic arithmetic operations such as addition or

multiplication represents a fundamental prerequisite for the acquisition of higher-order

numerical competence (Grabner, Ansari, Reishofer, Stern, Ebner and Neuper, 2007).

There was a widespread interest among industrialized countries in improving the

levels of mathematics competency or achievement in schools. Apart from the economic

 2

benefits it was argued this would bring by better preparing young people for the

numeracy demands of modern workplaces, and raising the overall skill levels of

workforce, there were also social benefits tied to improving access for larger numbers of

young people to post-school education and training opportunities and laying stronger

foundations to skills for lifelong learning (Lamb and Fullarton, 2001).

According to the article Factors that Affect Mathematics Achievement of Students

of Philippine Normal University - Isabela Campus by Andaya (2014) “mathematics is not

just computation but a tool for understanding structures, relationships and patterns to

produce solutions for complex real life problems. Mathematics is a necessity for people

of all ages to be successful in life.”

Leongson (2003) revealed that Filipino students excelled in knowledge

acquisition but fare considerably low in lessons requiring higher-order thinking skills.

This disappointing condition was evident in the performance of students in national and

international surveys on mathematics and science competencies.

From the International Mathematics Olympiad, details showed that the

Philippines ranked 79th out of 82 countries in 2003 and 80th out of 85 countries in 2004.

Based on the possible maximum points of 225, China got the highest score of 220 points,

Vietnam 126, Thailand 90 and the Philippines 16 points (DepEd, 2003). Upon looking at

the numbers, it’s quite obvious that Philippines were so left out in the Mathematics

Olympiad which somehow showed the country’s mathematical competency.

As Sindrijas (2003) found out that the students’ interest towards mathematics was

significantly related to the students’ performance. From the information stated

 3

beforehand, thus, the researchers were very much eager to know and validate such

information through a study to be conducted at Saint Columban College.

Perspective of the Researchers

The researchers of this problem were taking Bachelor in Secondary Education

major in Mathematics under the College Of Teacher Education, Arts and Sciences

(CTEAS) of Saint Columban College – Pagadian City. They were all enrolled in the

subject of Action Research in Mathematics (Math221) and they were the following:

First researcher was Ms. Sandy Me H. Carbonilla. She lived in Barangay

Pandanan, Sultan Naga Dimaporo, Lanao Del Norte, Philippines. She was born on

February 23, 1998 and the daughter of Mr. Manuel C. Carbonilla and Mrs. Agustina H.

Carbonilla. She was a product of Pandanan Elementary School and of Andres Bersales

Sr. National High School. Currently, she was studying Bachelor in Secondary Education

with Mathematics as the area of specialization at Saint Columban College – Pagadian

City.

Second researcher was Ms. Nelfa Joy L. Durimon. She lived in Barangay Sapang

Pinoles, Lakewood, Zamboanga Del Sur, Philippines. She was born on July 24, 1996 and

a daughter of Mr. Arnel R. Durimon Sr. and Mrs. Nora L. Durimon. She finished her

Elementary years at Sapang Pinoles Elementary School with honors and acquired her

high school education at Bululawan National High School with honors. Currently, she

was studying Bachelor in Secondary Education with Mathematics as the area of

specialization at Saint Columban College-Pagadian City.

Last researcher was Ms. Evan Prezelle M. Florida. She lived in Barangay

Sumadat, Dumalinao, Zamboanga Del Sur, Philippines. She was born on April 25, 1998
 4

and the daughter of Mr. Rolando E. Florida and Mrs. Prima M. Florida. She finished her

basic education at Dumalinao Regional Pilot School (which was Dumalinao Pilot School

before) and graduated with honors at the said school. She went to Immaculate Heart

Academy for her secondary education and also graduated with honors. Currently, she was

studying Bachelor in Secondary Education with Mathematics as the area of specialization

at Saint Columban College-Pagadian City.

The researchers believed that the students’ mathematics interest affects their

mathematical competency. The result of this research will greatly help them in finding

out the level of competency of the students’ that will enable them to understand how it

was affected by the students’ interest.

Conceptual Framework

The conceptual framework of this study was shown in the graphic organizer that

was presented in Figure 1 of this paper. The schema showed a cause and effect

relationship such that the students’ mathematics interest (independent variable) affects

the students’ mathematical competency (dependent variable).

Schereiber (2000) stated that those who have positive attitude/interest toward

mathematics have better performance in this subject.

Figure 1
The Conceptual Framework of the Study

Students'
Students'
Mathematical Action Plan
Mathematics Interest
Competency
 5

As shown in figure 1, the flow of the research was being visualized, from the

mathematics interest as the independent variable affecting the dependent variable which

was the mathematical competency down to the action plan. Generally, it particularly

emphasizes on the relationship of the interest of the students towards their competency in

mathematics.

The researchers believed that there was a significant result upon studying this

matter in line with mathematics. In this country who adapts the K-12 program, this study

might help in understanding fully the level of mathematics interest of the students as it

was believed that it was a great factor affecting their mathematical competency.

As shown in Figure 1, an action plan was also given priority as an outcome of the

study.

Statement of the Problem

The study assessed the significant relationship between students’ mathematics

interest and their mathematical competency. It focused in Saint Columban College,

Senior High School Department; Grade-11 ABM students enrolled in General

Mathematics as the research participants. The study was conducted during the first

semester school year 2017-2018.

Specifically, it aimed to answer the following queries:

1. What was the level of interest of the students towards mathematics?

2. What was the level of competency of the students towards mathematics?

3. Was there a significant relationship between students’ mathematics interest and their

mathematical competency?
 6

4. Based on the results of the study, what action plan to the teaching and learning

mathematics can be developed?

Hypothesis

This was the hypothesis which was tested using the 0.05 level of significance:

There is a significant relationship between students’ mathematics interest and

mathematical competency.

Scope and Limitations of the Study

The study only confined to the students who take General Mathematics of Saint

Columban College Senior High School Department- Pagadian City. Particularly, the

study focused on the students’ mathematics interest and their mathematical competency.

Hence, the scope of this study involved the following parameters which limit this

research endeavor and establish its place in the wide range of this research.

