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FINDINGS
PARAMETER LIMITS
Percentage of Correct Responses Level of Performance
96% - 100% Mastered
86% - 95% Closely Approaching Mastery
66% - 85% Moving Towards Mastery
Compe- Learning Competencies Percentage Interpretat
tency of Correct ion
No. Responses
1 visualizes division of decimal numbers 17.39 Low
using pictorial models Mastery
2 expresses ratios in their simplest forms. 23.91 Low
Mastery
3 recognizes when two quantities are in 31.88 Low
direct proportion. Mastery
4 estimates the products of decimal 32.61 Low
numbers with reasonable results Mastery
35% - 65% Average
15% - 34% Low Mastery
5% - 14% Very Low Mastery
0% - 4% Absolutely No Mastery
Frequency of Correct
Difficulty Discrimination
Competenc Responses
y Lowe
No. Per Upper Index Inde
r Level Level
item 27% (p) x (d)
27%
1 8 4 0 0.17 Very 0.31 Good Item
Difficult
Very Good
2 32 12 6 0.68 Average 0.46
Item
Very Good
3 15 7 1 0.32 Difficult 0.46
Item
4 15 5 3 0.32 Difficult 0.15 Poor
Based on the results, Competency 1 was a good item but very difficult
question while Competency No. 2 was a very good item with average level difficulty.
Competency 3 was a very good item with difficult level and Competency 4 got a poor
question with a level of difficult. The data on Table 2 imply that competency 4 needs
revision of the item to cope with the learners. Though, competency 1 is a good item,
it requires question that is easy for the learners. It is recommended to have easy
activities related to visualize division of decimal numbers using pictorial models or
competency 1 to master this competency.
The findings of the study are that learners have a limited knowledge and
understanding of visualizes division of decimal numbers using pictorial models,
hence their performance in items on the topic is poor. A great proportion of the
learners have serious misconceptions of the inclusion of decimals and division
added on students’ understanding of the operation of division and decimal numbers.
The study recommends a structured focus on visualizing division of decimal
numbers using pictorial models. It recommends clarity for teacher trainers,
textbook writers and teachers on what learners need to learn division. It
recommends serious exploration of errors and misconceptions on inclusion of
decimals on activities and a teaching approach that considers errors and
misconceptions as opportunities for learning.
References
Percentage
Learning Competencies of Correct Interpretation
Responses
PARAMETER LIMITS
0% - 4% Absolutely No Mastery
Annex D
Activity Sheet # 1
Activity Sheet # 2
Activity Sheet # 3