THE EFFECTIVENESS OF USING ROMEMARK METHOD IN FINDING THE

EXACT ATTRIBUTE FOR THE GIVEN NTH TERM OF A PATTERN

AMONG GRADE 10 STUDENTS OF
CALATAGAN HIGH SCHOOL
S.Y. 2019-2020

A Research Presented to the Faculty

of Calatagan High School
Virac, Catanduanes

In Partial Fulfillment of the

Requirements for the Subject
Research project

ROMEO T. PANTI
MARK JOHN A. REMIGIO

October 2019
 Chapter 1
THE PROBLEM AND ITS SETTING

Background of the Study

Patterns are very common in mathematics that it is often referred as the science of

patterns (Borwein & Jorgenson, 2001; Resnick, 1997). They are the foundation the whole

mathematics is built on. From the earliest tally system to the development of differential

calculus to the modern mathematics patterns were and are the genesis, the motivation and

the foundation of mathematical knowledge (Liljedahl, 2004). Thus, it is essential to learn

patterns before exploring more advance mathematics.

The results of recent researches have shown that the ability of students’ to pattern

in mathematics has a positive impact on their achievements in mathematics in their later

years (Papic, 2007). It can also be a precursor on generalizing mathematics (Threlfall,

1999; Warren & Cooper, 2008). This uses of patterning concepts in the early years gives

the students opportunity to apply the rules and reasons mathematically (Warren, E.,

Miller, J., & Cooper, T., 2007).

Teaching patterns in an easier way is needed to make the learning faster.

Techniques has been used in finding a specific attribute in a pattern but the process on

finding it takes time. Finding it in the shortest way possible is essential especially if the

given time of finding it is short. For this reason, the researchers came up with a method

of finding the next attribute in a pattern. The method, which is called RomeMark, offers a

much easier and faster way of finding the next attribute. The method utilizes the use of

identifying the repeating part, division and counting the remainder until the required

attribute is found.
Statement of the Problem

This study sought to know the following:

1. What is the profile of the respondents in terms of age and sex?

2. What are the steps involve in finding the exact attribute for the given Nth term

using the RomeMark Method?

3. What method do the respondents prefer to use in finding the exact attribute?

Common or the RomeMark Method?

4. Is there a significant difference between the pre-test and post test score of the

students before and after learning the RomeMark Method?

5. Is there a significant dfcifference between common or counting method and the

RomeMark Method in finding the exact attribute for the given Nth term within a

pattern?

6. What is the easiest way in finding the exact variable as perceived by the

respondents? Common or RomeMark Method?

Hypotheses ( H O ¿

This study posed the following hypotheses:

 There is no significant difference between the pre-test and post-test score of

students before and after teaching the RomeMark Method.

 There is no significant difference between common and RomeMark method in

finding the variable in a specific location.

Significance of the Study

The results of this study could provide important information that will supplement

teaching and learning process. The RomeMark Method will offer a new and easier way

on finding the next attribute on a given pattern, which will be a great help to the students

to make their tasks easier once its effectiveness has been proven.

1. The teachers can help the students to improve their pattern skills through

an easier method, thus making the lessons easier to understand. The

RomeMark Method has a simple formula that is easy to teach and easy to

learn, making it a better method than the common way of finding an

attribute in a pattern.

2. To the curriculum planners, this can serve as guide on making a new

method on making problems with patterns easier.

3. To the future researchers, this will also serve as their reference for future

researches with the same field of interest.

Scope and Delimitations

This study focuses only in finding the exact attribute for the given Nth term of a

pattern and making a shorter method in solving it. On finding the variable using the

RomeMark method, the researchers utilized the Grade 10 students of Calatagan High

School. Since there are four sections in Calatagan High School for the school year 2019-

2020, the researchers will get students from every section to represent the whole
population of Grade 10. The study will be conducted from July 11, 2019 to October,

2019.

Definition of Terms

For a deeper understanding of this study, the following terms were defined operationally:

ALTERNATIVE METHOD - refers to the method developed by the researchers.

ATTRIBUTE/s – is the object/s inside a pattern.

COMMON METHOD - is the usual process on finding the next attribute on a given

pattern.

EFFECTIVENESS – is the overall effectivity characterized by the equivalent

description; “very effective”, “effective”, “moderately effective”, “ineffective”, and “very

ineffective”

GRADE 10 STUDENTS – subject of the study

Nth TERM – the exact location/count in a pattern.

PATTERN - the design and order of objects in certain positions.

REPEATING PATTERN – a pattern with a repeating sequence of attributes.

ROMEMARK METHOD - refers to the alternative method developed by the

researchers the uses division and counting up the remainder to find the next attribute in a

pattern.
 Chapter 2

REVIEW OF THE RELATED LITERATURES AND STUDIES

This chapter presents the summary of literature and studies reviewed which has the same

bearing with the present study.

