TITLE

A Research Presented to

the Faculty of the Senior High School Department

University of the Cordilleras

In Partial Fulfillment

of the Requirements for the Course

Practical Research II

by

Merino A. Bantasan
Merino A. Bantasan
Merino A. Bantasan
Merino A. Bantasan
Merino A. Bantasan
Merino A. Bantasan

March 13, 2019

 TABLE OF CONTENTS

Page

ACKNOWLEDGMENT............................................. i

CHAPTER 1 - The Problem.................................... 1

Background of the Study............................... 1

Statement of the Problem and Hypotheses............... 15

CHAPTER 2 – Research Design and Methodology................ 17

Research Design....................................... 17

Population and Locale of the Study.................... 18

Data Gathering Instrument............................ 18

Data Gathering Procedures............................. 18

Treatment of Data..................................... 19

CHAPTER 3 – Results and Discussion......................... 20

Academic Performance in Basic Courses................. 20

Academic Performance in Specialized Courses........... 21

Correlation of Basic and Specialized Courses.......... 23

Regression Equation................................... 26

CHAPTER 4 – Conclusions and Recommendations................ 29

Conclusions........................................... 29

Recommendations....................................... 30

References................................................. 31

Authors.................................................... 36
 ACKNOWLEDGMENT

Pakiacknowledge (Paragraph Form):

-Mr. Ronaldo L. Pontanosa SHS Academic Director
-Ma’am Beverlyn M. Granadosin Practical Research Coordinator
-Syempre ako na Research Adviser ninyo kasi ako magbibigay ng
points
- Respondents
- As a group, wag niyo na isulat. Pasalamatan nalang ninyo ang
isa’t isa para sincere. Tagal na kayong nagpplastikan.
 Chapter 3

RESULTS AND DISCUSSION

This section explores the results of the study concerning the

academic performance of students in their core and specialized
mathematics courses. It also presents the correlation between these
courses and lastly, it discusses the regression equation that can
predict students’ academic performance in their mathematics
specialized courses.

Table 1. Academic Performance of Students in Basic Courses

Standard
Variables Mean
Deviation
General Mathematics 89.53 4.51
Statistics & Probability 88.73 4.92

Table 1 shows the academic performance of students in their basic

courses. In General Mathematics and Statistics, students indicated a
mean grade of 89.53 and 88.73, respectively, which are both described
as Satisfactory. This means that students were able to fulfill the
expectations of these courses to an acceptable extent.

This result can be attributed to the modification of mathematics

curriculum from linear to spiral. According to Harden (1999), a spiral
curriculum is one in which there is an iterative revisiting of topics,
subjects or themes throughout the career year. This concept was
developed by Jerome Bruner in 1960 where he found out that learners’
competence increases with each visit, until the final overall
objectives are achieved (Harden, 1999).

In connection to this, these basic courses namely General

Mathematics and Statistics are previously offered in the lower year
level of the educational scheme. Additionally, through the model of
Information Processing Theory, students perform better if the
information or skills are elaborately rehearsed by repetition to be
transferred to the long term memory (Thorne, 2013) where it will be
stored permanently and can be easily retrieved when needed on a
current task (Ertmer, 1993; Driscoll, 1994; Schunk, 1996; Lucas &
Corpuz, 2011; Mizner, 2013).

Table 2. Correlation of Basic Courses and Pre-calculus

Pre-calculus
Variable
R Interpretation p
High
General Mathematics 0.80 Positive 0.0*
Correlation
*Significant at α = 0.05
 Table 2 elucidates the correlation between Basic Mathematics
Courses taken by the students and their Pre-calculus Course. The
correlation is highly significant as marked by a p-value of 0.00. As
such, General Mathematics indicated a high positive correlation with
Pre-calculus as shown by a computed correlation coefficient of 0.80.
This suggests a direct relationship between the variables which means
further that students tend to have a high grade in Pre-calculus if
they obtained high grade in General Mathematics.

This confirms the work of Bawang (2017) indicating that there is

a significant correlation between core and advance mathematics courses
as concepts in mathematics are considered pre-requisites and
interrelated. In a further review, Baral (2000) as cited by Pugh and
Lowther (2006) found out that there is positive and substantial degree
of correlation between the students’ academic performance in
mathematics core courses like Statistics, Number Sense and Algebra and
their performance in high mathematics courses like calculus.

Table 3. Difference on Students’ Level of Mathematics Achievement

Computed Critical
Groups Mean df
Value Value
Male 44.33 3.40* 2.14
14
Female 25.57
*Significant at α = 0.05

Table 3 presents the difference on students’ level of academic

performance when grouped according to gender. As evident by a computed
value of 3.40, students’ level of academic performance differ
significantly. To note, male students recorded a mean of 44.33 which
is higher compared to 25.57 obtained by female students. This implies
that male students perform better in mathematics than female students.

This result supports the idea of Bantasan (2018) claiming that …

 Chapter 4

CONCLUSIONS AND RECOMMENDATIONS

Conclusions
In light of the results of this study, the following conclusions
are posited:
1) Students are relatively good in dealing with the expectations
of General Mathematics and Statistics and Probability.
2) Students are exceptionally good in meeting the demands of Pre-
calculus however, it can be noted that students still need
minor improvement in Basic Calculus.
3) Students’ academic performance in their Basic Courses is a
salient indicator of their academic performance in Specialized
Courses.
4) The regression equations are good predictors of grades in
specialized courses given the grades in basic mathematics
courses in the STEM strand.

Recommendations
Based on the conclusions, the following are recommended:
1) Teachers may consider establishing an enhancement program like
tutorial sessions to help students improve their skills in
their basic mathematics courses.
2) Students are encourage to work on drill exercises especially
in Basic Calculus.
3) Mathematics teachers may conduct Diagnostic Test in Basic
Mathematics courses to assess their students’ readiness skills
in dealing with higher mathematics.
4) Students may use the formula to predict their grade in higher
mathematics using their grades in their basic courses to help
them in their career decisions.
5) This study may consider other strands with a larger sample.
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 AUTHORS

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APPEND THE FOLLOWING:
1. Questionnaire
2. Reliability Summary
3. Sample Computations
4. Summary of Manuscript
5. Documentation