Subject Matter. This study focused on students’ mathematics interest and

mathematical competency.

Research Environment and Timeline. This study was conducted on the first

semester of the S.Y. 2017-2018 at Saint Columban College located at Corner Cerilles-

Sagun Streets, Pagadian City.

Research Participants. The participants of this research are the Grade-11 ABM

students of the Senior High School Department at Saint Columban College. From the two

sections which would supposedly be 79 students in all, there were only a total of 75 who

were present during the conduct of the survey.

 7

Research Instruments. This study used two sets of instruments in the form of

questionnaires given to the students for gathering the necessary data. The first instrument

was the Student Mathematics Interest Inventory (Judilla 2010, based on the concept of

Eccles-Wigfield) to find out the level of interest of the students in mathematics. The

second instrument was the Mathematical Competency Test (Numerical Skills/Pre-algebra

Test by ACT Compass, 2014) to evaluate their competency level on the Basic

Mathematics.

Statistical Treatment. The descriptive statistics - survey method, frequency count,

percentage distribution, weighted mean, and mean percentage score was used. And also

for accuracy and reliability, the Statistical Package for Social Sciences (SPSS) computer

software was used.

Significance of the Study

The researchers believed that the study would have a significant value and

contribution to students’ mathematics interest and mathematical competency.

Specifically, this study would benefit the following individuals and groups, who

were considered as direct recipients of the results of this investigation for the purpose of

improving the variables.

Students. Students would give more interest in mathematics for them to have

higher competency level.

Parents. Parents would put on their mind that the interest of their children and the

competency skills towards mathematics started and was influenced at home.

 8

Teachers. Teachers could guide students and give a more welcoming classroom

environment for their students to be interested in the subject and learn more competency

skills.

School Administrators. The result of this study would provide them insights for

the improvement of school programs on students’ mathematics interest and mathematical

competency that would lead to a higher achievement in mathematics.

Other Researchers. Information regarding students’ mathematics interest and

mathematical competency would be of essential aid to future researchers as a frame of

reference in further researches to improve mathematics achievement and to study other

factors affecting students’ mathematical competency aside from their mathematics

interest.

Definition of Terms

The following terms would be used extensively in this study and should be taken

according to the definition given below:

Mathematical Competency. This refers to the students’ ability or skill in

mathematics.

Mathematics Interest. This refers to the feeling of wanting to learn more about

mathematics.

Statistical Package for Social Sciences (SPSS). It was a widely used program in

statistical analysis in social science. It was also used by market researchers, health

researchers, survey companies, government, education researchers, marketing

organizations, data miners, and others. In addition to statistical analysis, data

 9

management (case selection, file reshaping, creating derived data) and documentation (a

metadata dictionary was stored in the datafile) were features of the base software.

Structure of the Thesis

The study would consist five chapters: Chapter 1 The Problem, Chapter 2 Review

of Related Literature, Chapter 3 Research Methodology, Chapter 4 Presentation, Analysis

and Interpretation of Data, and Chapter 5 Summary Findings, Conclusions and

Recommendations.

Chapter 1 The Problem includes Introduction, Perspective of the Researchers,

Conceptual Framework, Statement of the Problem, Hypothesis, Scope and Limitations of

the Study, Significance of the Study, Definition of Terms, and Structure of the Thesis

Chapter 2 Review of Related Literature includes Students’ Mathematics Interest,

and Their Students Mathematical Competency.

Chapter 3 Research Methodology includes Research Design, Research

Environment, Research Participants, Sampling Techniques, Research Instruments, Data

Gathering Techniques, and Statistical Treatment.

Chapter 4 Presentation, Analysis and Interpretation of Data includes Students’

Mathematics Interest, Students Mathematical Competency, and Testing of the

Hypothesis.

Chapter 5 Summary of Findings, Conclusion/s and Recommendations includes

Summary of Findings, Conclusion/s, and Recommendations.

 10

Chapter 2

Review of Related Literature

This chapter reviews the literature related to students’ mathematics interest and

students’ mathematical competency, which will provide bases for the interpretation of the

data that would be gathered later.

Students’ Mathematics Interest

Students’ interest refers to the students feeling of curiosity towards the subject

that could make the students turn to. Interest was argued that it was central in determining

how one selected and persisted in processing certain types of information in preference to

others. Recently, it has been suggested that the particular phase of interest under

discussion influenced the nature of the relation among motivation, learning, and emotions

(Hidi and Renninger, 2003).

According to the latest Gallup youth survey conducted in 2004 (as cited by

Saad,2005), the subject that the teenagers found most difficult in school was

mathematics. Accordingly, some people have the tendency to blame the educators of the

poor performance of the students in math.

Discussing how young students view math, Mirzakhani (Encyclopedia of World

Biography, 2016, p. 267) said “I do believe that many students don’t give mathematics a

real chance. I did poorly in math for a couple of years in middle school; I was just not

interested in thinking about it. I can see that without being excited mathematics can look

pointless and cold. The beauty of mathematics only shows itself to more patient

followers.”
 11

In the Philippine concept, as cited in a research conducted by Cabahug and Ladot

(2005), the University of the Philippines’ greatest failure was in mathematics. It was also

said that repetition in mathematics was common among UP students that almost one out

of three repeated a mathematics course.

Bilbase and Shashidar (2010) said that the images in the classrooms and the

means of teaching may have a significant impact on shaping the attitude towards

mathematics. They proposed that another thing that may affect a child’s perception of

mathematics was the attitude of the parents toward the subject. They said that most likely,

parents that showed negativity towards mathematics will give the child a negative attitude

of it – this showed how much parental encouragement was important in a child’s

learning.

According to an article written by Jay Prakash (2011), interest, in Latin means “it

matters” or “it concerns”. He said that interest may refer to the motivating force that

drives the individual to attend to a person, an object or an activity. He added that interest

might be the cause of an activity and the result of participation in the activity.

Hidi (2011) study stated that our preference in processing certain types of

information was determined by our interest most of the time. She continued that our

interest could also affect our cognitive functions and learning. She proposed that there

was a huge difference in psychological and physiological processes when the information

received was interesting or not.