Related Literature

On the “Algebraic Thinking and the Generalization of Patterns: A Semiotic

Perspective” of Radford, L. (2010), he stated that the generalization of patterns as a route

to algebra rests on the idea of natural correspondence between algebraic thinking and

generalizing. This article is from Sixth Congress of the European Society for Research in

Mathematics Education (CERME 6), in Lyon, France, on January 2009. It clearly shows

that there is a direct connection between patterns, algebraic thinking and generalizing in

mathematics in which the study will take as its foundation.

On “Paying Attention to Algebraic Reasoning” of the Ontario Ministry of

Education (2006) tells the importance of working with patterns on engaging on

mathematical quantities the “right” and “wrong” answers of arithmetic. Patterns can help

students to have multiple solution strategies, to think about the mathematical structure of

the problem, and to engage them in justifying their thinking and offering conjectures.
Compared to the current study being researched, it have the same areas in which the

study aims to show.

According to Liljedahl (2004) in”Repeating pattern or number pattern: The

distinction is blurred”. “Modern Mathematics patterns were and are the genesis, the

motivation, and the foundation of mathematical knowledge.” He further explains that

Mathematics has its roots in patterns. However, its role in formal representation in

mathematics is different. In fact, it has no place all. Mathematics is unquestionable or

axiomatic in nature. It is represented by facts in the form of theorems and proofs. On the

other hand, patterns are not axiomatic and based only on observations which has no place

on mathematical proof. In line with this, although it has no place in formal representation

of mathematics, patterns can be used as a foundation in learning advance mathematics.

He also concluded in his study that the students often failed to find or use useful patterns

for the mathematical problems they had. He further propose that re-learning and

integrating patterns in the curriculum can help reduce mathematical difficulties. Because

of that, the RomeMark method enables them to re-learn the basics of patterns through an

easier way.

On the “The cognitive underpinnings of emerging mathematical skills: Executive

functioning, patterns, numeracy, and arithmetic” of Lee, K., Ng, S. F., Pe, M. L., Ang, S.

Y., Hasshim, M. N. A. M., & Bull, R. (2011), they suggested that having a better

numerical and arithmetic proficiency will no more likely to lead to a better performance

on the pattern tasks if the knowledge in updating capacities is not used. The current study

aims to develop their pattern observation skill that will likely increase their performance

in pattern tasks.
 From the book titled “Mathematics Through Play in the Early Years” by Tucker,

K. (2014), patterns are considered as the fundamental aspect in early years mathematics.

It further stated that teaching patterns can’t be a stand-alone one because of its

connections and relations to other topics such as early algebra and requires the children to

make their own discoveries in pattern in order to make meaningful connections in them.

The RomeMark method is a shorter way on solving repeating pattern tasks that doesn’t

require a stand-alone subject or lesson.

Related Studies

On “The Influence of Relational Knowledge and Executive Function on

Preschoolers’ Repeating Pattern Knowledge” of Miller, M. R., Rittle-Johnson, B., Loehr,

A. M., & Fyfe, E. R. (2015), they stated that greater executive functioning abilty was

beneficial to preschooler respondents in developing patterning and mathematical skills.

Based on this, the researchers conducted the study to Grade 10 students to enhance their

pattern observation skills which will be helpful to them. Though the respondents of the

present study are different from the related study, the present researchers utilized the

former researchers’ study in their methodology.

On the study of Warren, E., Miller, J., & Cooper, T. (2012), the participants came

up on different ways on finding out the next attribute in the pattern. a.) By guessing b.)

Counting all -by imagining the pattern on their head and counting all the attributes c.)

Counting on –by counting and imagining the pattern d.) Counting in tens –if attribute J is

on the 10th place, then the 20th place will be J too e.) Number patterns –by knowing the

number of unique attributes in the pattern. If the pattern is by fives, you will count by

fives too and then add the remaining number to find the last attribute. The researchers
used this study as their basis on what methods are currently used by the students.

However, the present researchers only used three (3) possible ways on their questionnaire

as it was the observable method that was used by the Grade 10 students.

Based on the study of Warren, E., & Cooper, T. (2007) entitled “Repeating

Patterns and Multiplicative Thinking: Analysis of Classroom Interactions with 9 -Year-

Old Students that Support the Transition from the Known to the Novel.” Learning

repeating patterns and successfully identifying its repeating part can bridge the arithmetic

reasoning and algebraic reasoning in mathematics. It can also be used to introduce the

ratio concept as the results of the study suggests that repeating patterns can act as

effective bridges for teaching the ratio concept to young students. The RomeMark

method of the current study makes the learning of repeating patterns easier by offering a

shorter way on solving. However, the former study’s respondents are 9 year old children,

which is different from the Grade 10 students the current study has. This difference is

administered by the thought that Grade 10 students still needs to learn the basics of

pattern (Liljedahl, 2004).

