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COMPENDIUM OF DAILY ACTIVITIES OF HIGH AND LOW

ACHIEVERS IN MATHEMATICS IN GRADE 7 A.Y. 2015-2016

A Baccalaureate Thesis Presented to


The Faculty of Institute of Education and Liberal Arts

In Partial Fulfillment of the Requirements


For the Degree of Bachelor of Secondary Education Major in Mathematics

By:

Daquis, Rose Marie L.


Isabelo, Paulo G.
Larano, Jezzalyn D.
Pabalan, Joshua L.
Perico, Charmaine Gay G.
Sevilla, Spencer L.

March 2017
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APPROVAL SHEET

This thesis hereto entitled:

Compendium of Daily Activities of Mathematics High and Low Achiever


of Grade 7 Students A.Y.2016-2017

Prepared and submitted by


Daquis Rose Marie L., Isabelo, Paulo G., Laraño Jezzalyn D., Pabalan, Joshua L.,
Perico, Charmaine Gay G., Sevilla, Spencer L.
in partial fulfillment of the requirement for the degree of Bachelor of Secondary
Education Major in Mathematics has been examined and is recommended for
acceptance and approval for ORAL EXAMINATION.

JACKIELOU A. ALMIRA, Ph.D.


Adviser
Approved by the Committee on Oral Examination with a grade of ______
on _____________________.

ROSALINA M. DE GUZMAN, Ph.D.


Chair
NATIVIDAD C. ANICETA, Ed.D. ADELA J. SANGUYO
Member Member

Accepted as partial fulfillment of the requirements for the degree of Bachelor of


Secondary Education Major in Mathematics.

ROSALINA M. DE GUZMAN,Ph.D.
College Dean
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ACKNOWLEDGEMENT

With boundless love and appreciation, the researchers would like to extend their

heartfelt gratitude and appreciation to the people who helped them on their study.

Foremost, the researchers want to offer this endeavor to our GOD Almighty for

the wisdom he bestowed upon the researchers, peace of mind and good health in

order to finish the research.

To their beloved dean, Dr. Rosalina M. de Guzman and other professors’

whose employed their mastery of learning skills and devoted their time in teaching

just to bring out the researchers best.

To their research professor, Mr. Nestor V. Hadi for guiding the researchers for

the past year and helping them to develop the background in research.

To their research adviser, Dr. Jackie Lou A. Almira, the researchers would like

to express their deepest gratitude to their adviser, for her excellent guidance, caring,

patience, and providing them with an excellent atmosphere for doing research.

To the principal of NRJNHS, Ms. Julie Anne N. Dumdum, MA. Ed., for

allowing us conduct our study in her designated school.


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Special thanks goes to Ms. Gemma R. Bangalan, who was willing to help us in

choosing and communicating with our respondents.

To the researchers family and loved ones who gave us full support, love, care all

throughout the days they spent for their study. To their parents who inspired them to

bring out the best to them and provided them means to their financial needs.

Thank you!

-The Researchers-
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DEDICATION

This is wholeheartedly dedicated to the following persons whom are part of

our lives:

To Almighty God;

To their dear families;

To their friends;

To their thesis adviser;

To the readers and future researchers.

R.M.L.D.

P.G. I.

J.D.L.

J.L.P.

C.G.G.P.

S.L.S.
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TABLE OF CONTENTS

Title Page ……………………………………………........................................... i


Approval Sheet ……………………………………………………………………. ii
Acknowledgment ………………………………………………………………… iii
Dedication ………………………………………………………………………... iv
Table of Contents ………………………………………………………………… v
Abstract…………………………………………………………………………... ix

CHAPTER 1: INTRODUCTION
Review of Related Literature and Studies ……………………………………… 1
Conceptual Framework …………………………………………………………. 11
Research Paradigm ………………………………………………………………. 11
Scope and Limitations ……………………………………………………………. 12
Statement of the Problem ………………………………………………………... 13
Hypothesis ……………………………………………………………………….. 13
Significance of the Study ………………………………………………………… 14
Definition of Terms ………………………………………………………………. 15

CHAPTER 2: METHODS
Research Design ………………………………………………………………….. 16
Sample and Sampling Technique ………………………………………………… 18
Research Instrument ……………………………………………………………… 19
Data Gathering …………………………………………………………………… 20
Statistical Treatment ……………………………………………………………… 21
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CHAPTER 3: RESULTS
Presentation, Analysis, and Interpretation of Data ………………………………. 24

CHAPTER 4: DISCUSSION
Summary of the Findings ………………………………………………………… 51
Conclusion ……………………………………………………………………….. 55
Recommendation ……………………………………………………………….. 56
Bibliography …………………………………………………………………….. 57
Appendices ……………………………………………………………………… 61
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ABSTRACT

Title of the Thesis: Compendium of Daily Activities of High and Low achievers in

Mathematics in Grade 7

Name of the Researchers:

Daquis, Rose Marie L.

Isabelo, Paulo G.

Larano, Jezzalyn D.

Pabalan, Joshua L.

Perico, Charmaine Gay G.

Sevilla, Spencer L.

PROBLEMS AND METHODS

This study state the daily activities of high and low achievers in Mathematics.

Specifically, it sought to answer the following questions:

1. What is the performance in Mathematics of the Grade 7 students based on

the first quarter grade?

2. What common daily activities are performed by High and Low Achievers

in Math?
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3. Is there a relationship between the activities of achievers and non-

achievers in mathematics?

The study used a qualitative- descriptive research design with the time table and

checklist as the main tool to collect data needed for the study.

The study rendered 86 respondents which were classified as high and low

achievers in Mathematics based on their first quarter grades in the subject. The time

table and checklist were administered to them. The result of the checklist were

statistically analyzed by using the Weighted Mean Average and Pearson r to

determine the correlation of the daily activities of the respondents and their

performances in Mathematics.

RESULT

The study showed that the daily activities of the students whether they belong to

mathematics low achievers or mathematics high achiever has an effect with their

academic performance. The study stated that the rate of daily activities of mathematics

high and low achiever increases their performance while a lower rate of daily activities

of high and low achiever suggests a lower rate of their performance. On the other hand,

a low rate of daily activities of high and low achiever also result to a low rate of their

performance.
Chapter 1

INTRODUCTION

Mathematics is very important to our daily lives. According to the study of

Mensah, J. K., et al., (2013), it plays a key role in shaping individual in each aspects of

life. Mathematics is therefore a core subject at these levels of education. However, it is

very regrettable that in recent times, many students are struggling in this subject. Their

performances are low and poor. It has also been determined that many students show

negative perception about this subject that sometimes lead them to failure.

Students who showed better academic performance have more positive

attitudes regarding math than those with poorer academic performance. (Mato & Dela

Torre, 2015) Most of the study reveals that the main reason why students failed or got

low performance in Mathematics is their attitudes towards mathematics. Studies shows

that, student don’t like the subject, which greatly affect in their performance and tend

to give less effort to the subject.

Life inside and outside of the classroom often overlap. Homework assignments

and study time compete with extracurricular activities, hobbies and chores. Students

may feel that they do not have enough time to keep up with demands of school and life.

While it is impossible to add more hours to a day, students can increase productivity

by implementing time-management strategies. (Wheeler, 2012) Daily activities are


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very much essential to everyone particularly to the students. These activities may be

the core factor of the performances of the students in the subject Mathematics.

Daily activities pertain to the activities that you usually do. These activities

includes: bathing, eating, cooking, walking, dressing, house chores, personal hygiene,

and daily routines. (Chizoba & Morahonce, 2011) These activities may be a reason

why they perform abysmal in the subject. For example, one of the daily activities of a

student is skipping breakfast; it may have something to do with their learning.

Thus, the researcher aims to determine the daily activities of the high achievers and

low achievers in Mathematics, of grade 7 students of Nereo R. Joaquin National High

School, Division of Biñan, and academic year 2016 – 2017.

REVIEW OF RELATED LITERATURE

A review of local and foreign literature made by previous researchers which are

closely related to this study is hereby presented.

Student’s daily habit affects their academic performances in different subjects.

Students are keeping on repeating these habits because they are gaining positive result

behind their repeated actions. But on the other hand, some students who tend to fail

their subjects do also have a habit; they are keeping doing their actions repeatedly

because they know to themselves that they can make it to pass their subjects. But in

reality the main problem of the student who’s grade are not good is that they do not
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know how to modify their actions or they want to modify or change their actions

because they believe that through that certain action they will pass. So there are some

studies and researches conducted to find out how students habit affect the academic

performance of the students.

Being an effective student is not about how smart you are and not measured from

how hard you study. Those words were true as you advance in your education.