In another article of Paris and Turner (as cited in Keiff, 2005), said that interest

played an important role in motivating students to study. If the learner has an interest in
 12

the subject matter, it was more likely that the learner will engage into a good study habit

that will help the student expand the knowledge at hand.

Schiefele (2001) suggested that interest impacts students’ attention and memory

for tasks and depth of processing, it appears that interest makes a significant impact on

intellectual functioning.

Attention maybe equated with the triggering of situational interest, but depending

on the phase of interest being discussed. In the same way, during classroom discussions if

the students were interested with the subject that they will be engrossed to it, so they will

listen and participate. Understanding and learning might take place. Hence, interest could

be one of the factors for students thinking about mathematics that could affect their

competency (Judilla, 2010).

Students’ success in mathematics depends upon attitude towards mathematics. It

also affects the participation rate of learners (Ma; Xu, 2004). It also stated there that

“attitude towards mathematics plays a crucial role in the teaching and learning process of

mathematics. It affects students’ achievement in mathematics”. Usually, the way that

mathematics was represented in the classroom and perceived by the students, even when

teachers believed they were presenting it in authentic and context dependent way stands

to alienate many students from mathematics (Barton, 2000; Furinghetti; Pekhonen, 2002).

Students’ Mathematical Competency

Competence, as we used the term, referred generally to what students need to

know or do in order to be considered successful by the teacher and other students in the

classroom (Gresalfi; Martin; Hand; Greeno, 2008).

 13

What was the purpose of focusing on competence? This paper was intended to

contribute to the ongoing conversation about what it means to be “mathematically

proficient” (National Council of Teachers of Mathematics 2000; Kilpatrick, Swafford and

Findell, 2001).

Mathematical competence was very precisely defined by Mogens Niss (2001) as

‘the ability to understand, judge, do, and use mathematics in a variety of intra- and extra-

mathematical contexts and situations in which mathematics plays or could play a role’.

He stated that “to possess a competence (to be competent) in some domain of personal,

professional or social life is to master (to a fair degree, modulo the conditions and

circumstances) essential aspects of life in that domain”.

According to Niss (2001), there were eight elements of mathematical competence

which can be said to form two groups. The first was to ask and answer questions about,

within, and by means of mathematics. The second consisted of understanding and using

mathematical language and tools. The eight competencies were the following: Thinking

mathematically (mastering mathematical modes of thought); Posing and solving

mathematical problems; Modelling mathematically (i.e. analysing and building models);

Reasoning mathematically; Representing mathematical entities (objects and situations);

Handling mathematical symbols and formalisms; Communicating in, with, and about

mathematics; and Making use of aids and tools (including information technology).

Mathematical competence, was defined as a combination of knowledge, skills and

attitudes appropriate for the situation (Heba, 2012).

According to Duncan (2005), every teacher of mathematics, whether at the

elementary, middle, or high school, has an individual goal to provide students with the
 14

knowledge and understanding of the mathematics necessary to function in a world very

dependent upon the application of mathematics.

From the different studies and articles presented, the researchers hypothesized

that students’ interest in math may affect their mathematical competency. The researchers

were eager to find out the effects of mathematical competency in the level of interest of

the students in mathematics.

 15

Chapter 3

Research Methodology

This chapter presents the research methodology of the study. It includes the

discussion on the research design and research methods covering the research

environment, research subjects, sampling techniques, instrumentation, data gathering

techniques, and statistical treatment.

Research Design

This research endeavour determined the significant relationship between

mathematical interest and competency in Basic Mathematics subject with the help of the

General Mathematics students of SCC-Senior High School Department. The researchers

used survey in gathering data.

Denscombe (The Good Research Guide, 2003) said that the word ‘survey’ means

to view comprehensively and in detail’. In another sense it referred specifically to the act

of ‘obtaining data for mapping’.

A survey was relatively easy to administer and was capable of collecting data

from a large number of respondents.

Research Environment

This study was conducted at Saint Columban College located at Cerilles-Sagun

Streets, Pagadian City.

Saint Columban College was a private educational institution run by the Roman

Catholic Diocese of Pagadian in Pagadian City, Philippines. Founded in 1957 as Saint

 16

Columban School, Columban was the largest among the Diocesan Schools of Pagadian

City.

Saint Columban College now has 5 departments: Graduate School Department;

College Department which is composed of the College of Business education (CBE),

College of Computer Studies (CCS), College of Teacher Education, Arts, and Sciences

(CTEAS); High School Department which has the Junior High School and Senior High

School; Grade School Department; and Kindergarten.

Research Participants

From the 669 Grade 11 students who were all officially enrolled in General

Mathematics at Saint Columban College in the first semester of the school year 2017-

2018, the participants for the study were composed of 75 ABM Grade-11 students of the

Senior High School Department of SCC- Pagadian City. From the three sections of

students who enrolled in Accountancy, Business and Management (ABM), the

researchers selected two sections to be the research participants.

Table 1
The Research Participants

Section Total
ABM 11 A 39
ABM 11 B 36
Total 75

Sampling Techniques

The researchers chose the purposive sampling which allowed them to choose the

sample of interest for the study which will best enable the researchers to answer their
 17

questions. They chose the ABM Grade-11 students for they believed they were those who

were more engaged in using and applying the Basic Mathematics knowledge into their

strand.

Research Instruments

This study used two sets of instruments in the form of questionnaires given to the

students for gathering the necessary data. The first instrument was the Student

Mathematics Interest Inventory (Judilla 2010, based on the concept of Eccles-Wigfield)

which was used to find out the level of interest the students have in mathematics. And the

second instrument was the Mathematical Competency Test (Numerical Skills/Pre-algebra

Test by ACT Compass, 2014) that would be used to evaluate the mathematical

competency level of the participants.

Data Gathering Techniques

First thing that the researchers did before doing the whole process was to ask

permission from the School President noted by their adviser, and recommended by the

dean of their department to allow them to conduct their research.

After it, they conducted their survey. The researchers gave the instructions needed

for the survey. They asked the respondent to answer first the Students Mathematics

Interest Inventory questionnaire. Then, before the participants would answer the second

set of questionnaire which was the Mathematical Competency Test, the researchers gave

first the specific topics included in the test.