On the study of Papic, M., and Mulligan, J. T. (2007) titled “The growth of early

mathematical patterning: An intervention study”, they have concluded that the

experiences of children on their interventions had encourage children to see the structure

of a simple repetition in a pattern using a unit of repeat. This includes representing

patterns in different spatial forms such as borders, grids, arrays, subtilizing patterns, and

numerical sequences. It was also visible on their study that the development of pattern as

a unit of repeat promoted other mathematical processes such multiplicative thinking and

transformation skills. The study was designed as an intervention employing a mixed-

method approach: integrating a traditional constructivist-based teaching experiment with

more contemporary aspects of a design study. The present study utilized the mixed-

method approach of the former study by giving the respondents pattern tasks in the pre-

test, intervention, and post-test.

On the “Early Awareness of Mathematical Pattern and Structure” of Mulligan, J.,

and Mitchelmore, M. (2013), they stated that students with high AMPS (Awareness of

Mathematical Patterns and Structures) will likely to have a better understanding in the

advance ideas of mathematics than the ones with low AMPS. This students are likely to

easily understand the concepts of multiplicative relationships that underlie the majority of

the concepts in the elementary mathematics curriculum and apply spatial and numerical

generalizations. The RomeMark method promotes AMPS for the students to have a better

understanding in the advance ideas of mathematics.

In 2015, on the study of Rodriguez, M. and Serra, P. titled “Generalizing

Repeating Patterns: A Study With Children Aged Four”. 14 preschoolers are subjected in

a qualitative reseach regarding the concepts of patterns and its relation on mathematical

ability. The results indicated that children mastered the concept of repeating patterns, and

they are able to identify the unit of repeat, create and analyze various repeating patterns,

evolving from simpler to more complex forms. The current research is in quantitative but

shares same ideas with this study that promotes early pattern education. Also, the former

study have preschoolers as their respondents while the current study have a much older

respondents. However, these differences doesn’t change the fact that learning patterns is

helpful on analyzing complex forms of mathematics.

 In the study of Björklund, C., and Pramling, N. (2013) titled “Pattern discernment

and pseudo-conceptual development in early childhood mathematics education”, they

concluded that the pseudo concepts of pattern discerning is important to the child’s

further conceptual development. The former researchers used an empirical study to

observe 6 year olds in Sweden. The current study used an experimental method to know

the effectiveness of the RomeMark method and also used a different age group for their

respondents. The former study also stated the learning of pattern discerning will help the

child’s conceptual development. Pattern discerning is one of the key aspects in learning

the RomeMark method.

Synthesis of the State of the Art

Review of related literatures and studies disclosed that researches has been

conducted on the topics related to the present investigation such as patterns, repeating

patterns, arithmetic reasoning, algebraic reasoning, pattern discerning, pseudo concepts

of discerning and the significance of the ages of the participants on their pattern

observation skills. Some of the studies also deals with the benefits of integrating patterns

on the students’ early education while on the study of Lee, K. et al. (2011), it is stated

that having a better numerical and arithmetic proficiency will no more likely to lead to a

better performance on the pattern tasks if the knowledge in updating capacities is not

used.

Gaps Bridged by the Present Study

 Certain gaps in knowledge were discerned from the review of different related

literatures and studies. From the above summary of related literatures and studies it was

found out that there was no study conducted on formulating a new method on finding the

next attribute on a pattern. Almost all of the studies and literature about patterns are just

for and limited to the early childhood years. It was also found out that there was no study

conducted yet in especially in Calatagan High School on the effectiveness of the

RomeMark Method on finding the next attribute in a pattern. This is the gap in the pool

of knowledge which the present study hoped to have bridged.

Conceptual Framework

Pre-test scores of the respondents were collected and gathered, the demonstration

and discussion of the RomeMark method in finding the exact variable with repeated

pattern was conducted and post-test scores were collected.

After the collection and gathering of data, the effectiveness of using RomeMark

method on finding the exact variable for the nth term with repeated pattern, significant

difference between the pre-test and post-test score of the respondents were determined.
 INPUT PROCESS OUTPUT

 Pre-test  Lecture and  The effectiveness

demonstration of of using
RomeMark RomeMark
method. method on
 Post-test finding the exact
variable in the
CHAPTER 3 given nth term
with repeated
pattern
 Significant
difference
between the pre-
test score and
post-test score of
the respondents.

Conceptual Paradigm
Figure 1
RESEARCH DESIGN AND

METHODOLOGY

Design of the Study

The present study used the experimental quantitative method since it aims to

describe objectively the effectiveness or result of using RomeMark method in finding the

exact attribute for the given Nth term of the pattern among grade 10 students. This

research utilized the survey questionnaire as the main data gathering tool. Through

questionnaire, acquired data which includes the respondent’s profile could be analyzed

and interpreted suitably.

Sources of Data

The data that is used are the respondent’s profile according to sex and age. The

whole population consisted of one hundred twenty (120) Calatagan High School Grade

10 students, school year 2019 – 2020. These respondents are those students who are

taught already about the different types of sequence among the Grade 10 students.

