FINAL PR2 Group 5

i
THE IMPACT OF PLACEBO TO THE IMPROVEMENTS OF MATHEMATICAL ABILITY: AN

EXPERIMENTAL STUDY AMONG GRADE 12 STEM STUDENTS IN
EMILIO AGUINALDO COLLEGE – CAVITE
A Research Presented to the Faculty of

Senior High School
Emilio Aguinaldo College – Cavite
In Partial Fulfillment of the

Requirements for Senior High School 12
ALEGRE, ALEXANDRA COLLEEN M.

ACAPULCO, JOSHUA KURT P.
ALCID, CALEB JOSHUA D.
ASPIRIN, BENJAMIN B.
BAGAS, DAPHNE JANE
INOFERIO, SHAD NICKHEL B.
PALER, MARK JOSEPH E.
November 2019
i
Emilio Aguinaldo College

City of Dasmariñas, Cavite
THE IMPACT OF PLACEBO TO THE IMPROVEMENTS OF MATHEMATICAL ABILITY: AN

EXPERIMENTAL STUDY AMONG GRADE 12 STEM STUDENTS IN
A Research Presented to the Faculty of

Senior High School
Emilio Aguinaldo College – Cavite
In Partial Fulfillment of the

Requirements for Senior High School 12
ALEGRE, ALEXANDRA COLLEEN M.

ACAPULCO, JOSHUA KURT P.
ALCID, CALEB JOSHUA D.
ASPIRIN, BENJAMIN B.
BAGAS, DAPHNE JANE
INOFERIO, SHAD NICKHEL B.
November 2019
ii

APPROVAL SHEET
This thesis hereto entitled:
THE IMPACT OF PLACEBO TO THE IMPROVEMENTS OF MATHEMATICAL
ABILITY: AN EXPERIMENTAL ON GRADE 12 STEM STUDENTS
ON EMILIO AGUINALDO COLLEGE – CAVITE
Prepared and submitted by ALEXANDRA COLLEEN M. ALEGRE, JOSHUA KURT

P. ACAPULCO, CALEB JOSHUA D. ALCID, BENJAMIN B. ASPIRIN, DAPHNE
JANE BAGAS, SHAD NICKHEL B. INOFERIO and MARK JOSEPH PALER and has
been reviewed and recommended as partial fulfillment of the requirements for Senior
High School 12.
Accepted and approved by the Panel of Examiners following a successful Oral
Defense on 7 of November 2019 with a grade of ________.
MS. RENEE M. GUIRAO, LPT

Research Teacher
MR. GYMMY B. PELARIJA MS. CZARISSE O. MANICIO

Name of Panel Member Name of Panel Member
MS. CATHLEEN RUIZ

Name of Panel Member
MR. ERNESTO U. GUILLERMO, JR., LPT, MST

Principal, Senior High Schoo
iii

CERTIFICATE OF ORIGINALITY
We hereby certify that the thesis entitled:
THE IMPACT OF PLACEBO TO THE IMPROVEMENTS OF MATHEMATICAL

ABILITY: AN EXPERIMENTAL ON GRADE 12 STEM STUDENTS
ON EMILIO AGUINALDO COLLEGE – CAVITE
is our work and that, to the best of our knowledge and belief, contains no material
previously published or written by another person nor material to which to a substantial
extent has been accepted for award of any other degree or diploma of a university or
other institution of higher learning except where due acknowledgement made is made
in the text.
We also declare that the intellectual content of this thesis is the product of our work
even though we may have received assistance from others on style, presentation, and
language expression.
ALEXANDRA COLLEEN M. ALEGRE JOSHUA KURT P. ACAPULCO

Researcher Researcher
CALEB JOSHUA D. ALCID BENJAMIN B. ASPIRIN
DAPHNE JANE BAGAS SHAD NICKHEL B. INOFERIO