After doing the body of the research, the researchers organized the data they

gathered from the survey. The tabulation, analysis and interpretation of data followed
 18

utilizing the appropriate statistical treatment through the use of SPSS with some sort of

help.

Statistical Treatment

The statistical processes used in this study were descriptive statistics - survey

method, frequency count, percentage distribution, weighted mean and mean percentage

score. The Statistical Package for Social Sciences (SPSS) computer software was utilized

to compute the data, construct figures from the data and to test the data to find out the

significant relationship between students’ mathematics interest and mathematical

competency.
 19

Chapter 4

Presentation, Analysis and Interpretation of Data

This chapter presents, analyzes, and interprets the data of the mathematics interest

and mathematical competency of the ABM Grade-11 students of Saint Columban College

– Pagadian City.

Students’ Mathematics Interest

This variable assesses the mathematics interest of the Grade-11 students of Saint

Columban College. According to an article written by Jay Prakash (2011), interest, in

Latin means “it matters” or “it concerns”. He said that interest may refer to the

motivating force that drives the individual to attend to a person, an object or an activity.

The students were asked to respond to the Mathematics Interest Inventory (Judilla

2010, based on the concept of Eccles-Wigfield).

The following figures shown were the items from Mathematics Interest Inventory

which has the most number of the respondents who strongly agreed, agreed, disagreed

and strongly disagreed.

The data on the result of the students’ level of interest using the Mathematics

Interest Inventory (Judilla 2010, based on the concept of Eccles-Wigfield), the weighted

mean with its corresponding interpretation were shown in Table 2.

 20

Figure 2
Item 6 of Mathematics Interest Inventory

The figure 2 showed the item that has the highest number of respondents (40 out

of 75 respondents) who strongly agreed, which stated that learning math is useful for the

future.
 21

Figure 3
Item 1 of Mathematics Interest Inventory

Figure 4
Item 14 of Mathematics Interest Inventory

The figures 3 and 4 showed the items that have the highest number of respondents

(47 out of 75 respondents) who agreed, which stated that there is enjoyment in doing

math problems and it can sharpen their thinking and reasoning skills.
 22

Figure 5
Item 15 of Mathematics Interest Inventory

The figure above showed the item that has the highest number of respondents (41

out of 75 respondents) who disagreed, which stated that they can’t find ways in

mathematical problems.
 23

Figure 6
Item 5 of Mathematics Interest Inventory

Figure 7
Item 17 Item 1 of Mathematics Interest Inventory

The figures 6 and 7 showed the items that have the highest number of respondents
(19 out of 75 respondents) who strongly disagreed that mathematics is the most difficult
subject and that they will be dependent to others.
 24

Table 2
Level of Students’ Interest in Mathematics

Item Wtd. Interpretation

Mean
1. I find enjoyment doing assignments in math subjects. 2.65 High Interest
2. I don’t like math. 3.07 High Interest
3. I feel that, to me, being good at solving problems which 3.23 High Interest
involve math or reasoning mathematically is very important.
4. I am excited when my friends started to talk math discussions. 2.49 Low Interest
5. I consider mathematics my most difficult subject. 2.27 Low Interest
6. Learning math is useful for my future. 3.48 Very High Interest
7. My classmates are better than I in math. 3.15 High Interest
8. Math is applicable only in school and nowhere else. 3.01 High Interest
9. I find math useful in daily life. 3.27 Very High Interest
10. If I have my way, I will avoid taking mathematics subject in 2.96 High Interest
college.
11. Math is one of my favorite subjects. 2.61 High Interest
12. I find less difficulty in passing Math test. 2.41 Low Interest
13. I find it hard to get good grades in math. 2.21 Low Interest
14. My thinking and reasoning are sharpened when I work with 2.93 High Interest
mathematics problems.
15. Mathematics makes me feel as though I am lost in the jungle 2.15 Low Interest
of numbers, and I can’t find my way out.
16. I easily give up when I can’t solve a mathematics problem. 2.48 Low Interest
17. I always need someone to help me with mathematics because 2.00 Low Interest
it confuses me.
18. My poorest mark is usually in mathematics. 2.80 High Interest
19. Mathematics gives me so much satisfaction. 2.61 High Interest
20. I am too nervous to think in my mathematics class. 2.39 Low Interest
21. Studying math in school is for my future. 3.19 High Interest
22. I would be happy if mathematics were to be taken out of the 2.72 High Interest
curriculum.
23. I would willingly exchange my mathematics subject for an 2.71 High Interest
easier subject in school.
24. Getting good grades in math is very important for me. 3.45 Very High Interest
25. I am interested to acquire further knowledge in mathematics. 3.43 Very High Interest

Over-all Weighted Mean 2.79 High Interest

Hypothetical Mean Range (Judilla,2010) : 3.26-4.00 – Very High Interest
2.51-3.25 – High Interest
1.76-2.50 – Low Interest
1.00-1.75 – Very Low Interest
 25

Based on table 2, the lowest mean was 2.00, interpreted as Low Interest, and was

posted in Item 17 (I always need someone to help me with mathematics because it

confuses me).

Three other items were anchored on the Very High Interest scale: Item 9 (I find

math useful in daily life) with a mean of 3.27; Item 24 (Getting good grades in math is

important for me) with a mean of 3.45; and Item 25 (I am interested to acquire further

knowledge in mathematics) with a mean of 3.42.

There are also 13 items on the High Interest scale: Item 1 (I find enjoyment doing

assignments in math subjects) with a mean of 2.65; Item 2 (I don’t like math) with a mean

of 3.07; Item 3 (I feel that, to me, being good at solving problems which involve math or

reasoning mathematically is important) with a mean of 3.23; Item 7 (My classmates are

better that I in math) with a mean of 3.15; Item 3 (Math is applicable only in school and

nowhere else) with a mean of 3.01; Item 10 (If I have my way, I will avoid taking

mathematics subject in college) with a mean of 2.96; Item 11 (Math is one of my

favourite subjects) with a mean of 2.61; Item 14 (My thinking and are sharpened when I

work with mathematics problems) with a mean of 2.93; Item 18 (My poorest remark is

usually in mathematics) with a mean of 2.80; Item 19 (Mathematics gives me so much

satisfaction) with a mean of 2.61; Item 21 (Studying math in school is for my future) with

a mean of 3.19; Item 22 (I would be happy if mathematics were to be taken out of the

curriculum) with a mean of 2.72; and Item 23 (I would willingly exchange my

mathematics subject for an easier subject in school) with a mean of 2.71.