Sampling Procedure

The researchers made use of the stratified random sampling wherein the universe

of the study where grouped according to their respective section (strata). Then, Slovin’s

Formula was utilized to determine the sample size in each stratum. Slovins’s Formula

delimits the number of respondents to a specific percentage per stratum.

Lastly, pure random sampling was applied to identify the respondents of this

study through lottery of coded papers.

Table 1

Number of Respondents of the Study

Section Population Slovin’s Formula Sample size

Justice 53 53x0.57 30
Patriotic 50 50x0.57 29
Loyalty 55 55x0.57 31
Unity 53 53x0.57 30
Total 211 120

Thus, the total number of respondents of this study is 120 which is enough to make a

conclusion.
Table 1 presents the number of students per section (which was treated as their respective

stratum) and the number acquired when the population was applied with Slovin’s

Formula and finally, the total number of the respondents.

Instrumentation and Validation

The questionnaire was the main data gathering tool used in this study to gather the

various data required. The instruments include two parts. The first part is all about the

information about the profile of the respondents. The second part are the items which

describes the feedback of the respondents among method they use in finding the exact

variable.

For the validation of the questionnaire, the researchers sought the critique and

suggestion of their research adviser to ensure that the data-gathering tool would be able to

acquire the needed information to answer the posed question in the statement of the

problem.

Data Gathering Procedure

The researchers asked permission from the School Head of Calatagan High

School to distribute questionnaires to the target respondents so as to gather necessary

information for the study. The identification of the respective respondents for the present

study was through lottery of coded papers, the researchers personally distributed and

retrieved the questionnaires to entertain the queries of the respondents.

Statistical Treatment of Data

Frequency Count – was used in order to get the number of the respondents.
Percentage – was used to determine the percentage of the total number of respondents

answered to a particular item.

Mean – was used to determine the average pre-test and post-test scores of the

respondents.

The statistical tools that the researchers utilized in this study are through finding

the weighted mean value. Computing for mean makes the interpretation for the

questionnaire more clearly and easy to understand. In this research, the mean can be

obtained through adding all the number score in each item that corresponds to the

respondents’ answer and then result will be divided by the total number of respondents

who answered the questions.

Rn
Weighted Mean = ∑ n

Where,

Rn−¿ ¿ Respondents answer at specific item

n - Total number of respondents who answered the specific item

 The statistical tool that the researchers utilized in this study to test the

proposed hypothesis is the Paired Sample T – Test sometimes called the Dependent

Sample T – Test. It is a statistical procedure used to determine whether the mean

difference between two sets of observation is zero.

ALTERNATIVE METHOD

N
K= i

Where,

K – stands for the exact variable needed in a pattern

N – stands for the nth term in the variable

i – stands for the number of pattern

This method is applicable in finding the exact variable with repeated pattern. If

the given term and the total number of pattern is perfectly divisible, meaning to say that

the last variable in a given pattern is also the variable needed in the nth term of a pattern.
But, if there is a remainder in the quotient between nth term and number of pattern,

simply count the remainder from the pattern to obtain the exact variable in a given term.

Department of Education
Region V-Bicol
Schools Division Office of Catanduanes
CALATAGAN HIGH SCHOOL
Virac, Catanduanes

Direction

In this questionnaire, you are asked to assess the level of effectiveness of using
the RomeMark Method as an alternative method in finding the exact attribute in the given
nth term in a pattern.
Please put a check on the space provided that will represent your response.

PART-1 RESPONDENT’S PROFILE

Sex: M F

Age: 14-15 yrs. old 16-17 yrs. old 18-19 yrs. old 20 yrs. old and above

PART-2 QUESTIONAIRES
1. Method Preferences

What method do you prefer to use on finding the exact attribute in the given nth

term in a pattern?

_____ Common Method

_____ Counting by Multiples

_____ RomeMark Method

_____ Both

_____ None

2. Effectiveness of the Method

A. How will you compare the RomeMark Method and Common Method?

_____ The RomeMark Method and Common Method are both easy

_____ The RomeMark Method and Common Method are both hard

_____ The RomeMark Method is easier than the Common Method

_____ The RomeMark Method is harder than the Common Method

a) How effective is the Common Method in finding the exact attribute in the

given nth term in a pattern?

_____Very Effective

_____Effective

_____Moderately effective/Average

_____ Ineffective

_____Very ineffective

_____Others, please specify

 b) How effective is the RomeMark Method in finding the exact attribute in

the given nth term in a pattern?

_____Very Effective

_____Effective

_____Moderately effective/Average

_____ Ineffective

_____Very ineffective

_____Others, please specify

3. Difficulties Encountered while using the Methods (Feedback of the

Respondents)

a) Have you encountered difficulty/ies in finding the exact attribute in the

given nth term in a pattern while using RomeMark Method? If yes,
please specify.