Minimum of two hours is usually the enough time for spending it in studying your

lesson if you are in the secondary level but when you are in tertiary level two hours

will never be enough for studying if you don’t know how to manage your time properly

and to study smart. But still there are some exemptions. Those exemptions pertain to

those students who did not exert much effort on studying their lesson but still they were

able to pass their subject. Most of those so called successful students achieved their

success by using effective study habits and knows how to manage their time properly

and smartly inside the school and outside the school. (Educationer.com, 2016)

There are several tips on how to become a successful and excellent student. These

listed activities are the daily activities engaged by the students on how to become a

successful students regardless of what specific subject they will focus because these

daily activities are used in general meaning it is applicable to all subject matter. First,

our body needs enough and adequate rest a day. Adequate amount of sleep is enough

each night. You know your own body’s need, so conform to that and keep healthy and
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alert. Second, you must know your own way of learning or learning style and after

knowing it try to look online and find out what are those study habits that may fit your

learning style. Try it for the whole week if you think that it suits you and a positive

outcome happened therefore that study habit is effective to you but if it’s not better

look for another study habit that suits your learning style and try it again for a whole

week and try to observe if a positive outcome happened. Third, don’t let your parents

give too much pressure on your studies. Pressure given to you may give stress on

studying and let them know that you need a space to breath. Fourth, of course do you

best in school, meaning you must stay focused, educated and on top of your work. You

must think that you should always do your best. Stay out of trouble. Be a good person

and think maturely. You must be the model of good and positive attitude. Fifth, be

confident enough in making decisions; be prepared on what will go to happen after

making decisions. Asking for help doesn’t mean you are not good it only means that

you need additional information that may help you for some clarifications.

(Wikihow.com, 2012)

Good time management can help students reduce stress, optimize brain power and

cultivate their wellness. Students should have a multi-view perspective of their time.

The broadest view -- an academic year or semester -- can include dates of assignments,

exams, projects and social engagements along with any obligation that takes more than

four hours. A weekly calendar includes times for class, work, and meeting, sleeping,

eating and exercising. Students should schedule several 30- to 50-minute intense study
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sessions in between classes to optimize their brain performance. Using effective study

strategies can assist students in learning more information in a shorter period of time,

which increases productivity. Creating daily task lists can help students keep track of

assignments, readings, chores and errands. Using technology such as online calendars

and Smartphone task lists can make managing time more convenient. (Wheeler, 2012)

In some cases, students struggle to get out of their own way to achieve academic

goals. Poor study habits, lack of motivation and poor preparation negatively impact

student performance. However, students also face more indirect conflicts with high

academic achievement from areas like finances and family support. (Kokernuller,

2011)

Several reasons might lead technology to assist or impair human capital

attainment by students. Youths may employ the Internet in educational matters such as

writing papers, searches for answers to questions and communicating with classmates

on homework. However, time spent in activities where "surfing the net" occurs could

substitute away from time allocated to reading, studying and completing homework.

This may hurt academic performance in the short term, which might also diminish the

ability or incentive to continue schooling over the longer term. (Austin, 2011)

Breakfast consumption is associated with positive outcomes for diet quality,

micronutrient intake, and weight status and lifestyle factors. Breakfast has been

suggested to positively affect learning in children in terms of behavior, cognitive, and


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school performance. However, these assertions are largely based on evidence which

demonstrates acute effects of breakfast on cognitive performance. (Adolphus K., et al.

2013)

Accomplishment is aroused when a person prefers to attach the performance to

one of the following: ability, effort, and luck or task difficulty. Success is attributed to

high effort, and failure is seen as resulting from low ability or low effort. (Weiner 1992,

as cited by Vega & Prieto 2012)

There is a relationship between achieved grades in earlier examinations at the

same level and attitudes formed by students towards learning sciences and

mathematics. Repeated low academic achievement might lead to negative attitudes

towards the subject which in turn may influence how students will learn the subject in

subsequent years of education. The challenge though to this assertion is whether the

repeated low grades achieved earlier attitudes formation or do attitudes formed earlier

influence how a student learns mathematics and consequently how the students will

perform in KCSE. (Twoli, 2012)

At the point when students are focused on -, for example, when they are solving

math questions under time pressure - the working memory gets to be blocked and the

students can't as effectively review the math facts they had preciously studied. This

especially happens among higher accomplishing students and female students. (Boaler,

2010)
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Negative attitudes are the consequence of continuous and repeated failure or issues

when dealing with mathematical tasks and these negative attitudes may become

relatively permanent.(Nicolaidou and Philippou ,2003 as referred to by

Mata, Monteiro, & Peixoto 2012) As indicated by these authors when children first go

to class then more often than not have positive perception towards mathematics. Be

that as it may, as they progress their attitudes turn out to be less positive and much of

the time get to be negative at secondary school. Köğce et al. Discovered significant

difference between more younger and older students' attitude towards mathematics

with eighth graders having lower attitude than sixth graders.

According to Vandecandelaere et al., (2012) attitudes towards mathematics is

multidimensional construct and three dimensions but they are clearly separated.

Students' perception of his/her capability to master the subject matter and to do well in

mathematics describes mathematics academic self-concept. And perceived value of

mathematics refers to the beliefs of the students to give importance to the use of

mathematical concept in everyday life.

“Never understood math, “or “Never liked it because it was too abstract and

did not relate to them.” are the common answers that you can get when you asked a

student why he was not successful in learning math. These reasons can be categorized,

in general, as environmental or personal, and individualized factors. These were some


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of the different reasons why students fall below expected level of mathematics

achievement. (Sherman, et.al, 2014)

Mathematics instruction must give more opportunities for creating generalizations,

answering important challenging questions that may let students think critically,

enhancement of problem solving and reasoning skills, and the interconnection of the

curriculum itself and real-world scenarios. Students who are educated in a way that

depends too vigorously on rote memorization secluded from meaning experience issues

on perceiving and retaining math ideas and generalizations. (Sherman, et.al, 2014)

There are some instances that when the mathematics content taught is not aligned

to students’ level of ability, it may result to a serious achievement gaps. This kind of

situation commonly occurs if a student’s attendance is poor or a student transfer from

one school to another during an academic year. A transfer student may reflect to

himself that the mathematics curriculum of his current school may be more advanced

or paced differently than what was being taught to him in his previous school. Without

any strategies engage to overcome the gaps, student will remain confuse for the

continuance of his education. (Sherman, et.al, 2014)


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The first year in the secondary schools is a critical period. This is a time when

students lay the foundation in their subsequent academic success. As the students

entering to a new type of environment is exposed in various psycho-social problems.

Dissatisfaction with high school experience, disruption of the life plans, coping up with

subject heads relating to teachers, other students and adjusting to a new environment

are some common adjustment problems especially for those incoming freshmen

students who do not have a clear pasture of what high school life is all about. (Protacio,

C.B. et al., 2014)

The internet is one of the greatest recent advancement in the world of information

technology and has become useful instrument that has fostered the process of making

the world a global village. This is a universal fact that the use of internet has a great

impact on the student’s academic achievement and social life. The study was conducted

to determine the effect of use of internet on the academic performance, social life and

outdoor activity of University students in Pakistan. (Asdaque et al., 2014)

A study about sleeping showed that a successful student tends to sleep more. This

study supported the researchers that sleeping may be one factor in the academic

achievement of the students. It’s no secret that college students tend to skimp on sleep

to squeeze the most out of 24 hours. But this generation is different, and researchers

are increasingly focusing on college students because they are one of the most sleep-

deprived populations. College students go to bed one to two hours later and sleep less
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per night on average compared to previous generations. As a result, 75% of U-M

undergraduates do not sleep enough to feel rested on five or more days per week, and

19% reported that sleep difficulties had an impact on academic performance in the past

year. (studentlife.edu, 2012)

A major contribution of this paper is that it examined the impact of assignments

on academic performance of various student subgroups: male vs. female and domestic

vs. international. International students have been enrolling in Canadian universities in

increasing numbers, so it is important to identify factors that influence their academic

performance. In this respect also, this study aims to make an important contribution.

(Latif et al., 2011)

Online social networks (OSNs) have permeated all generations of Internet users,

becoming a prominent communications tool, particularly in the student community.

Thus, academic institutions and faculty are increasingly using social networking sites,

such as Facebook and LinkedIn, to connect with current and potential students and to

deliver instructional content. This has led to a rise in questions about the impact of

OSN on academic performance and the possibility of using it as an effective teaching

tool. (Paul et al., 2012)


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CONCEPTUAL FRAMEWORK

The independent variables in this study were the daily activities of selected Grade

7 Mathematics high and low achievers while the dependent variables were the

academic performance of selected mathematics high and low achievers in Grade 7. The

Diagram holds the daily activities of Mathematics high and low achiever in grade 7. It

was used to gather information and to come up to the daily activities of Mathematics

high and low achiever in grade 7.