MARK JOSEPH PALER

Researcher
iv

ACKNOWLEDGEMENT
This study was successful because of the following people who gave their
unconditional support and cooperation. The researchers would like to give their
deepest gratitude to the following people:
First, the researchers are thankful for the guidance and wisdom given by our
Heavenly Father. He is the one who made everything possible for this research,
without the courage that He has given to the researchers this study would not be
possible.
Second, the researchers would like to thank their families. To Alegre family,
Inoferio family, Paler family, Bagas family, Alcid family, Acapulco family and Aspirin
family. Thank you for the unending support, love, understanding and consideration for
the researchers and for giving them the motivation to continue this study.
Third, the researchers would like to thank their research adviser, Mrs. Renee
Guirao for her patience and for giving the researchers advices on how they can
improve this study. And also, for believing in the researchers that they can finish this
study.
Fourth, to the participants of the study. The study was successful because of
the cooperation given by the participants. Thank you for giving relevant and true
answers that is needed for this study. And also, for being an inspiration for the
researchers to continue this study.
Lastly, the class adviser of the researchers for supporting the entire process of
this study. Moreover, for helping the researchers to have a better study by assisting.
v

TABLE OF CONTENTS
Name Page Number

Title Page i
Research Approval Sheet ii
Certificate of Originality iii
Acknowledgement iv
Table of Contents v
Abstract 1
Introduction 2
Statement of the Problem 2
Hypothesis 3
Scope and Delimitation 3
Significance of the Study 3
Definition of terms 4
Review of Related Literatures and Studies 4
Theoretical Framework 5
Conceptual Framework 6
Methodology 8
Research Design 8
Sampling Technique 8
Research Instrument 9
Data Gathering Procedure 10
Data Analysis 10
Results and Discussions 11
Interpretation of Data 11
Discussion 14
Summary of Findings 15
Conclusions 15
Recommendations 16
References 17
Appendices 18
Appendix A: Written Letters 18
Appendix B: Research Instruments 21
Appendix C: Raw Data (Tabulation) 27
Appendix D:Curriculum Vita 32
vi

LIST OF TABLES
Name Page Number
Table 1 (Distribution of participants to two groups

with regards to the average score in Math subjects) ……………… 11
Table 2 (Pre-test and Post-test scores of both groups)….………...11
Table 3 (Distribution of participants to two groups

with regards to the average score in Math
subjects) RAW DATA…………………………………………….………27
Table 4 (Pre-test and Post-test scores of both

Groups) RAW DATA………………………………………………….….28
Table 5 (Table for Standard Deviation of

Experimental Group) …………………………………………………….29
Table 6 (Table for Standard Deviation of Post Test

of both groups) …………………………………………………………..30
1

THE IMPACT OF PLACEBO TO THE IMPROVEMENTS OF MATHEMATICAL ABILITY:

AN EXPERIMENTAL ON GRADE 12 STEM STUDENTS ON
Guirao, Renee M, Amoroso, Loraine M., Conde, Mark Jorell D., Diocales, Kianna Alzina V.,
and Estrella, Laurence Ralph V., and Ms. Amihan, Claribel B.
Emilio Aguinaldo College – Cavite Senior High School
City of Dasmarinas, Cavite
ABSTRACT
This study exhibits a new form of strategy to improve the mathematical ability of the
student. There are no specific studies if a placebo can have a role in the
improvements of the mathematical ability of a person. The purpose of Placebo is
mainly for Medical purposes, while on the other hand, the researchers utilize Placebo
as a Mathematical Training as the intervention. The researchers applied Kirsch's
Response Expectancy Theory that suggest that anticipation results to non-volitional
responses. Placebo is applied to one group namely the control group while both
groups undergone a three-day mathematical training. T-test are used to conclude
and comprehend the changes through self-formulated solving questionnaires: pre-
test and post-test that distinctly use to know if there is a significant difference between
the groups. There is a t= 2.82 significant difference at 0.05 level of significance
between the sample mean and the treatment group that shows there is a significant
improvement in the mathematical ability when placebo is applied and a significant
difference between the control group and the experimental group after the
intervention, whereas the experimental group has greater mathematical ability
improvement than the control group after applying the intervention which suggest that
placebo can significantly affect the mathematical ability.
Keywords: Placebo, Control group, Treatment group, Cognitive Training,