The remaining 7 items are anchored on the Low Interest scale: Item 4 (I am

excited when my friends started to talk math discussions) with a mean of 2.49; Item 5 (I
 26

consider mathematics my most difficult subject) with a mean of 2.27; Item 12 (I find less

difficulty in passing Math test) with a mean of 2.41; Item 13 (I find it hard to get good

grades in math) with a mean of 2.21; Item 15 (Mathematics makes me feel as though I am

lost in the jungle of numbers, and I can’t find my way out) with a mean of 2.15; Item 16

with a mean of 2.48; and Item 20 with a mean of 2.39.

Thus, the result of students mathematics interest inventory contradicts what

Mirzakhani (Encyclopedia of World Biography, 2016, p. 267) said “I do believe that

many students don’t give mathematics a real chance…” for the findings showed that the

over-all level of interest of the respondents towards mathematics was high with an overall

weighted mean of 2.79, interpreted as High Interest.

Students Mathematical Competency

This variable refers to the fluency in basic mathematics, and understanding of

mathematical concepts and the ability to use mathematical reasoning to solve

mathematical problems.

Mathematical competence was very precisely defined by Mogens Niss (2001) as

‘the ability to understand, judge, do, and use mathematics in a variety of intra- and extra-

mathematical contexts and situations in which mathematics plays or could play a role’.

The Mathematical Competency Test (Numerical Skills/Pre-algebra Test by ACT

Compass, 2014) was given to the respondents. It was assumed by the researchers that the

research participants of this study have prior knowledge about basic mathematics since it

was part of their curriculum during their junior high school.

The frequency distribution of the scores of the participants was shown in Table 3.
 27

Table 3
Students' Mathematical Competency
Frequency Percent Valid Cumulative
Percent Percent
1 3 4.0 4.0 4.0
2 3 4.0 4.0 8.0
3 8 10.7 10.7 18.7
4 11 14.7 14.7 33.3
5 16 21.3 21.3 54.7
6 11 14.7 14.7 69.3
Valid
7 11 14.7 14.7 84.0
8 7 9.3 9.3 93.3
9 3 4.0 4.0 97.3
10 1 1.3 1.3 98.7
11 1 1.3 1.3 100.0
Total 75 100.0 100.0

The data above (Table 3) was generally organized on Table 4 showing the range

of scores of the students and its corresponding interpretation.

Table 4
Students Scores in the Mathematical Competency Test
Range of Scores Frequency Percent (%) Interpretation
(14 items) (No. of Students)
1–3 14 18.67% Very Low
4–6 38 50.67% Low
7 – 10 22 29.33% High
11 – 14 1 1.33% Very High
Total 75 100%

As shown in the table, the highest number of students or 50.67 % equivalent to 38

students got the scores 4 – 6 that were interpreted as Low. And 1.33% equivalent to only

1 student got the scores 11 – 14 that was interpreted as Very High.

 28

There was also 18.47 % equivalent to 14 students who got the scores 1 – 3, which

was interpreted as Very Low. And the remaining 29.33 % equivalent to 22 students was

interpreted as High.

To elaborate further, the graphical representation of the frequency count of the

students’ scores was found in Figure 8 below.

Figure 8
Frequency Count of the Students’ Scores in the Mathematical Competency Test

With the given data on Table 3, 4, and Figure 8, the table 5 showed the over-all

Mean and Mean Percentage Score of the Students Mathematical Competency Level.
 29

Table 5
Students Mathematical Competence Level
Mean Mean Percentage Score Interpretation
5.39 38.48 Very Poor
Hypothetical Mean Range (Pardillo, 2013) : 90.0 – 100.0 - Excellent
80.0 – 89.9 - Very Good
70.0 – 79.9 - Good
60.0 – 69.9 - Fair
50.0 – 59.9 -Poor
Below 50 - Very Poor (Failed)

As shown in table 5, the scores of the students garnered a Mean Percentage Score

(MPS) of 38.5 which was interpreted as Very Poor. Given the fact that the ABM students

were used to using calculators but during the conduct of the test the students were not

allowed to use calculators, thus, the findings of the Basic Mathematics competency skills

of the ABM Grade -11 students was said to be Very Poor.

Thus the findings gathered on this study verified the statement of Leongson

(2003) “that Filipino students excelled in knowledge acquisition but fare considerably

low in lessons requiring higher-order thinking skills. This disappointing condition was

evident in the performance of students in national and international surveys on

mathematics and science competencies.”

Testing of Hypothesis

The hypothesis was being advanced in this study and was tested using the 0.05

level of significance.

Hypothesis. There was a significant relationship between students’ mathematics

interest and mathematical competency.

 30

The test of significant relationship between students’ mathematics interest and

mathematical competency was shown in table 6.

Table 6
Testing of Significant Relationship between Mathematics Interest and
Mathematical Competency
Parameters Findings

Pearson “r” Correlation 0.066

Probability 0.571

Decision of the Hypothesis Reject

Interpretation No Significant Relationship*

*Testing the relationship of Mathematics Interest and Mathematical

Competency of the students was tested using the individual data of the
respondents.

As shown in table 6, students’ mathematics interest and students’ mathematical

competency posted Pearson “r” value of 0.066 and probability value of 0.571 whose

probability value higher than 0.05 level of significance, making a decision to reject the

hypothesis for there were no significant relationship between the variables.

Hence, the result of the testing of hypothesis rejected the notion that there is a

significant correlation between the students’ mathematics interest and mathematical

competency.