RESEARCH PARADIGM

Daily Activities of Academic


Mathematics High Performance of
and Low Mathematics
Achievers in High and Low
Grade 7 Achievers in
Grade 7

Independent Dependent
Variable Variable

The paradigm shows the complete procedure of this study. The researchers used

the diagram above that displays the Academic Performance and Daily Activities of

Mathematics high and low achiever in Grade 7, and the findings.


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SCOPE AND LIMITATIONS

In daily activities of the grade 7 students, the study was determined if there were

relationship between the daily activities with the academic performance of high and

low achievers. This research was focused in one subject area which was Mathematics.

This was useful for teachers in teaching their students.

The researchers decided to choose Grade 7 students of Nereo R. Joaquin

National High School during AY 2016 - 2017. It involved 86 students as the sample

population which was selected randomly. It also made use of students’ academic

achievement in the first quarter in Mathematics. Each of the selected respondents was

given time table to fill up from time to time, from Monday to Sunday every 5am to

9pm. It was permitted to be brought and serve as their assignment. The researchers

tallied all the activities done by the respondents and come up by doing a checklist where

the frequencies of their common daily activities are stated. It was again administered

to the respondents. Papers with incomplete answers will be rejected to make it more

reliable. The papers will be tallied and studied based on the performance of the

students.
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STATEMENT OF THE PROBLEM

This study intends to compare the daily activities of mathematics achievers and

non-mathematics achievers in grade 7 of Nereo R. Joaquin National High School

(NRJNHS) in the City of Biñan, School Year 2016 - 2017.

Specifically, it will seek answers to the following problems:

1. What is the performance in Mathematics of the Grade 7 students based on the

first quarter grade?

2. What common daily activities are performed by High and Low Achievers in

Math?

3. Is there any relationship between the activities of achievers and non-achievers

in mathematics?

HYPOTHESIS

There is a relationship between the daily activities of the high and low achievers

with the performance in mathematics classes.


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SIGNIFICANCE OF THE STUDY

The results of the study would be of great help to those who are doing their

daily activities in order to perform well in Mathematics.

It is hoped that the study will be beneficial to the following:

To the School Heads. They will be cognizant on the problem of the teachers in

improving the academic achievement of the students in Mathematics; thus awareness

of the importance of daily activities as potential aid to the teaching-learning process in

Mathematics.

To the Teachers. This study will be of a great help; the outcome may reveal

important aspects in daily activities of the students that need to be given emphasis in

order to perform well in Mathematics.

To the Parents. They may be informed about the school activities and their

children’s performance in and outside of the school so that they will guide their

children in doing their tasks.

To the Students. Improvement in Math for Grade 7 will surely redound to the

benefit of the students. This may help the student to characterize some good habits that

may enhance their knowledge to improve their academic performance.


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To the Future researcher. The study will help the future researcher to be more

effective and knowledgeable relationship of daily activities of the students with their

academic performance and the possible solutions to implement this study will inspire

others to conduct future studies of similar nature.

DEFINITION OF TERMS

Compendium - collection of daily activities of grade 7 students

High Achiever – students who got the grades of 86 and above in Mathematics

Average Achiever - students who got the grades of 80 to 85 in Mathematics

Low Achiever - students who got the grades of 79 and below in Mathematics

Daily activities - activities done by the students affecting their

performance/achievement in math.

Grade 7 – the target respondents of the researchers because they were on their

adjustments period from primary school to junior high school.

Time Table – a tool used to determine the 7-day daily activities on specific time.

K – 12 Grading System – the grading system used to determine how the researchers

will divide the achievers into three groups.


CHAPTER 2

METHODS

This chapter outlines the research design, the research method, the population

under study, the sampling procedure, and the method that will use to collect data. The

reliability and validity of the research instrument will be addressed. Ethical

considerations pertaining to the research will also be discussed.

RESEARCH DESIGN

This study employs descriptive - qualitative research design since the

researchers compare the daily activities of grade 7 students and tell whether they are

high or low achievers in Mathematics.

This study presents a numeric values on the data gathering which will be

explain through narrative description.

Survey research is applied with the use of a checklist. It serves as a tool to

produce mixed method descriptions of some aspects of the study population. It serves

as a tool in locating significant variables in a field. It concern with the condition or

relationships that will exists, or trends that will develop.


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Survey analysis may be primarily concerned either with relationship with the

variables, or with projecting findings descriptively to a predefined population. Survey

research is a mixed method requiring standardized information from and or about the

subjects that will study. It will first conduct to students to analyze their daily activities.

Next is another survey question to know the reliability of the respondents in dealing

with the results of the first survey form. Third is, comparing the daily activities of the

respondents. The answers will constitute to the data to be analyse.

The objective of the study is to compare the daily activities of mathematics high

and low achievers and to come up with the recommendation and suggestion to the

students.

The researchers were guided by the following research principles: the first one

is the qualitative research is based on a “world view” which is holistic and has the

following beliefs: (1) there is not a single reality based upon perceptions that are

different for each persons and change overtime and (2) what we know has meaning

only within a given situation of context (Ross, J, 1999).

The second one is the descriptive research. It is descriptive because it describes

the differences and similarities of daily activities of mathematics high and low

achievers in Grade 7.

The above principles served as the guidelines for the implementation of the

research design adopted in this study.


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SAMPLE AND SAMPLING TECHNIQUE

The researchers used two different groups from grade 7 students’ specifically

mathematics high and low achievers group in selected public secondary school in

Biñan city.

In order for the researchers to classify the groups, they gathered all the 1st quarter

grades in Mathematics of all the grade 7 students in the school. Then, the grades were

been tallied and classified first into three groups. These groups were “High Achiever”,

“Average Achiever” and “Low Achiever”.

The respondents of the research were 30% of the total population of the grade

7 students. They chose 86 students, 43 “Mathematics High Achiever” and 43

“Mathematics Low Achiever”. These respondents were been chosen through

combination of Purposive Sampling and Random Sampling Techniques. These

sampling techniques determined the target population, those to be involved in the

study. The respondents were chosen based on their performances in the subject being

studied.

In order to guarantee equality and objectivity, the researchers used the pairing

technique wherein the students with the same grades are going to be matched

collectively. The respondents’ identity will be confidential and only the researchers

and the cooperating teacher were informed.


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RESEARCH INSTRUMENT

The instruments used in the study was made and developed by the authors. The

“Time Table” used was checked and validated by the research adviser. Meanwhile, the

researchers and the research adviser agreed to have a follow up “Checklist”. It was

again enhanced and validated by the research adviser.

The “Time Table” was used to determine their specific daily activities from

Monday to Sunday, starting from 5 in the morning until 9 in the evening. Based from

the activities listed on the time table, the researchers come up with the checklist aiming

how frequent they do a certain daily activity. The checklist would provide the data

needed for the study.

These instruments were used for one week. These were enough to find out what

particular daily activities they usually do which may be a factor in their performance

in Mathematics. Perhaps, the researchers may know and compare the daily activities of

high achiever and as well as low achiever in Mathematics.


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DATA GATHERING PROCEDURE

The prior step of the researchers in gathering data was submission of a letter to

the principal for them to be permitted to get the grades of the grade 7 students of Nereo

R. Joaquin National High School, school year 2016 - 2017.

Then, they tallied the frequency of the grades of the students and they classified

them as high and low achiever by deciding corresponding grades range for each

classification.

Then, made a time table wherein the respondents filled up and listed down all

their daily activities every day from Monday to Sunday, 5am until 9pm. It was

administered to the respondents which were answered for one week. The results were

tallied and the daily activities were listed to know their daily activities. From that time

table, they came up to a checklist which intended how often the respondents do a certain

activity. The activities listed in the checklist were the activities answered by the

respondents in the time table.

It was again administered to the respondents. Afterwards, it was been tallied

and the weighted mean was computed. The result was examined and finding the

relationship of their daily activities to their performances was the latter step.
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STATISTICAL TREATMENT

After collecting the checklists and gather the needed information, the

researchers used the statistical treatment getting the Weighted Mean Average to

analyze the give data. Weighted Mean average system was used to specify the daily

activities of mathematics high and low achievers in Grade7. The table below will serve

as an indicator for the results of the weighted mean average:

Value Scale of Interpretation

4.51-5.00 Always

3.51-4.50 Very often

2.51-3.50 Often

1.51-2.50 Seldom

1.00-1.50 Never

Then to determine the relation of daily activities of mathematics high and low

achievers in grade 7, the researchers used the statistical tool Pearson r.

r Descriptive Equivalent

±1.00 Perfect positive (negative) correlation

±0.75 - ±0.99 High positive (negative) correlation

±0.51 - ±0.74 Moderately high positive (negative) correlation

±0.31 - ±0.50 Moderately low positive (negative) correlation

±0.01 - ±0.30 Low positive (negative) correlation


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ETHICAL CONSIDERATION

To complete the research with appropriate research guidelines research ethics

is very important. Considering ethical aspects of research, enough time was given to

the respondents of the study so that they can show their insights about the research

questions. The data gathered was used in this study. Consents from the respondents

were taken and appropriate permission was ensured for usage of their given data.