Mathematical Training
2

INTRODUCTION
Background of the Study
For the past years, placebo studies had been the interest of many researchers.
Placebo is a form of method or medical intervention used for patients by both professionals
and quacks as suggested by Beecher (1995). Placebo is known for two things, its therapeutic
value, history and contribution to intelligence. Placebo effect has a therapeutic value to
patients. It is a phenomenon whereas an ill patient’s condition has improvement with the
usage of false medical treatment or drugs because of the patient’s perception of the effectivity
of the medical intervention. Placebo dates back in 18 th century as discussed by Straussweg
(2013). Munnangi and Angus (2019) described that placebos are used in ancient time and
that it was significantly helpful to health since back then, people only knew little about the
treatment of a disease. Foroughia, Monforta, Paczynskia, McKnighta and Greenwood (2016)
questioned the results of a study that shows improvement in intelligence, wherein they
suggested that it was because of the role of placebo, and so, they intentionally induce placebo
effect to gain a cognitive ability and as a result, there was improvement on the placebo group.
In short, placebo is used for its medicinal purpose and contribution to intelligence. It
also dates back then. This study will exhibit placebo as a new form of strategy to contribute
to the mathematical ability of the students, which will be benefit many individuals.
Statement of the Problem
The purpose of this study is to determine the effects of a placebo to the improvement
of mathematical ability of a certain student/s. The specific aim of this study is to exhibit new
3

form of strategy on improving the mathematical ability of a student. It will be answered by the
following questions:
General question:
Is there a significant improvement in the mathematical ability when placebo is applied
to the experimental group?
Hypothesis
Null hypothesis: There would be no significant improvement in the mathematical ability when
placebo is applied to the experimental group.
Alternative hypothesis: There would be a significant improvement in the mathematical ability
when placebo is applied.
Scope and Delimitation
This study will take place in Emilio Aguinaldo College-Cavite, whose participants are
Grade 12 STEM students with a general average of 85-94% from the past school year (Grade
11 STEM students of batch 2018-2019). The study aims to
know if the placebo has an effect to the improvements of Mathematical Ability of the students.
Significance of the Study
The primary beneficiaries of the researchers are as follows;
Teachers. For them to have an alternative way of improving the mathematical ability
of their students.
Students. To receive new learning strategies so that they are able to cope with
mathematical lessons. Also, to help them use the abilities for their future profession.
4

Parents. To assess them what will be the effects of the placebo to their child if there
are improvements when placebo is applied.
Definition of Terms
Control group - in 2015, according to Franklin it is an essential group that should not
be exposed to the independent variable and will also be compared to the experimental group.
Non-volitional - Pacho (2013), reported that the action taken cannot be controlled by
the subjects.
Placebo effect - is said to be a positive response to treatment without any active
substance. As well it states that it perceives the mind tricks us to fall for a fake treatment to
be able to have a positive mindset (Cherry, 2019).
Treatment group - it is also called as an experimental group. The respondents are
receiving treatments from the experimenter that manipulates the independent variable
(Wigand, 2014).
Review of Related Literatures and Studies
Local Literature
Placebo is considered a type of treatment that does not contain any substance that
can harm any person's health. In addition, there are many ways to use Placebo, one of which
is taking tablets or pills provided by a specialist who says that it will help you to recover fast.
It is a way of trick used by specialist to make him/her believe that this is an active treatment
(Licauco, 2018).
5