This finding contradicts Sindrijas’ (2003) findings that the students’ interest

towards mathematics was significantly related to the students’ performance. Accordingly,

students perform better in mathematics if their attitudes are favourable to it, but if they
 31

are not interested to it, and then their performance will be greatly affected and will be

impaired.
 32

Chapter 5

Summary, Findings and Conclusions

This chapter presents the summary of the findings and conclusions reached by the

researchers based on the strength of the data analyzed in the previous chapter, and the

recommendations were also added after the conclusion to give the significant role of this

research aside from stating the findings.

Summary of Findings

The following was the summary of the result of the research that was conducted at

the Senior High School of Saint Columban College – Pagadian City.

1. What was the level of interest of the students towards mathematics?

Based on the survey conducted, the students got a high level of interest towards

mathematics. With an over-all weighted mean response of 2.79, this was interpreted as

High level of interest (refer to Table 2 on page 25). There was a notable uncertainty on

the students feeling towards mathematics, yet it was clearly manifested and evident in the

findings of the survey that the students were very confident and that they have a very

positive outlook towards mathematics. Thus, their high level of interest in mathematics

was extremely justifiable.

2. What was the level of competency of the students towards mathematics?

As the students have the Mean Percentage Score (MPS) of 30.48, it was

interpreted that the students have Very Poor Mathematical Competency (refer to Table 5

on page 30). Yet, along the way as the test on their basic mathematical competency was

conducted, the students were not allowed to use their calculators.

 33

3. Was there a significant relationship between the students’ mathematics interest

and mathematical competency?

After having the process of testing of the hypothesis, it was found out that there is

indeed no significant relationship between the students’ mathematics interest and their

mathematical competency (refer to Table 6 on page 31). No matter how optimistic the

students were that it resulted for them to have high level of interest in mathematics, it

does not guarantee them that they would also have high level of mathematical

competency.

4. Based on the result of the study, what action plan to the teaching and learning

mathematics can be develop?

The researchers have made their action plan to the teaching and learning

mathematics and it would be found on Appendix D (page 47) of this paper.

Conclusion

The conclusions were drawn by the researchers after finding out the result of their

study on the students’ mathematics interest and their mathematical competency.

The over-all findings showed that there was indeed no significant relationship

between the mathematics interest and mathematical competency of ABM Grade- 11

students. Thus, the researchers concluded that even if the students were highly interested

in mathematics it does not guarantee that the students would also have high level of

mathematical competency. The students highly valued and acknowledged the essence of

mathematics to their lives. However, during the conduct of the mathematical competency

test, they kept on saying that the basic math competency test given was very difficult.
 34

Hence, it was therefore concluded that the students’ mathematical competency

was not affected by the students’ mathematics interest.

Recommendations

After having the whole research, the researchers have a few recommendations in

improving the students’ competency in mathematics.

The recommendations are of given importance because they may be the guide for

the students to have better performance and competency level in mathematics. For this

reason, we recommend the following:

1. In a classroom setting the teacher plays a key role for students to engage in

about mathematical ideas. To develop mathematical competency, we believe that students

require more than just the demonstration of mathematical techniques. They need

experience in investigating mathematical properties, rationalizing solution methods, and

analysing mathematical problems.

2. Enough amount of class time should be spent in developing mathematical

ideas and methods rather than only practicing skills. Consequently, questioning and

discussion should elicit students’ thinking and solution strategies and should build on

them, leading to better precision.

3. The management of curriculum, instructional materials, assessment,

instruction, professional growth, and school organization around the development of

mathematical competency should drive school improvement efforts.

4. Students should give efforts to improve mathematics learning by scientific

evidence, and their effectiveness should be evaluated systematically. Such efforts should

be coordinated, monitored and repetitive.

 35

5. Additional research should be undertaken on the nature, development, and

other factors affecting the mathematical competency of the students.

 36

References

Andaya, O. (2014). Factors Affecting Mathematics Achievements of Students of

Philippine Normal University – Isabela Campus. Researchers World.

Barton, A. C. (2000). Crafting multicultural science education with pre-service teachers

through service-learning. Journal of Curriculum Studies, Volume 32 (6), p. 797-

820.

Bilbase, Shashidar 2010. Images, Anxieties and Attitudes Toward Mathematics. Retrieve

from: Educational Resources Information Center. ED513587.

Cabahug, L., Ladot, C. 2005. The Academic Performance in Basic Mathematics of UPV

Cebu College Freshmen From School Years 2000-2001 to 2003-2004: A Basis

For Admission to Degree Programs.

Encyclopedia of World Biography (2016). Ed. James Craddock. Vol. 36 .2nd ed.

Farmington Hills, Ml: Gale. p. 267-269.

Fullarton, S. & Lamb, S. (2001). Factors affecting mathematics achievement in primary

and secondary schools: Results from TIMSS. In J. Malone, J. Bana & A.

Chapman (Eds.), Mathematics education beyond 2001 (Proceedings of the 23rd

annual conference of the Mathematics Education Research Group of Australia,

2000). Perth, W A.

Furinghetti, F. and E. Pehkonen (2000). Rethinking characterizations of beliefs. In: G.

Fedef, E. Pehkonen, and G. Toemer (eds.), Beliefs: a Hidden Variable in

Mathematics Education? Kluwer Academic Publishers, p. 39-58.

 37

Grabner, R.H., Ansani, D., Reishofer, Stern, Ebner, Neuper, C., (2007). Intelligence and

working memory systems: evidence of neural efficiency in alpha band ERD.

Cogn. Brain Res. 20 (2), 212-225.

Gresalfi, M.; Martin T.; Hand, V,; Greeno, J. (2008). Constructing competence: An

analysis of student participation in the activity systems of mathematics

classrooms. Educational Studies in Mathematics, 54: 9-35.

Heba A., 2012- Proprietary theoretical and methodological computer-oriented system for

the development of mathematical competence of students. [in:] Use of E-learning

in the Developing of the Key Competencies, scientific editor E. Smyrnove-

Trybulska, Katowice-Cieszyn.

Hidi, S. (2011). Interest and its Contribution as a Mental Resource for Learning. Sage

Journals. Retrieve from: www.sagepuv.com

Hidi, S., & Renninger, K. A. (2003). The four phase model of interest development.