Confidentiality of the responses was maintained strictly to ensure privacy of their data.

The disclosure of respondents’ identity was based on their permission where if they are

not willing to reveal their identity, their identity was not shown.

The study assured the respondents the level of confidentiality. It avoided

harmful effect from all the respondents. The study had no effect with the college and

officials. It respected individual and maintain privacy.


Chapter 3

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents and analyzes the findings of the study regarding the

compendium of daily activities of mathematics high and low achievers in grade 7 in

selected public school in City of Biñan.

1. What is the performance in Mathematics of the Grade 7 students based on the

first quarter grade?

Table 1

Academic Performance of the High and Low Achievers in Grade 7 - Carinosa

High Achiever Average Achiever Low Achiever


Performance 86 and above 80 - 85 79 and below

f % f % f %

90 and above 4 12.91 0 0 0 0

85-89 27 87.09 0 0 0 0

80-84 0 0 7 100 0 0

75-79 0 0 0 0 4 100

74 and below 0 0 0 0 0 0

Total 31 100% 7 100% 11 100%


24

Legend

90 and above - Outstanding

85 - 89 - Very Satisfactory

80 - 84 - Satisfactory

75 -79 - Fairly Satisfactory

74 and below - Did not meet Expectation

Table 1 shows the frequency distribution and performance of mathematics high

achievers and low achievers in grade 7-Carinosa. It is indicated in the high achievers

that 4 or 12.91 percent of total population of Grade 7-Carinosa have reached 90 and

above which was considered outstanding and 27 or 87.09 percent have reached 85-89

or very satisfactory. In average students, 7 or 63.64 percent have reached 80-84 which

was rated as satisfactory and low achiever 4 or 36.36 percent have reached 75-79 or

did not meet expectation based from the K to 12 grading system.


25

Table 2

Academic Performance of the High and Low Achievers in Grade 7 - Kumintang

High Achiever Average Achiever Low Achiever


Performance 86 and above 80 - 85 79 and below

f % f % f %

90 and above 0 0 0 0 0 0

85-89 10 100 0 0 0 0

80-84 0 0 18 100 0 0

75-79 0 0 0 0 9 69.23

74 and below 0 0 0 0 4 30.77

Total 10 100% 18 100% 13 100%

Legend

90 and above - Outstanding

85 - 89 - Very Satisfactory

80 - 84 - Satisfactory

75 -79 - Fairly Satisfactory

74 and below - Did not meet Expectation


26

Based on table 2 the frequency distribution and performance of mathematics high

achievers and low achievers in grade 7-Kumintang. It is indicated in the high achievers

that 10 or 100 percent of total population of Grade 7-Kumintang have reached 85-89

which was considered very satisfactory. On the other hand, in achiever students, 18 or

100% percent have reached 80-84 which was rated as satisfactory, 9 or 29.03 percent

have reached 75-79 which was viewed as fairly satisfactory and 4 or 12.91 percent have

reached 74 and below or did not meet expectation was based from the K to 12 grading

system.

Table 3

Academic Performance of the High and Low Achievers in Grade 7-Maglalatik

High Achiever Average Achiever Low Achiever


Performance 86 and above 80 - 85 79 and below

f % f % f %

90 and above 3 11.54 0 0 0 0

85-89 23 88.46 0 0 0 0

80-84 0 0 10 100 0 0

75-79 0 0 0 0 5 100

74 and below 0 0 0 0 0 0

Total 26 100% 10 100% 5 100%


27

Legend

90 and above - Outstanding

85 - 89 - Very Satisfactory

80 - 84 - Satisfactory

75 -79 - Fairly Satisfactory

74 and below - Did not meet Expectation

Table 3 reveals the frequency distribution and performance of mathematics high

achievers and low achievers in grade 7-Maglalatik. It is indicated in the high achievers

that 3 or 11.54 percent of total population of Grade 7-Maglalatik have reached 90 and

above which was considered outstanding and 23 or 88.46 percent have reached 85-89

or very satisfactory. On the other hand 10 or 100 percent average students have reached

80-84 which was rated as satisfactory while in low achievers 5 or 100 percent have

reached 75-79 or did not meet expectation based from the K to 12 grading system.
28

Table 4

Academic Performance of the High and Low Achievers in Grade 7-Malaguena

High Achiever Average Achiever Low Achiever


Performance 86 and above 80 - 85 79 and below

f % f % f %

90 and above 0 0 0 0 0 0

85-89 0 0 0 0 0 0

80-84 0 0 14 100 0 0

75-79 0 0 0 0 21 75

74 and below 0 0 0 0 7 25

Total 0 100% 14 100% 28 100%

Legend

90 and above - Outstanding

85 - 89 - Very Satisfactory

80 - 84 - Satisfactory

75 -79 - Fairly Satisfactory

74 and below - Did not meet Expectation


29

Table 1.4 shows the frequency distribution and performance of mathematics high

achievers and low achievers in grade 7 Malagueña. It is indicated that no one in grade

7 Malagueña was considered as high achiever. On the other hand, 14 or 100 percent of

average students have reached 80-84 which was rated as satisfactory while in low

achiever 21 or 50 percent have reached 75-79 which were considered as fairly

satisfactory and 7 or 16.67 percent have reached 78 and below or did not meet

expectation based from the K to 12 grading system.

Table 5

Academic Performance of the High and Low Achievers in Grade 7-Singkil

High Achiever Average Achiever Low Achiever


Performance 86 and above 80 - 85 79 and below

f % f % f %

90 and above 0 0 0 0 0 0

85-89 2 100 0 0 0 0

80-84 0 0 25 100 0 0

75-79 0 0 0 0 13 100

74 and below 0 0 0 0 0 0

Total 2 100% 25 100% 13 100%


30

Legend

90 and above - Outstanding

85 - 89 - Very Satisfactory

80 - 84 - Satisfactory

75 -79 - Fairly Satisfactory

74 and below - Did not meet Expectation

Table 5 presents the frequency distribution and performance of mathematics high

achievers and low achievers in grade 7 Singkil. It is indicated in the high achievers that

2 or 100 percent of total population of Grade 7 Singkil have reached 85-89 which was

considered very satisfactory. On the other hand, 25 or 100 percent of average students

have reached 80-84 which were rated as satisfactory and 13 or 100 percent have

reached 75-79 which were viewed fairly satisfactory based from the K to 12 grading

system.
31

Table 6

Academic Performance of the High and Low Achievers in Grade 7 Sta. Clara

High Achiever Average Achiever Low Achiever


Performance 86 and above 80 - 85 79 and below

f % f % f %

90 and above 1 100 0 0 0 0

85-89 0 0 0 0 0 0

80-84 0 0 6 100 0 0

75-79 0 0 0 0 30 83.33

74 and below 0 0 0 0 6 16.67

Total 1 100% 6 100% 36 100%

Legend

90 and above - Outstanding

85 - 89 - Very Satisfactory

80 - 84 - Satisfactory

75 -79 - Fairly Satisfactory

74 and below - Did not meet Expectation


32

Table 6 manifests the frequency distribution and performance of mathematics high

achievers and low achievers in grade 7 Sta. Clara. It is indicated in the high achievers

that 1 or 100 percent of total population of Grade 7 Sta. Clara have reached 90 and

above which was considered outstanding. On the other hand, 6 or 100 percent of

average students have reached 80-84 which were rated as satisfactory while in low

achiever 30 or 71.42 percent have reached 75-79 which were considered fairly

satisfactory and 6 or 14.29 percent have reached 74 and below or did not meet

expectation based from the K to 12 grading system.