Foreign Literature
Stewart-Williams and Podd (2004), said that placebo is "a substance or procedure that
has no inherent power to produce an effect that is sought or expected”. There are numerous
students are having a hard time on studying mathematics. If a person has an exceptional
mathematical ability, he/she has an initiative when a task has been assigned and find
gratification after the doing the task (Kusmoryono, 2014).
Local Studies
The department of education presume that Filipino students has a limited capability in
terms of their mathematical subject and that the Philippines have a defective standard on
teaching generally in the subject of mathematics and science. That being the case, the
government and the department of education came up on proposing the K-12 Curriculum
Program for the students to attain and to accomplish
improvements on students’ competence in learning mathematics in usage of the Filipino
language (Magayon & Tan, 2016).
Foreign Studies
Based on the study report of Munnangi and Angus (2019), placebo has been used
since the olden time as the specialist known as the nurses, pharmacist and prescribers
recognize its significance to the other treatment in term of improving one’s health towards the
illness or disorders he/she have.
Theoretical Framework
Irving Kirsch conceptualized placebo as expectancies that can induce progress to
health physically and mentally. This is called Kirsch's Response Expectancy Theory. Kirsch
6

defined response expectancies as an anticipation of “occurrence of nonvolitional responses”,
thus expecting improvement in health may result in to one (Kirsch, 1985). Thus, expecting a
positive effect from the training will have a positive outcome.
Conceptual Framework
MATHEMATICAL TRAINING
Positive No
Expectation Expectation
(Placebo)
Improvement on Mathematical Ability No Improvement on Mathematical Ability
A mathematical training with no assurance that it would be effective will be applied to
two groups, one in a control where participants are not expos ed to placebo and other is
exposed. According to Kirsch's Response Expectancy Theory there will be an improvement
on mathematical ability on the placebo group if the individual expect that it would work and
will show no improvements if there are no expectation.
Synthesis
As stated in the review of related literature, this suggest that placebo is a type of
treatment that has no substance and effect on people, but is effective due to their belief
(Stewart-Williams & Podd 2004). It is used to trick the patients which will eventually work
(Licauco, 2018). Placebo were used since then to improve life quality (Munnangi & Angus,
2019). Thus, placebo was used and still use to enhance health and quality in life due to
believing that whatever was induce would be effective. The next one is about the academic
7

performance of students in mathematics wherein students are having a hard time studying
the subject (Kusmoryono, 2014). Mathematicians and professionals are also proposing and/or
looking for possible programs and methods to help the students enhance their ability
(Magayon & Tan, 2016). These being said so, there are lot of ways to improve on students’
competence in learning mathematics.

8

METHODOLOGY
Research Design
The Researchers are using a Quantitative Research which focuses in the structured
way of collecting and analyzing data obtained from different sources. Thus, Experimental
research is quantitative research whereas the interest is the outcome after the intervention
(Ross, 2003). As stated by Harland (n.d), “It includes a hypothesis, a variable that can be
manipulated by the researcher, and variables that can be measured, calculated and
compared”.
Research Locale
The research locale will be conducted at Emilio Aguinaldo College – Cavite. The
researchers chose this location so that it will be within the manageability of the researchers.
Research Participants
The participants of the study could be either male or female that should be enrolled in
Emilio Aguinaldo College – Cavite and from the strand of STEM in grade 12. The participants
should have an average of 85-94 from their average in math scores that were based on their
grade 11 math subjects, specifically, General Mathematics, Pre- calculus, Basic Calculus and
Statistics.
Sampling Technique
Purposeful sampling involves choosing participants of individuals that are especially
knowledgeable about or experienced with a phenomenon of interest that has that meets the
certain criteria set by the researchers (Cresswell & Clark, 2011)

9

Research Instrument
The researchers will conduct an experiment wherein a treatment group is exposed to
elements and test how well its objectives are being achieved by comparing them to a control
group as suggested by White, H., and S. Sabarwal (2014). The research instrument are the
pre-test and post-test that is self-created and formulated by the researchers. The instrument
will be use to compare the changes between the two groups.
Data Gathering Procedure
1. The researchers prepared a math test for pre-test and final test and prepared a
mathematical training conducive for 3 days.
2. The researchers then conducted a pilot test by answering the tests formulated. The
instruments are edited and revised.
3. The researchers will divide the participants by equally distributing them for the control
group to be similar as possible as the treatment group in terms of their mean in math
scores that were based on their grade 11 math subjects, specifically, General
Mathematics, Pre- calculus, Basic Calculus and Statistics.
4. Before conducting the experiment, the researchers have their parental consent forms
filled up by the parents/guardians.
5. Also, the researchers sent an informed consent letter to the participants before the
interviews. The researchers then conducted experiment.
6. The researchers conducted the experiment.
7. From the pre-test, the researchers will gather their means from both groups, the same
process will be done in the post test after the mathematical training. The mean of the
10