____________________________________________________________
____________________________________________________________
____________

b) Have you encountered difficulty/ies in finding the exact attribute in the

given nth term in a pattern while using Common Method? If yes, please
specify.

____________________________________________________________
____________________________________________________________
____________
 Chapter 4

THE EFFECTIVENESS OF USING ROMEMARK METHOD IN FINDING THE

EXACT ATTRIBUTE FOR THE GIVEN NTH TERM OF A PATTERN AMONG

GRADE 10 STUDENTS OF CALATAGAN HIGH SCHOOL S.Y. 2019-2020

This chapter presents the results and interpretation of data gathered during the

conduct of this study and the discussion of the effectiveness of RomeMark Method on

finding the exact attribute on a given pattern.

1. Profile of the respondents

Sex

Table 2.0 shows the sex of the respondents.

Sex Distribution

Table 2.0
 SEX FREQUENCY PERCENTAGE
MALE 55 46%
FEMALE 65 54%
TOTAL 120 100%

As shown on the table above, 54% of the respondents are females, while 46% of

the respondents are male for a total of 100%. Majority of the respondents are females

for the whole population of Grade 10 students, S.Y. 2019-2020.

Age

Table 2.1 presents the age of the respondents.

Age Distribution

Table 2.1

AGE FREQUENCY PERCENTAGE

14-15 YEARS OLD 65 54%
16-17 YEARS OLD 50 42%
18-19 YEARS OLD 5 4%
20 AND ABOVE 0 0
TOTAL 120 100%

As presented on the table above, 54% of the respondents are aged between 14 and

15 years old, 42% are aged between 16-17 years old, and 4% are aged between 18-19

years old. No respondents has an age 20 and above and majority of them are having

the age of 14-15 years old.

2. Steps involved on finding the exact attribute of a given Nth term of pattern

using the Romemark Method

The following are the steps on finding the exact attribute of a given Nth term

using the alternative method.

1) Count all the color or element in a given repeating pattern.

2) Divide it to the given Nth term.

3) If it is divisible,

 The exact attribute will be the last element or color of

the repeating part.

4) If not,

 Based on the number of the remainder, count from the

first element or color unto the last.

 If the remainder exceeded the number of the repeating

element or color, continue counting back starting from

the first element or color.

3. Method Preferences

Table 3.0 presents the method preferences of the respondents

Method Preferences

Table 3.0

METHOD FREQUENCY PERCENTAGE

COMMON METHOD 29 24%
COUNTING BY
MULTIPLES 10 8%
ROMEMARK
METHOD 62 52%
ALL 17 14%
NONE 2 2%
TOTAL 120 100%

As shown on the table above, 52% of the respondents preferred the

RomeMark Method, 24% preferred the common method, 14% percent of the

respondents preferred all of the methods, 8% preferred counting by multiples, and

2% of the respondents doesn’t prefer any method. The RomeMark Method offers

an easier way on solving the questions of the post-test that’s why most of the

respondents prefer it.

4. Results of pre-test and post-test.

The following table shows the results of pre-test and post-test score

of the respondents. Data gathered was analyzed using the descriptive statistics and

T-test: two sample means.

Pre-test score

Table 4.0 presents the results of the pre-test scores. Observation has been

made based on the computation of certain sample parameters.

Pre-test scores

Table 4.0

Parameters Pre-test (x)

N 120
ƩX 486
͞X 4.05
ƩX 2 2107

Table 4.0 presents the average score of the students during the pre-test is

4.05 out of 5 item test with the performance level of 81%. Out of 120 respondents

with the total of 5 items to be answer by their self, the total score or the

summation of their score is 486 points out of 600 points with the percentage of

81%. The summation of X squared is 2107 out of 3000 points with the percentage

of 70.2%. The study is composed of 120 respondents. Out of 120 students, all of

them answer the question given by the researchers with the percentage of 100%.
Post-test score

Table 4.1 presents the results of the post-test scores. Observation has been

made based on the computation certain sample parameters.

Post-test scores

Table 4.1

Parameters Post-test (y)

N 120
ƩX 567
͞X 4.725
ƩX 2 2417

Table 4.1 presents the average score of the respondents during the post-

test is 4.725 out of 5 item test with the performance level of 94.5%. Out of 120

respondents with the total of 5 items to be answer by their self, the total score or

the summation of their score is 567 out of 600 points with the percentage of

94.5%. The summation of X squared is 2417 out of 3000 points with the

percentage of 80.6%. The study is compose of 120 respondents. Out of 120

students, all of them answer the following question given by the researchers with

the percentage of 100%.

Increase of student’s performance

Table 4.2 presents the increase of performance in finding the exact

attribute for the given nth term of a pattern through pre-test and post-test scores.
Observation has been made base on the computation of certain sample

parameters.