Table 7

Academic Performance of the High and Low Achievers in Grade 7-Tinikling

High Achiever Average Achiever Low Achiever


Performance 86 and above 80 - 85 79 and below

f % f % f %

90 and above 4 12.91 0 0 0 0

85-89 11 87.09 0 0 0 0

80-84 0 0 16 100 0 0

75-79 0 0 0 0 8 100

74 and below 0 0 0 0 0 0

Total 15 100% 16 100% 8 100%


33

Legend

90 and above - Outstanding

85 - 89 - Very Satisfactory

80 - 84 - Satisfactory

75 -79 - Fairly Satisfactory

74 and below - Did not meet Expectation

Table 7 presents the frequency distribution and performance of mathematics high

achievers and low achievers in grade 7 Tinikling. It is indicated in the high achievers

that 4 or 12.91 percent of total population of Grade 7 Tinikling have reached 90 and

above which was considered outstanding and 11 or 87.09 percent have reached 85-89

which was considered very satisfactory. On the other hand, 16 or 100 percent of

average students have reached 80-84 which were rated as satisfactory while in low

achievers 8 or 100 percent have reached 75-79 which were considered fairly

satisfactory based from the K to 12 grading system.


34

Table 8

Academic Performance of the High and Low Achievers in Grade 7

TOTAL

High Achiever Average Low Achiever


Performance Achiever
86 and above 79 and below
80 - 85

f % f % f %

90 and above 12 14.12 0 0 0 0

85-89 73 85.88 0 0 0 0

80-84 0 0 96 100 0 0

75-79 0 0 0 0 89 83.96

74 and below 0 0 0 0 17 16.06

Total 85 100% 96 100 106 100%

Legend

90 and above - Outstanding

85 - 89 - Very Satisfactory

80 - 84 - Satisfactory

75 -79 - Fairly Satisfactory

74 and below - Did not meet Expectation


35

About in table 8 the frequency distribution and performance of mathematics high

achievers and low achievers in grade 7 of Nereo R. Joaquin National High School. It

is indicated in the high achievers that 12 or 14.12 percent of total population of Grade

7 have reached 90 and above which was considered outstanding and 73 or 85.88 percent

have reached 85-89 which was viewed very satisfactory. On the other hand, 96 or

47.29 percent of average students have reached 80-84 which were rated satisfactory

while in low achievers 89 or 43.84 percent have reached 75-79 which were rated fairly

satisfactory and 17 or 8.37 percent have reached 74 and below or did not meet

expectation based from the K to 12 grading system.

Generally, 12 or 14.12 percent of the total population of grade 7 in Nereo R.

Joaquin National High School was considered outstanding. 73 or 85.88 percent was

rated very satisfactory. 96 or 47 percent of the total population of the grade 7 was rated

satisfactory and 89 or 43.84 were viewed fairly satisfactory and 17 or 8.37 were

considered did not meet expectation based from the K to 12 grading system.

2. What common daily activities are performed by High and Low Achievers in Math?
36

Table 9 Daily Activities of Selected Grade 7 of High and Low Achievers in

Morning

High Low Total


Achievers Achievers
Daily Activities in the Morning
Mean V.I. Mean V.I. Mean V.I.

- waking up early 4.23 VO 4.26 VO 4.25 VO

- eating breakfast 4.49 VO 4.07 VO 4.28 VO

- going to school by means of


4.21 VO 4.12 VO 4.17 VO
walking

- listening to the teachers 4.60 A 4.09 VO 4.35 VO

- writing notes 4.37 VO 4.30 VO 4.34 VO

- reciting (during class hours) 4.16 VO 3.74 VO 3.95 VO

- reporting (during class hours) 3.93 VO 3.37 O 3.65 VO

- texting (during class hours) 1.98 S 2.23 S 2.11 S

- sleeping (during class hours) 1.63 S 1.58 S 1.61 S

- doing extra-curricular activities 3.30 O 3.37 O 3.34 O

- participating to group activities 4.42 VO 4.19 VO 4.31 VO

- cutting classes 1.47 S 1.51 S 1.49 S

- reading books 3.42 O 3.44 O 3.43 O

- watching television (every


4.30 VO 4.14 VO 4.22 VO
weekends)

- doing household chores( every


4.16 VO 4.07 VO 4.12 VO
weekends)

- hanging out with friends,


3.21 O 3.26 O 3.24 O
classmates, etc... (every weekends)
37

- surfing the net (every weekends) 3.44 O 3.19 O 3.32 O

- using social networking sites


3.47 O 3.49 O 3.48 O
(every weekends)

Weighted Mean 3.60 VO 3.47 O 3.53 VO

Legend

Value Scale of Interpretation

5 Always (A) 4.51-5.00

4 Very Often (VO) 3.51-4.50

3 Often (O) 2.51-3.50

2 Seldom (S) 1.51-2.50

1 Never (N) 1.00-1.50

Table 9 shows that it can be gleaned from the data that both respondents rated

the daily activities in the morning as very often with the weighted mean of 3.53. Some

of the common activities of the high and low achievers during Morning are as follows:

waking up early got 4.26, eating breakfast got 4.07, going to school by means of

walking got 4.12, listening to the teachers got 4.09, writing notes got 4.30, reciting
38

(during class hours) got 3.74, reporting (during class hours) got 3.37, texting (during

class hours) got 2.23, sleeping (during class hours) got 1.58, doing extra-curricular

activities got 3.37, participating to group activities got 4.19, cutting classes got 1.51,

reading books got 3.44, watching television (every weekends) got 4.14, doing

household chores( every weekends) 4.07, - hanging out with friends, classmates, etc...

(Every weekend) got 3.26, surfing the net (every weekends) got 3.19, and using social

networking sites (every weekends) got 3.49. Those weighted mean showed on every

student’s activity were highly affect their performance in mathematics. Likewise, in

mathematics high achievers’ activity the checklist showed same finding where the

students activity were highly affect their performance in mathematics. waking up early

got 4.23, eating breakfast got 4.49, going to school by means of walking got 4.21,

listening to the teachers got 4.16, writing notes got 4.37, reciting (during class hours)

got 4.16, reporting (during class hours) got 3.92, texting (during class hours) got 1.98,

sleeping (during class hours) got 1.63, doing extra-curricular activities got 3.30,

participating to group activities got 4.42, cutting classes got 1.47, reading books got

3.42, watching television (every weekends) got 4.30, doing household chores( every

weekends) 4.16, hanging out with friends, classmates, etc... (Every weekend) got 3.21,

surfing the net (every weekends) got 3.44, and using social networking sites (every

weekends) got 3.47.


39

Table 10

Daily Activities of Selected Grade 7 of High and Low Achievers in Afternoon

Daily Activities in the Afternoon High Low Total


Achievers Achievers

Mean V.I Mean VI Mean VI

- eating lunch 4.81 A 4.42 VO 4.62 A

- taking a nap 3.42 O 3.67 VO 3.55 VO

- reviewing 3.88 O 3.37 O 3.63 VO

- playing 3.47 VO 3.84 VO 3.66 VO

- watching television 4.37 VO 4.4 VO 4.39 VO

- texting 2.26 S 2.51 O 2.39 S

- reading books 3.4 O 3.47 O 3.44 O

- making assignments 4.51 A 3.84 VO 4.18 VO

- surfing the net 3.37 O 3.4 O 3.39 O

- using networking sites 3.56 VO 3.33 O 3.45 O

- hanging out with friends,


3.37 O 3.26 O 3.32 O
classmates, etc...

- doing household chores 4.19 VO 3.91 VO 4.05 VO

Total 3.72 VO 3.62 VO 3.67 VO


40

Legend

Value Scale of Interpretation

5 Always (A) 4.51-5.00

4 Very Often (VO) 3.51-4.50

3 Often (O) 2.51-3.50

2 Seldom (S) 1.51-2.50

1 Never (N) 1.00-1.50

Table 10 shows that it can be gleaned from the data that both respondents rated

the daily activities in the afternoon as very often with the weighted mean of 3.67. Some

of the common activities of the high and low achievers during afternoon are as follows:

eating lunch got 4.42, taking nap got 3.67, reviewing got 3.37, playing got 3.84,

watching television 4.40, texting got 2.51, reading books got 3.47, making assignment

got 3.84, surfing the net 3.40, using networking sites got 3.33, hanging out with friends,

classmates, etc... got 3.26, and doing household chores got 3.91. Similarly, the

weighted mean of the activity of the mathematics high achiever was showed. Eating

lunch got 4.81, taking nap got 3.42, reviewing got 3.88, playing got 3.47, watching

television 4.37, texting got 2.26, reading books got 3.40, making assignment got 4.51,

surfing the net 3.37, using networking sites got 3.56, hanging out with friends,

classmates, etc... got 3.37, and doing household chores got 4.19. In the daily activities
41

of the students in afternoon, the researchers got the value of 0.996 as the value of

Pearson (r) in the afternoon of both mathematics high and low achievers in grade 7

which also denotes that the rate of daily activities in morning of mathematics high and

low achiever increases their performance.