Educational psychologies, 41, 111 127.

Judilla, L (2010). Students’ Mathematics Interest, Visual Imagery and Math Aptitude.

Unpublished Master’s Thesis, Pagadian City: Saint Columban College.

Keiff, J. 2005. Creating an Interest in Learning Science. Questia. Retrieve from:

www.questia.com

Ma, X. and Xu, J. (2004). Assessing the relationship between attitude towards

mathematics and achievement in mathematics: A meta-analysis. Journal for

Research in Mathematics Education, Volume 28 (1), p. 26-47

 38

National Council of Teachers of Mathematics (2000). Principles and Standards for

School Mathematics: an Overview. Reston, VA: NCTM.

Niss, M., (2001). Kompetencer-og matematikloering. Uddannelsessty-relseins

temahaefteserie, nr. 18, 1-334, Undervisningsninisteriet (Ministry of Education),

2001.

Pardillo, L (2013). Students’ interest In Math, Study Time and Achievement,

Unpublished Master’s Thesis, pagadian City: Saint Columban College.

Prakash, J. Contribution of Attention and Interest in Learning Science. Retrieve from:

preservearticle.com

Saad, L. (2005). Math Problematics for US Teens. Gallup. Retrieve from:

www.gallup.com Encyclopedia of World Biography, p. 2007

Schiefele, U. (2001). The role of interest in motivation and learning. In J. M. Collis & S.

Messick (Eds.), Intelligence and personality: Bridging the gap in theory and

measurement (pp. 163 194). Mahwah, NJ: Erlbaum.

Schleicher, A. (2012). Cengage Learning Asia: Teachers Education Frontiers. Vol.

1.Singapore (p. 21)

 39

Appendix A

Saint Columban College

Pagadian City
College of Teacher Education, Arts and Sciences

September 11, 2017

The School President

Saint Columban College
Cerilles-Sagun Street, Pagadian City

Father:

The undersigned are currently undertaking a research on the “Students’

Mathematics Interest and their Mathematical Competency” as a requirement for the
Action Research in Mathematics (Math 221).

In line of the above statement, may we have your permission to feed

questionnaires to the Grade 11 ABM students of Saint Columban College in order to
generate data needed for our study.

Your cooperation in this venture will go a long way in our efforts to improve the
quality of education in our institution.

Thank you and more power.

Very truly yours,

SANDY ME H. CARBONILLA

NELFA JOY L. DURIMON

EVAN PREZELLE M. FLORIDA

Researchers
 40

Noted by:

MS. MARIVIC R. DANIEL

Research Adviser

Recommended by:

DR. MARIO F. ALAYON

CTEAS Dean

Approved by:

REV. FR. RICO P. SAYSON

School President
 41

Appendix B

Name: ______________________________ Section: ________________

Students Mathematics Interest Inventory

(Judilla 2010, based on the study of Eccles – Wigfield)

Encircle the number that best describes what you think in each statement. Follow
the corresponding scale:
1- Strongly Disagree 3- Agree

2- Disagree 4- Strongly Agree

1. I find enjoyment doing assignments in math subjects. 1 2 3 4

2. I don’t like math. 1 2 3 4
3. I feel that, to me, being good at solving problems which 1 2 3 4
involve math or reasoning mathematically is very important.
4. I am excited when my friends started to talk math 1 2 3 4
discussions.
5. I consider mathematics my most difficult subject. 1 2 3 4
6. Learning math is useful for my future. 1 2 3 4
7. My classmates are better than I in math. 1 2 3 4
8. Math is applicable only in school and nowhere else. 1 2 3 4
9. I find math useful in daily life. 1 2 3 4
10. If I have my way, I will avoid taking mathematics 1 2 3 4
subject in college.
11. Math is one of my favorite subjects. 1 2 3 4
12. I find less difficulty in passing Math test. 1 2 3 4
13. I find it hard to get good grades in math. 1 2 3 4
14. My thinking and reasoning are sharpened when I work 1 2 3 4
with mathematics problems.
15. Mathematics makes me feel as though I am lost in the 1 2 3 4
jungle of numbers, and I can’t find my way out.
 42

16. I easily give up when I can’t solve a mathematics 1 2 3 4

problem.
17. I always need someone to help me with mathematics 1 2 3 4
because it confuses me.
18. My poorest mark is usually in mathematics. 1 2 3 4
19. Mathematics gives me so much satisfaction. 1 2 3 4
20. I am too nervous to think in my mathematics class. 1 2 3 4
21. Studying math in school is for my future. 1 2 3 4
22. I would be happy if mathematics were to be taken out of 1 2 3 4
the curriculum.
23. I would willingly exchange my mathematics subject for 1 2 3 4
an easier subject in school.
24. Getting good grades in math is very important for me. 1 2 3 4
25. I am interested to acquire further knowledge in 1 2 3 4
mathematics.
 43

Appendix C

Name: _____________________________ Section: ________________

Mathematical Competency Test
(Numerical Skills/Pre-algebra Test by ACT Compass,2014)
Directions: Encircle the letter of the correct answer. You may write your solutions on the
sheet provided.

1. 54 – 6 ÷ 2 + 6 =?
A. 6
B. 24
C. 27
D. 30
E. 57

2. The lowest temperature on a winter morning was −8℉ . Later that same day the
temperature reached a high of 24℉ . By how many degrees Fahrenheit did the
temperature increase?
A. 3°
B. 8°
C. 16°
D. 24°
E. 32°

3 2 1 1
3. If (4 − 3) + (2 + 3) is calculated and the answer reduced to simplest terms, what is
the denominator of the resulting fraction?
A. 24
B. 12
C. 6
D. 4
E. 3

1 2 3 4 5
4. If 2 + (3 × 4) − (5 × 6) =?
1
A. 16
17
B. 27
13
C. 18
7
D. 9
5
E. 6
 44

5. Mr. Brown went grocery shopping to buy meat for his annual office picnic. He bought
3 1
7 4 pounds of hamburger, 17.85 pounds of chicken, and 6 2 pounds of steak. How many

pounds of meat did Mr. Brown buy?