Increase of student’s performance

Table 4.2

Parameters Pre-test Post-test

N 120 120
ƩX 486 567
͞X 4.05 4.725
ƩX 2 2107 2417

Table 4.2 shows that the increase of the average scores of the students

from the pre-test to post-test score is 0.675 or 13.5%. From the summation of X of

pre-test which is 486, it increase of up to 81 points or 13.5% and became 567

points during post-test. The summation of X squared of pre-test which is 2107, it

increase up to 310 points or 10.33% and became 2417 during post-test. The

overall universe of the study composed of 120 respondents completely

participated with the percentage of 100%.

Significant difference between the pre-test and post-test

Table 4.3 presents the difference between the scores of the respondents

before and after being taught of the RomeMark method. T-test was used because

the variable being compared were pre-test and post-test and it will be used to test

the significant difference between two variables.

T-test: Two sample mean

Table 4.3
 Parameters Pre-test Post-test
N 120 120
ƩX 486 567
͞X 4.05 4.725
ƩX 2 2107 2417

s2=−7.23 t¿−1.93∨1.93

The null hypothesis ( H O ¿ posed that there is no significant difference

between the pre-test and post-test scores of the respondents before and after

teaching the RomeMark method. This shall be accepted if t- value is less than 1.9;

otherwise, reject.

Looking at the table, the t-value 1.93 is not less than 1.9. This suggests

that the null hypothesis ( H O ¿ shall be rejected.

It can now be conclude that there is a significant difference between the

pre-test scores and post-test scores of the respondents.

Looking closely at the table, it also implies that the post-test score is

greater than the pre-test scores.

5. Significant difference between counting/common method and RomeMark

method

Table 5.0 presents the difference between common/counting method used

by the respondents during the pre-test and RomeMark method used by the

respondents during post-test. The difference of two method determine based on

the calculation of certain sample parameters.

 Difference between pre-test and post-test scores

Table 5.0

Parameters Pre-test Post-test Increases

N 120 120 0
ƩX 486 567 81
͞X 4.05 4.725 0.675
ƩX2 2107 2417 310

s2=−7.23 t = -1.93 or 1.93

The null hypothesis¿) that there is no significant difference between common/counting

method and RomeMark Method. This shall be rejected if t- value is less than 1.9; otherwise,

accept.

Looking at the table, the t-value 1.93 is not less to 1.9. This suggest that the null

hypothesis ( H o) shall be rejected.Looking at the table, the t-value 1.93 is not less than 1.9. This

suggests that the null hypothesis ( H O ¿ shall be rejected.It can now be conclude that there is a

significant difference between the pre-test scores and post-test scores of the students.

Looking closely at the table, it also implies that the post-test score is greater than

the pre-test scores.

CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the study, conclusion on findings and

recommendations offered.

Summary
 This study was conducted in Calatagan High School, Virac, Catanduanes during

the school year 2019-2020. It had a total number of 120 Grade 10 students. The

researchers utilized questionnaires, pre-test, and post-test as instrument to reveal the

difference between two variables.

This study focused on developing an alternative method on finding the exact

attribute for a given N th term within a pattern and evaluating the effectiveness of this

method. Specifically, this aims to answer the following question.

1. What is the profile of the respondents in terms of:

a. Sex

b. Age

2. What are the steps involve in finding the exact attribute for the given Nth term

using the RomeMark Method?

3. Is there a significant difference between the pre-test and post test score of the

students before and after learning the RomeMark Method?

4. Is there a significant difference between common or counting method and the

RomeMark Method in finding the exact attribute for the given Nth term within a

pattern?

5. What is the easiest in finding the exact attribute for a given Nth term within a

pattern as perceive by the students? Common or RomeMark Method?

With this problem, the researchers posed the following hypothesis;

 There is no significant difference between the pre-test and post-test score of

students before and after teaching the RomeMark Method.

 There is no significant difference between common and RomeMark method in

finding the exact attribute for a given Nth term within a pattern.

Findings

The following are the significant findings of the study;

1. Regarding the sex, 55 or 46% of the respondents are males, while 65 or

54% of the respondents are females for a total of 120 respondents or

100%. In terms of age, 65 or 54% of them has age ranging from 14-15

years old, 50 or 42% of the respondents has the age ranging from 16-17

years old and 5 or 4% of the respondents has the age ranging from 18-19

years old.

2. The steps on finding the exact attribute for a given Nth term within a

pattern is shorter than the common/counting method of manual process of

solving and easily to find the exact attribute for the given Nth term.

3. On the preference of the respondents on what method they will use, 62 or

52% of the respondents said that they more preferred to use the

RomeMark than using the common/counting method on finding the exact

attribute for a given Nth term within a pattern.

4. The computed t-value is 1.93, which is not less than to 1.9.

 5. The t-test or t-value is 1.93 for the significant difference of

common/counting method during pre-test and RomeMark method during

post-test.