Table 11

Compendium of Daily Activities of Selected Grade 7 of High and Low Achievers

in Evening

Daily Activities in The High Low Total


Evening Achievers Achievers

Mean V.I Mean VI Mean VI

- eating dinner 4.77 A 4.51 A 4.64 A

- reviewing lessons 4.02 VO 3.56 VO 3.79 VO

- making assignments 4.3 VO 3.65 VO 3.98 VO

- reading books 3.49 O 3.33 O 3.41 O

- doing household chores 3.86 VO 3.72 VO 3.79 VO

- using social networking


sites 3.33 O 3.26 O 3.30 O

- watching television 4.37 VO 4.07 VO 4.22 VO

- texting 2.4 S 2.49 S 2.45 S

- sleeping early 3.93 VO 4.28 VO 4.11 VO

Total 3.83 VO 3.65 VO 3.74 VO


42

Legend

Value Scale of Interpretation

5 Always (A) 4.51-5.00

4 Very Often (VO) 3.51-4.50

3 Often (O) 2.51-3.50

2 Seldom (S) 1.51-2.50

1 Never (N) 1.00-1.50

Table 11 shows that it can be gleaned from the data that both respondents rated the

daily activities in the evening as very often with the weighted mean of 3.74. Some of

the common activities of the high and low achievers during evening are as follows: n

high achievers, eating dinner got 4.77, reviewing lesson got 4.02, making assignments

got 4.30, reading books got 3.49, doing household chores got 3.86, using social

networking sites got 3.33, watching television got 4.37, texting got 2.40, and sleeping

early got 3.93. On the other hand, in low achievers, eating dinner got 4.51, reviewing

lesson got 3.56, making assignments got 6.65, reading books got 3.33, doing household

chores got 3.72, using social networking sites got 3.26, watching television got 4.97,

texting got 2.49, and sleeping early got 4,28.


43

Table 12

Relationship between activities of high and low achievers in morning

High Achiever Low Achiever 2 2


xy x y
(Weighted Mean) (Weighted Mean)

4.23 4.26 18.0198 17.8929 18.1476

4.58 4.07 18.6406 20.9764 16.5649

4.21 4.12 17.3452 17.7241 16.9744

4.61 4.23 19.5003 21.2521 17.8929

4.37 4.3 18.791 19.0969 18.49

4.16 3.74 15.5584 17.3056 13.9876

3.93 3.37 13.2441 15.4449 11.3569

1.98 2.23 4.4154 3.9204 4.9729

1.63 1.58 2.5754 2.6569 2.4964

2.84 3.37 9.5708 8.0656 11.3569

4.42 4.19 18.5198 19.5364 17.5561

1.47 1.51 2.2197 2.1609 2.2801

3.42 3.44 11.7648 11.6964 11.8336

3.3 4.14 13.662 10.89 17.1396

4.14 4.07 16.8498 17.1396 16.5649

3.21 3.26 10.4646 10.3041 10.6276

3.44 2.79 9.5976 11.8336 7.7841


44

3.47 3.49 12.1103 12.0409 12.1801

63.41 62.16 232.8496 239.9377 228.2066

86(232.8496)  (63.41)(62.16)
r
[86(239.9377)  (4020.8281)][86(228.2066  38663.8656)]
20025.0656  3941.5656
r
(16613,8141)(15761.902)
16083.50
r
261,865309.7
r  0.993897455

= 0.99 High positive correlation

In table 12, an r value of 0.99 indicates high positive correlation between the daily

activities of high and low achiever students. This denotes that the rate of daily activities

of mathematics high and low achiever increases their performance. On the other hand,

a low rate of daily activities of high and low achiever also infer low rate of their

performance.
45

Table 13

Relationship between activities of high and low achievers in afternoon

High Achiever Low Achiever 2 2


xy x y
(weighted mean) (weighted mean)

4.83 4.42 21.3486 23.3289 19.5364

3.42 3.67 12.5514 11.6964 13.4689

3.89 3.37 13.1093 15.1321 11.3569

3.47 3.84 13.3248 12.0409 14.7456

4.37 4.4 19.228 19.0969 19.36

2.26 2.51 5.6726 5.1076 6.3001

3.4 3.47 11.798 11.56 12.0409

4.51 3.84 17.3184 20.3401 14.7456

3.37 3.4 11.458 11.3569 11.56

3.56 3.33 11.8548 12.6736 11.0889

3.37 3.26 10.9862 11.3569 10.6276

4.09 3.91 15.9919 16.7281 15.2881

(86)(164.642)  (44.54)(43.42)
r
(86)(170.4184)  (1983.8116)(1370.234  1885.2964)
14159.212  1933.9268
r
150607959.2
12225.2852
r
12272.24345
46

r = 0.996 High Positive r  0.99617362

Correlation

The table 13 presented that the r value of 0.996 indicates high positive

correlation between the daily activities of high and low achiever students. This

states that the rate of daily activities of mathematics high and low achiever

increases their performance while a lower rate of daily activities of high and low

achiever suggests a lower rate of their performance.

Table 14

Relationship between activities of high and low achievers in evening

High Achiever Low Achiever 2 2


xy x y
(Weighted mean) (Weighted mean)

4.78 4.49 21.4622 22.8484 20.1601

4.02 3.56 14.3112 16.1604 12.6736

4.3 3.65 15.695 18.49 13.3225

3.49 3.33 11.6217 12.1801 11.0889

3.86 3.72 14.3592 14.8996 13.8384

3.33 3.26 10.8558 11.0889 10.6276

4.37 4.07 17.7859 19.0969 16.5649

2.4 2.49 5.976 5.76 6.2001

3.93 4.28 16.8204 15.4449 18.3184


47

34.48 32.85 128.8874 135.9692 122.7945

(86)(128.8874)  (34.48)(32.85)
r
[(86)(135.9692)  (1188.8704)(10560.327  1079.1225)]
9951.6484
r
(10504.4808)(9481.2045)

9951.6484
r
9979.736
r  0.99718554
r = 0.997 High Positive Correlation

The table 14 presented an r value of 0.997 describes high positive correlation

between the daily activities of high and low achiever students. This indicates that

the rate of daily activities of mathematics high and low achiever increases their

performance. On the other hand, a low rate of daily activities of high and low

achiever also result to a low rate of their performance.


48

Table 15

Relationship between activities of high and low achievers in morning, afternoon

and evening

Part of day r

High Achiever
Low Achiever Morning 0.99

High Achiever
Low Achiever Afternoon 0.996

High Achiever
Low Achiever Evening 0.997

Table 15 showed the relationship between activities of high and low achievers in

morning, afternoon and evening. In Morning, an r value of 0.99 indicates high positive

correlation between the daily activities of high and low achiever students. This denotes

that the rate of daily activities of mathematics high and low achiever increases their

performance. On the other hand, a low rate of daily activities of high and low achiever

also infer low rate of their performance. In afternoon, an r value of 0.996 indicates high

positive correlation between the daily activities of high and low achiever students. This

states that the rate of daily activities of mathematics high and low achiever increases

their performance while a lower rate of daily activities of high and low achiever

suggests a lower rate of their performance. And lastly in evening, an r value of 0.997

describes high positive correlation between the daily activities of high and low achiever
49

students. This indicates that the rate of daily activities of mathematics high and low

achiever increases their performance. On the other hand, a low rate of daily activities

of high and low achiever also result to a low rate of their performance. Generally, the

study indicates that the rate of daily activities of mathematics high and low achiever

increases their performance. On the other hand, a low rate of daily activities of high

and low achiever also result to a low rate of their performance.


Chapter 4

DISCUSSION

This chapter shows the summary of the finding, conclusion, and recommendations

of the study entitled Compendium of Daily Activities of Mathematics High and Low

Achievers in Grade 7 Students in Nereo R. Joaquin National High School SY. 2016 -

2017.

FINDINGS OF THE STUDY

This study was conducted to determine the relationship of the daily activities of

mathematics high and low achievers in grade 7. The researchers used the time table to

come up with a checklist which was the compendium of daily activities of both

mathematics high and low achievers in grade 7. Both the time table and checklist was

being validated by a doctor of education which was their adviser and two master

teachers from their school.

After the validation of the research instruments, the researchers then proceeded in

conducting survey. The researchers asked for the first quarter academic performance

of the grade 7 in mathematics. The researches chose 86 or 30 percent of the total

population of grade 7 students in Nereo R. Joaquin National High School based from

their academic performance and divided into two groups specifically mathematics high
51

achievers and mathematics low achievers. The respondents being studied were 43

mathematics high achievers and 43 mathematics low achievers.

After the survey was conducted, the researchers tallied the result of the checklist.