A. 32.10
B. 31.31
C. 26.25
D. 22.10
E. 21.10

6. Four students about to purchase concert tickets for $18.50 for each ticket discover that
they may purchase a block of 5 tickets for $80.00. How much would each of the 4 save if
they can get a fifth person to join them and the 5 people equally divide the price of the 5-
ticket block?
A. $1.50
B. $ 2.50
C. $ 3.13
D. $10.00
E. $12.50

7. In scientific notation, 20,000 + 3,400,000 =?

A. 3.42 × 106
B. 3.60 × 106
C. 3.42 × 107
D. 3.60 × 107
E. 3.60 × 1012

8. Saying that 4 < √𝑥 < 9 is equivalent to saying what about 𝑥 ?

A. 0 < x < 5
B. 0 < x < 65
C. 2 < x < 3
D. 4 < x < 9
E. 16 < x < 81
 45

9. What value of x solves the following proportion?

9 𝑥
=8
6
1
A. 5 3
3
B. 6 4
1
C. 10 2
D. 11
E. 12

10. If the total cost of 𝑥 apples is 𝑏 cents, what is a general formula for the cost, in cents,
of 𝑦 apples?
𝑏
A. 𝑥𝑦
𝑥
B. 𝑏𝑦
𝑥𝑦
C. 𝑏
𝑏𝑦
D. 𝑥
𝑏𝑥
E. 𝑦

11. On a math test, 12 students earned an A. This number is exactly 25% of the total
number of students in the class. How many students are in the class?
A. 15
B. 16
C. 21
D. 30
E. 48

12. This year, 75% of the graduating class of Harriet Tubman High School had taken at
least 8 math courses. Of the remaining class members, 60% had taken 6 or 7 math
courses. What percent of the graduating class had taken fewer than 6 math courses?
A. 0%
B. 10%
C. 15%
D. 30%
E. 45%
 46

13. Adam tried to compute the average of his 7 test scores. He mistakenly divided the
correct sum of all of his test scores by 6, which yielded 84. What is Adam’s correct
average test score?
A. 70
B. 72
C. 84
D. 96
E. 98

14. A total of 50 juniors and seniors were given a mathematics test. The 35 juniors
attained an average score of 80 while the 15 seniors attained an average of 70. What was
the average score for all 50 students who took the test?
A. 73
B. 75
C. 76
D. 77
E. 78
 ACTION PLAN IN TEACHING BASIC MATHEMATICS

FOCUS Objectives Strategies and Person Resources Time Line Expected

Activities Responsible Needed Outcome

1. Knowledge of To enhance  Let the club of Math Donations/Fund 2nd Semester Students’
Students in the Saint Columban Teachers; Raising; of S.Y. 2017- will have
Basic knowledge College-Pagadian SciMatrix 2018 higher
Mathematics acquired by City such as Club competency
the students. SciMatrix to Officers; Administrations’ and level.
conduct a weekly Students Assistance/
tutorial in Teacher’s 1st Semester
Resourcefulness
mathematics as a of S.Y. 2018-
part of their ACLE. 2019

2. Professional To enhance  Reviewing of the Math Teacher’s 1st Semester Higher

Appendix D

Development of the lessons before Teachers resourcefulness of S.Y. 2018- teacher-

the Teachers professionali conducting the 2019 competency,
teaching sm and class. and higher
mathematics. mastery of  Participations in And students’
the teacher seminars/worksho interest for
teaching ps in line with 2nd Semester teacher
mathematics mathematics. of S.Y. 2017- strategy is
 Take a masters 2018 one factor
degree or advance June 2018 that affects
mathematics students’
courses. interest.
47
 48

CURRICULUM VITAE

Personal Information
Name: Sandy Me. H. Carbonilla
Civil Status: Single
Gender: Female
Birth Date: February 23, 1998
Age: 19
Mobile Number: 09508013204
Email Address: sandyme.carbonilla@gmail.com
Religion: Roman Catholic
Father’s Name: Manuel Carbonilla
Mother’s Name: Agustina Carbonilla

Educational Background
College:
Saint Columban College
Corner Cerilles – Sagun Streets, Pagadian City
Bachelor in Secondary Education major in Mathematics
2014 – 2015
Secondary:
Andres Bersales Sr. National High School
Pandanan S.N.D Lanao del Norte
2010-2014
Elementary:
Pandanan Elementary School
Pandanan S.N.D. Lanao del Norte
2004-2010
 49

CURRICULUM VITAE

Personal Information
Name: Nelfa Joy Durimon
Civil Status: Single
Gender: Female
Birth Date: July 24, 1996
Age: 21
Mobile Number: 09129376048
Email Address: nelfajoydurimon@gmail.com
Religion: UCCP
Father’s Name: Arnel R. Durimon Sr.
Mother’s Name: Nora L. Durimon

Educational Background
College:
Saint Columban College
Corner Cerilles – Sagun Streets, Pagadian City
Bachelor in Secondary Education major in Mathematics
2014 – 2017
Secondary:
Bululawan National High School
Bululawan, Lakewood Zamboanga del Sur
2010 – 2014
Elementary:
Sapang Pinoles Elementary School
Sapang Pinoles, Lakewood Elementary School
2004-2010
 50

CURRICULUM VITAE

Personal Information
Name: Evan Prezelle M. Florida
Civil Status: Single
Gender: Female
Birth Date: April 25, 1998
Age: 19
Mobile Number: 09306416956
Email Address: evenprezelle@gmail.com
Religion: Roman Catholic
Father’s Name: Rolando E. Florida
Mother’s Name: Prima M. Florida

Educational Background
College:
Saint Columban College
Corner Cerilles – Sagun Streets, Pagadian City
Bachelor in Secondary Education major in Mathematics
2014 – 2017
Secondary:
Immaculate Heart Academy
Pag-asa,Dumalinao Zamboanga del Sur
2010 – 2014
Elementary:
Dumalinao (Regional) Pilot School
Paglaum, Dumalinao Zamboanga del Sur
2005 – 2010
Josefina Elementary School
Josefina Zamboanga del Sur
2004-2005