6. The easiest method on finding the exact attribute for a given Nth term as

perceive by the students is the RomeMark method with 52% out of 100%.

Conclusions

The researchers came up with the following conclusions based on the

findings:

1. Majority of the respondents are females with the percentage of 54% out of

100% and majority of the respondents has the age ranging from 14-15

years old and has a percentage of 54% out of 100%.

2. Using the RomeMark method, solver will not use a long period of time on

finding the exact attribute for a given Nth term within a pattern and will

lessen the mistakes in finding the exact attribute.

3. RomeMark method is the method preferred by the respondents in finding

the exact attribute for a given Nth term within a pattern with the

percentage of 52% out of 100%.

4. There is a significant difference between the pre-test and post-test scores

of the respondents before and after taught using the RomeMark method.
 5. There is a significant difference between counting/common method and

the RomeMark method in finding the exact attribute for a given Nth term

within a pattern.

6. RomeMark method is the easiest method in finding the exact attribute for

a given nth term within a pattern as perceived by the respondents with the

percentage of 52% out of 100%.

Recommendations

On the basis of findings and with the intention of enhancing the students’

level of performance in finding the exact attribute for a given Nth term within a

pattern, the following recommendations are offered:

1. RomeMark method can be used by any students not considering their

age, sex and level of intelligence.

2. Considering the short period of time, the RomeMark method can be used

by the students to minimize their time in finding the exact attribute for a

given Nth term within a pattern and use it in competitions with a time

pressure.

3. Because the RomeMark method is easier than counting/common method

or process of finding the exact attribute, the curriculum developer must

enhance and include this method to textbooks and learning modules that

the students are using.

 4. Because RomeMark method is more preferred by the respondents,

teachers must practice this method as one of the mathematical method

they teach and use on finding the exact attribute for a given Nth term

within a pattern.

5. Considering that the result of post-test is higher than the results of pre-

test, the students can use the RomeMark method on finding the exact

attribute for a given Nth term within a pattern and have better and higher

scores.

6. The process and concepts of formulating the RomeMark method can be a

reference of other researchers to formulate another method or formula in

finding the exact attribute for the given Nth term within a pattern.

7. Future researchers must develop and enhance the RomeMark method to

make it a single formula and easier.

September 3, 2019
ROSARIO B. SOSITO
School Principal II
Calatagan High School
Virac, Catanduanes

Madam:
 We, the Grade 12 Dignity students under the Science, Technology, Engineering &
Mathematics (STEM) strand are presently conducting a research entitled “ The
Effectiveness of Using RomeMark Method in Finding the Exact Attribute for the
Given N th Term of a Pattern Among Grade 10 students of Calatagan High School,
S.Y. 2019-2020” in partial fulfilment for the requirement in the subject Practical
Research 2.
In this regard, may we ask permission from your good office to allow us to
distribute a survey-questionnaire Grade 10 students’ respondents in our school. Rest
assured that all the information that will be gathered in this study will be treated with
utmost confidentiality and will be used for research purposes only.
We’re hoping for your positive response on this request. Thank You.

Very truly yours,

ROMEO T. PANTI

MARK JOHN REMIGIO

Researchers

Noted:

HELEN S. ROMERO
Practical Research 2 Adviser

Recommending Approval:

AILEEN A. TABILOG
Assistant School Principal II

Approved: ROSARIO B. SOSITO

School Principal II

September 3, 2019

Sir/Madam:

We, the Grade 12 Dignity students under the Science, Technology, Engineering &
Mathematics (STEM) strand are presently conducting a research entitled “The
Effectiveness of Using RomeMark Method in Finding the Exact Attribute for the
Given N th Term of a Pattern Among Grade 10 students of Calatagan High School,
S.Y. 2019-2020” in partial fulfilment for the requirement in the subject Practical
Research 2.
In this regard, may we ask permission to allow us to distribute a survey-
questionnaire to the Grade 10 students’ respondents in our school. Rest assured that all
the information that will be gathered in this study will be treated with utmost
confidentiality and will be used for research purposes only.
We’re hoping for your positive response on this request. Thank You.

Very truly yours,

ROMEO T. PANTI

MARK JOHN REMIGIO

Researchers

Noted:

HELEN S. ROMERO
Practical Research 2 Adviser

Recommending Approval:

AILEEN A. TABILOG
Assistant School Principal II

Approved:
ROSARIO B. SOSITO
School Principal II

September 3, 2019

Dear Respondents:

We, the Grade 12 Dignity students under the Science, Technology, Engineering &
Mathematics (STEM) strand are presently conducting a research entitled “The
Effectiveness of Using RomeMark Method in Finding the Exact Attribute for the
Given N th Term of a Pattern Among Grade 10 students of Calatagan High School,
S.Y. 2019-2020” in partial fulfilment for the requirement in the subject Practical
Research 2.
In this regard, may we ask for your precious time to answer the survey-
questionnaire attach herewith. Your response will be very in the realization of this study.
Rest assured that all the information that will be gathered in this study will treated with
utmost confidentiality and will be used for research purposes only.
We’re hoping for your positive response on this request. Thank You.