The researchers used weighted mean to measure how often the students do the specific

task included in the checklist. The researchers used weighted mean to rate the daily

activities of both high and low achievers in mathematics.

1. In the activity of low achievers in morning, waking up early got 4.26, eating

breakfast got 4.07, going to school by means of walking got 4.12, listening to

the teachers got 4.09, writing notes got 4.30, reciting (during class hours) got

3.74, reporting (during class hours) got 3.37, texting (during class hours) got

2.23, sleeping (during class hours) got 1.58, doing extra-curricular activities got

3.37, participating to group activities got 4.19, cutting classes got 1.51, reading

books got 3.44, watching television (every weekends) got 4.14, doing

household chores( every weekends) 4.07, - hanging out with friends,

classmates, etc... (Every weekend) got 3.26, surfing the net (every weekends)

got 3.19, and using social networking sites (every weekends) got 3.49. Those

weighted mean showed on every student’s activity were highly affect their

performance in mathematics. Likewise, in mathematics high achievers’ activity

the checklist showed same finding where the students activity were highly

affect their performance in mathematics. waking up early got 4.23, eating


52

breakfast got 4.49, going to school by means of walking got 4.21, listening to

the teachers got 4.16, writing notes got 4.37, reciting (during class hours) got

4.16, reporting (during class hours) got 3.92, texting (during class hours) got

1.98, sleeping (during class hours) got 1.63, doing extra-curricular activities got

3.30, participating to group activities got 4.42, cutting classes got 1.47, reading

books got 3.42, watching television (every weekends) got 4.30, doing

household chores( every weekends) 4.16, hanging out with friends, classmates,

etc... (Every weekend) got 3.21, surfing the net (every weekends) got 3.44, and

using social networking sites (every weekends) got 3.47. The researchers used

Pearson (r) correlation formula in the daily activities of mathematics high and

low achievers in grade 7. The researchers got 0.99 as the value of Pearson (r)

value in the morning activities of both mathematics high and low achievers in

grade 7 which denotes that the rate of daily activities in morning of mathematics

high and low achiever increases their performance. It intertwined the fact that

there is a relationship between the daily activities of students and their academic

performance in mathematics.

2. On the other hand the students’ activity in afternoon was also showed through

solving their weighted mean. The activity of students in the afternoon was

showed; eating lunch got 4.42, taking nap got 3.67, reviewing got 3.37, playing

got 3.84, watching television 4.40, texting got 2.51, reading books got 3.47,

making assignment got 3.84, surfing the net 3.40, using networking sites got
53

3.33, hanging out with friends, classmates, etc... got 3.26, and doing

household chores got 3.91. Similarly, the weighted mean of the activity of the

mathematics high achiever was showed. Eating lunch got 4.81, taking nap got

3.42, reviewing got 3.88, playing got 3.47, watching television 4.37, texting got

2.26, reading books got 3.40, making assignment got 4.51, surfing the net 3.37,

using networking sites got 3.56, hanging out with friends, classmates, etc... got

3.37, and doing household chores got 4.19. In the daily activities of the students

in afternoon, the researchers got the value of 0.996 as the value of Pearson (r)

in the afternoon of both mathematics high and low achievers in grade 7 which

also denotes that the rate of daily activities in morning of mathematics high and

low achiever increases their performance.

3. Lastly, the weighted mean of the activity of both respondents in the evening

was show. In high achievers, eating dinner got 4.77, reviewing lesson got 4.02,

making assignments got 4.30, reading books got 3.49, doing household chores

got 3.86, using social networking sites got 3.33, watching television got 4.37,

texting got 2.40, and sleeping early got 3.93. On the other hand, in low

achievers, eating dinner got 4.51, reviewing lesson got 3.56, making

assignments got 6.65, reading books got 3.33, doing household chores got 3.72,

using social networking sites got 3.26, watching television got 4.97, texting got

2.49, and sleeping early got 4,28. The weighted mean showed that when the

daily activity affect the academic performance in school specifically in


54

mathematics subject. The researchers got 0.997 as the value of Pearson (r) in

the evening of both mathematics high and low achievers in grade 7 which also

infers that the rate of daily activities in morning of mathematics high and low

achiever increases their performance. Generally, it transparently stated that

there is a relationship between the daily activities of mathematics high and low

achievers and their academic performance.

Conclusion

The researchers therefore conclude that:

1. The performance of grade 7 in mathematics was divided into 5. Most of the

students were considered as very satisfactory based from their first quarter

grades in mathematics 7. And the least is fourteen percent which was

considered outstanding.

2. It can be gleaned from the data that both respondents rated the daily activities

in the morning very often, their common daily activity is writing notes while

the discussion is on-going. The daily activities in the afternoon was rated as

very often, their common daily activity is watching television. And lastly,

evening was also rated as very often with their common daily activities

watching television and sleeping early.

3. There is a relationship between the academic performance and the daily

activities of mathematics high and low achievers in Grade 7.


55

Recommendation

1. Students, especially those who are low achieving in Mathematics should modify

their daily activities that are affecting their performances. Likewise, those high

achieving students must sustain and enhance their daily activities.

2. Parents must be aware of their child’s daily activities in order to guide and

discipline them.

3. Teacher provides activities which involve real life scenarios especially those

activities that are connected to their daily routines.

4. Students must be aware of different situations which has great impact to their

academic performance.

5. Parents must support daily activities of their children which cause them to become

high achiever in math. Likewise, the parents of low achiever in math must

encourage their children to improve their academic performance.

6. Future researchers may have a follow up research to further determine the

importance and the effect of the daily activities to students. Thus, other variable

must also be considered to make the study more substantial and beneficial to the

researchers, teachers, students and the stakeholders.


56

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59

Appendices
60

LETTER OF PERMISSION
03 August 2016

JULIE ANN D. NATIVIDAD, MA. Ed.


Principal 1
Nereo R. Joaquin National High School

Dear Madam,

Good day!

We, the third year students of Bachelor of Secondary Education major in Mathematics would
like to ask for your favorable approval to conduct our research in your respective school. Our
research was entitled “Compendium of Daily Activities of Mathematics High and Low
Achiever of Grade 7 Students". This study intends to compare the daily activities of
mathematics high and low achievers in grade 7.

Specifically, it will seek answers to the following problems:


1. What is the performance in Mathematics of the Grade 7 students based on the first
quarter grade?
2. What common daily activities are performed by High and Low Achievers in Math?
3. Is there a relationship between the activities of achievers and non-achievers in
mathematics?

We hope for your favorable approval. Thank you.

Respectfully yours:

Isabelo, Paulo G.
Research representative

Noted by:

NESTOR V. HADI
Professor, Math 16 – Research in Mathematics

Endorsed by:

ROSALINA M. DE GUZMAN, Ph. D.


Administrator, Institute of Education and Liberal Arts

Approved by:
MS. JULIE ANN D. NATIVIDAD, MA. Ed.
Principal 1
Nereo R. Joaquin National High School
61

VALIDATION

The attached time table and checklist developed by the researchers for the study

entitled “Compendium of Daily Activities of High and Low Achievers in Mathematics

in Grade 7 A.Y. 2015-2016” are validate by the following:

Mathematics Teacher Mathematics Teacher Mathematics Teacher

DR. JACKIE LOU A. ALMIRA, Ph.D.

Research Consultant
62

TIME TABLE OF 1 WEEK ACTIVITY


TIME EXAMPLE MONDAY TUESDAY WEDNES THURS FRI SATUR SUNDAY
DAY DAY DAY DAY

6:00AM- Wake up,


7:00AM Eat
breakfast,
take a bath,
and walk on
the way to
school.

7:00AM- First subject


8:00AM Math, I have
answered on
the board. I
got perfect
score on the
activity
given to us.

8:00AM- Second
subject
9:00AM Filipino, I
was selected
to read a
poem. I got +
5 in
recitation.

TIME EXAMPLE MONDAY TUESDAY WEDNES THURS FRI SATUR SUNDAY


DAY DAY DAY DAY

9:00AM- Recess time.


9:30AM I prefer to
buy biscuit
because it is
cheap in
price but still
healthy.
Zest-o for
drink.

9:30AM Science, we
conducted an
10:30AM experiment. I
fail on first
but on
second I pass
it.

11:30AM- Lunch break,


12:30PM my viand is
Ginataang
Langka and
additional
banana for
my dessert.
63

TIME EXAMPLE MONDAY TUESDAY WEDNES THURS FRI SATUR SUNDAY


DAY DAY DAY DAY

12:30PM- English, we
1:30PM read a story
about
Singapore. I
was chosen
to compare
and contrast
Singapore
and
Philippines.