Very truly yours,

ROMEO PANTI

MARK JOHN REMIGIO

Researchers

Noted:

HELEN S. ROMERO
Practical Research 2 Adviser

Recommending Approval:

AILEEN A. TABILOG
Assistant School Principal II

Approved:
ROSARIO B. SOSITO
School Principal II

ABSTRACT

PANTI, ROMEO T. AND REMIGIO, MARK JOHN A. THE EFFECTIVENESS OF

USING ROMEMARK METHOD IN FINDING THE EXACT ATTRIBUTE FOR
THE GIVEN NTH TERM OF A PATTERN
(Unpublished Research, Calatagan High School, Virac, Catanduanes, 2019)

This study developed an alternative method on finding the exact attribute for the

given Nth term of a pattern and determine its effectiveness among the grade 10 students

of Calatagan High School.

 Specifically, this study developed an alternative method which is the RomeMark

method to shorten and find easily the exact attribute for the given Nth term of a pattern.

This study also determined the effectiveness of the method among the grade 10 students

of Calatagan High School, Virac, Catanduanes, the significant difference between pre-

test and post-test scores of the respondents. This study used the experimental method of

research employing pre-test, post-test and questionnaires as the data gathering

instruments. The respondents of this study were 120 grade 10 students through Slovin’s

formula. The researchers used pure randon sampling trough coded paper to determine the

respondents.

Statistical tools used were frequency count, percentage, mean and t-test.

The findings of this study are the following; (1) Majority of the respondents are

female. (2) The steps on finding the exact attribute for the given Nth term of a pattern

using the RomeMark method are shorter than the common/counting method and easily

find the exact attribute. (3) RomeMark method is more preferred by the respondents on

finding the exact attribute for the given Nth term of a pattern. (4) There is a significant

difference between the pre-test and post-test score of the respondents before and after

taught the RomeMark method.

(5) There is a significant difference between RomeMark and common/counting method

on finding the exact attribute for the given Nth term of a pattern. (6) The RomeMark

method is easier than common method as perceived by the respondents.

Recommendations include; (1) RomeMark method can used by any students not

considering their sex, age and level of intelligence. (2) RomeMark method can used by
the students to minimize their time on finding the exact attribute for the given Nth term of

a pattern and use it on competitions. (3) The curriculum developer must enhance and

include RomeMark method to textbooks and learner’s modules. (4) Teachers must

practice this method as one of the mathematical method they teach and use on finding the

exact attribute for the given Nth term of a pattern. (5) The students can use the

RomeMark method on finding the exact attribute of a pattern and have better and higher

scores. (6) The process and concepts of formulating the RomeMark method can be a

reference of other researchers to formulate another method or formula on how to find the

exact attribute in the given Nth term. (7) Future researchers must develop and enhance

the RomeMark method to make it a single formula and easier.

ACKNOWLEDGEMENT

The researchers would like to thank their classmates and friends of being there to

lessen the stress they had during pressure days, and of course to the teachers who

provided insights and expertise that have greatly assisted them in the research process.

They also would like to express their deepest gratitude to:

 Their adviser, teacher and friend ma’am Helen S. Romero for her assistance,

suggestions and comments that greatly helped to improve the research paper.

The mathematics teacher of grade ten students, Mr. Ponciano Mollasgo and also

the science teacher of loyalty, Mrs. Nydia Rose Sarmiento for giving their permission and

allowing the researchers to gather data using their time.

This endeavor would not be possible if not their ultimate inspiration, their parents,

for sharing their encouragements and pearls of wisdom during the course of this research.

They are also immensely grateful to our creator, the very reason for all this things to be

made possible.

R. Panti

MJ. Remigio

DEDICATION

With a deep appreciation, we lovingly dedicate this work to the following:

To Almighty God for His abundant shower of grace and blessings

To our parents, for their love, sacrifices, endless support and encouragement
 To our friends and classmates for the unforgettable moments and making every single

day happy and memorable.

R. Panti

MJ. Remigio

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Curriculum Vitae
Personal Data

Name: Romeo T. Panti Civil Status: Single

Date of Birth: July 29, 2001 Address: Calatagan, Virac, Catanduanes

Place of Birth: Danicop, Virac, Catanduanes

Educational Background

Elementary: Danicop Elementary School

High School: Calatagan High School

Senior High School: Calatagan High School

Curriculum Vitae
Personal Data

Name: Mark John A. Remigio Civil Status: Single

Date of Birth: October 3, 2001 Address: Hawan Ilaya, Virac, Catanduanes

Place of Birth: Virac, Catanduanes

Educational Background

Elementary: Pangarap Elementary School

High School: Our Lady of Fatima University

Senior High School: Our Lady of Fatima University

Calatagan High School