1:30PM- ESP, I
2:30PM passed my
assignment
and guess
what? I got
the perfect
and highest
score 15 out
of 15.

2:30PM- Before going


3:30PM home, I just
passed by at
library to
borrow book
for my
assignment.
And walk
through
home.

TIME EXAMPLE MONDAY TUESDAY WEDNES THURS FRI SATUR SUNDAY


DAY DAY DAY DAY

3:30PM- Sitting in the


couch, I
4:30PM watched
what’s on
television
and slept for
a while.

4:30PM- Eating my
5:30PM snack while
reading my
notes on all
subjects.
Reviewing
my notes for
tomorrow’s
discussion.

5:30PM- Go to Myra’s
6:30PM house to chat
with and to
play with.
We play
scrabble and
64

unfortunately
she won
against me.

TIME EXAMPLE MONDAY TUESDAY WEDNES THURS FRI SATUR SUNDAY


DAY DAY DAY DAY

6:30PM- Go home and


7:30PM help mother
to prepare
for dinner.
Our viands
are fried
galunggong
and mongo.

7:30PM- Watched 24
8:30PM oras to be
updated
what’s latest
on the news.
And I was
amazed with
Merriam
Defensor’s
platforms.

8:30PM- Prepare for


9:30PM sleep. But
before
sleeping
reviewing
again my
note for
tomorrow’s
discussion.
65

CHECKLIST

Name:______________________________ Section:_____________ 1st Quarter


Grade:_______

Direction: Put a check ( ) to your corresponding answer

5 - Always 4- Very Often 3 - Often 2 - Seldom 1 - Never

Compendium of Daily Activities

M O R N I N G ( 6am - 12noon ) 5 4 3 2 1

- waking up early

- eating breakfast

- going to school by means of walking

- listening to the teachers

- writing notes

- reciting (during class hours)

- reporting (during class hours)

- texting (during class hours)

- sleeping (during class hours)

- doing extra-curricular activities

- participating to group activities

- cutting classes

- reading books

- watching television (every weekends)

- doing household chores( every weekends)


66

- hanging out with friends, classmates, etc... (every


weekends)

- surfing the net (every weekends)

- using social networking sites (every weekends)

NOON ( 12noon - 6pm )

- eating lunch

- taking a nap

- reviewing

- playing

- watching television

- texting

- reading books

- making assignments

- surfing the net

- using networking sites

- hanging out with friends, classmates, etc...

- doing household chores


67

EVENING ( 6pm on wards )

- eating dinner

- reviewing lessons

- making assignments

- reading books

- doing household chores

- using social networking sites

- watching television

- texting

- sleeping early
CURRICULUM
VITAE
DAQUIS, ROSE MARIE L.
94 A. Mabini St.
Dela Paz, Binan City, Laguna
+63935 - 299 - 1059
rmdaquis1@gmail.com

PERSONAL INFORMATION
Age: 20 years old
Date of Birth: August 01, 1996
Citizenship: Filipino
Civil Status: Single

EDUCATIONAL BACKGROUND
Tertiary: Saint Michael’s College of Laguna
2013 - 2017
Old National Road, City of Binan, Laguna
Bachelor of Secondary Education

TRAINING/ SEMINAR ATTENDED


Time Management Seminar -PL Hall, Saint Michael’s College of Laguna
Customer Service Seminar -PL Hall, Saint Michael’s College of Laguna
Peace Education Seminar -PL Hall, Saint Michael’s College of Laguna
Special Topics in Education 2 -PL Hall, Saint Michael’s College of Laguna
Special Topics in Education 3 -PL Hall, Saint Michael’s College of Laguna
ISABELO, PAULO G.
Block 4, Lot 30 Melbourne St. Margarita Homes
San Antonio, Binan City, Laguna
+63936 - 1098 - 090
pauloisabelo@gmail.com

PERSONAL INFORMATION
Age: 19 years old
Date of Birth: October 12, 1997
Citizenship: Filipino
Civil Status: Single

EDUCATIONAL BACKGROUND
Tertiary: Saint Michael’s College of Laguna
2013 - 2017
Old National Road, City of Binan, Laguna
Bachelor of Secondary Education

TRAINING/ SEMINAR ATTENDED


Time Management Seminar -PL Hall, Saint Michael’s College of Laguna
Customer Service Seminar -PL Hall, Saint Michael’s College of Laguna
K-12 Teaching Strategies Seminar -Batangas City Sports Center, Batangas City
DepEd K-12 Curriculum -Saint Beatrice Ballroom, SMCL
Peace Education Seminar -PL Hall, Saint Michael’s College of Laguna
Special Topics in Education 2 -PL Hall, Saint Michael’s College of Laguna
Special Topics in Education 3 -PL Hall, Saint Michael’s College of Laguna
LARAÑO, JEZZALYN D.
Gumamela St.
Malamig, Binan City, Laguna
+6397-5948-1662
Jezzalyn28@gmail.com

PERSONAL INFORMATION
Age: 19 years old
Date of Birth: December 28, 1996
Citizenship: Filipino
Civil Status: Single

EDUCATIONAL BACKGROUND
Tertiary: Saint Michael’s College of Laguna
2013 - 2017
Old National Road, City of Binan, Laguna
Bachelor of Secondary Education

TRAINING/ SEMINAR ATTENDED


Customer Service Seminar -PL Hall, Saint Michael’s College of Laguna
Peace Education Seminar -PL Hall, Saint Michael’s College of Laguna
Special Topics in Education 2 -PL Hall, Saint Michael’s College of Laguna
Special Topics in Education 3 -PL Hall, Saint Michael’s College of Laguna
PABALAN, JOSHUA L.
Zone 3 Ilaya St.
Malaban, Binan City, Laguna
+63948-2097-996
joshuapabalan9@gmail.com

PERSONAL INFORMATION
Age: 21 years old
Date of Birth: August 03, 1995
Citizenship: Filipino
Civil Status: Single

EDUCATIONAL BACKGROUND
Tertiary: Saint Michael’s College of Laguna
2013 - 2017
Old National Road, City of Binan, Laguna
Bachelor of Secondary Education

TRAINING/ SEMINAR ATTENDED


Time Management Seminar -PL Hall, Saint Michael’s College of Laguna
Customer Service Seminar -PL Hall, Saint Michael’s College of Laguna
K-12 Teaching Strategies Seminar -Batangas City Sports Center, Batangas City
Peace Education Seminar -PL Hall, Saint Michael’s College of Laguna
Special Topics in Education 2 -PL Hall, Saint Michael’s College of Laguna
Special Topics in Education 3 -PL Hall, Saint Michael’s College of Laguna
PERICO, CHARMAINE GAY G.
Zone 7, Wawa St.
Malaban, Binan City, Laguna
+63926-4664-882
cperico12@gmail.com

PERSONAL INFORMATION
Age: 20 years old
Date of Birth: November 12, 1996
Citizenship: Filipino
Civil Status: Single

EDUCATIONAL BACKGROUND
Tertiary: Saint Michael’s College of Laguna
2013 - 2017
Old National Road, City of Binan, Laguna
Bachelor of Secondary Education

TRAINING/ SEMINAR ATTENDED


Time Management Seminar -PL Hall, Saint Michael’s College of Laguna
Customer Service Seminar -PL Hall, Saint Michael’s College of Laguna
DepEd K-12 Curriculum -Saint Beatrice Ballroom, SMCL
Peace Education Seminar -PL Hall, Saint Michael’s College of Laguna
Special Topics in Education 2 -PL Hall, Saint Michael’s College of Laguna
Special Topics in Education 3 -PL Hall, Saint Michael’s College of Laguna
SEVILLA, SPENCER L.
Zone 7, Wawa St.
Malaban, Binan City, Laguna
+63955-1346-328
Spencer5g30@gmail.com

PERSONAL INFORMATION
Age: 21 years old
Date of Birth: October 06, 1995
Citizenship: Filipino
Civil Status: Single

EDUCATIONAL BACKGROUND
Tertiary: Saint Michael’s College of Laguna
2013 - 2017
Old National Road, City of Binan, Laguna
Bachelor of Secondary Education

TRAINING/ SEMINAR ATTENDED


Time Management Seminar -PL Hall, Saint Michael’s College of Laguna
Customer Service Seminar -PL Hall, Saint Michael’s College of Laguna
K-12 Teaching Strategies Seminar -Batangas City Sports Center, Batangas City
DepEd K-12 Curriculum -Saint Beatrice Ballroom, SMCL
Peace Education Seminar -PL Hall, Saint Michael’s College of Laguna
Special Topics in Education 2 -PL Hall, Saint Michael’s College of Laguna
Special Topics in Education 3 -PL Hall, Saint Michael’s College of Laguna