control group and experimental group will be compared to the mean of the post-test to
answer the study’s hypothesis.
Data Analysis Procedure
A procedure called as Test of Hypothesis or Hypothesis Testing or also known as the
T-test is use to know if a statistical hypothesis must be rejected or accepted as stated by J.
Ocampo and W. Marquez (2016). T-test will help determine whether two groups’ mean are
statistically different from each other as suggested by W. Tochim (2006). This follows the
(𝒙
̅−𝝁)√𝒏
solution; 𝒕 = ,
𝝈
Two-sample mean test are used to know the statistical significance between two
(x̅1 −x̅2 )
different groups which follows the solution; z = .
𝑠 2 𝑠 2
√ 1 2+ 2 2
𝑛1 𝑛1
11

RESULT AND DISCUSSION
Interpretation of Data
Table 1: Distribution of participants to two groups with regards to the average score in Math
subjects (Pre-Calculus, General Math, Basic Calculus and Statistics & Probability) of S.Y.
2018-2019.
Average Score in Math

CONTROL GROUP
Subjects
Mean of Average Score in

90.6 90.3
Math Subjects
In table 1 (Distribution of participants to two groups with regards to the average score
in Math subjects (Pre-Calculus, General Math, Basic Calculus and Statistics & Probability of
S.Y. 2018-2019), shows the distribution of participants to two groups with regards to the
average score in Math subjects to show that there are no big difference between the control
group and experimental group when it comes to their average in mathematical ability. As
describe by Engel and Schutt (2009), the control group should be as similar as the treatment
group as possible.
Table 2: Pre-test and Post-test scores of both groups.
CONTROL GROUP EXPERIMENTAL GROUP
PRE-TEST POST-TEST PRE-TEST POST-TEST
Mean 55% 56% 53.7% 72%
In table 2, (Pre-test and Post-test scores of both groups), shows that the pre-test of
the control group is 55% in percentage form and the pre-test of the experimental is 53.7%.
12

After the intervention another test was taken by the participants, whereas the control group
got 56% as their mean and experimental of 72%. This table is use to present all the results
gathered from the pre-test and post-test of both groups that will be analyze (White & Sabarwal,
2014)
Applying T-test to Hypothesis
Null hypothesis: There would be no significant improvement in the mathematical ability when
placebo is applied to the experimental group (μ = 53.7).
Alternative hypothesis: There would be significant improvement in the mathematical ability
when placebo is applied to the experimental group. (μ ≠ 53.7)
(xᵢ − x)2 = 8848.90 s=25.14
S= √8848.90/n − 1
Critical Value: 0.05, two-tailed test df=15-
S=√8848.90/15 − 1 1=14, t= ±1.761
S=25.14
Computation:
(x̅ − μ)
t = 𝑠 (x̅ − μ)√n
√n t=
σ
x̅ = 72 (Post-test of Treatment Group)

(72 − 53.7)√15
t=
25.14
μ = 53.7 (Pre-test of Treatment Group)
t= 2.82
𝑛 = 15
13

Decision: Accept the alternative hypothesis because the computed value falls inside the
rejection region.
Therefore, there is significant difference between the sample mean and the treatment group
that shows there is a significant improvement in the mathematical ability when placebo is
applied.
Applying 2 Sample mean Test:
Null hypothesis: There is no difference between the control group and the experimental group
after the intervention. (μ1 = μ2 )
Alternative hypothesis: There is a difference between the control group and the experimental
group after the intervention. (μ1 ≠ μ2 )
Null hypothesis: The experimental group has greater mathematical ability improvement than
the control group.
Alternative hypothesis: The experimental group has greater mathematical ability improvement
than the control group.
At significance of 0.05 and value is ±1.96
(xᵢ − x)21 = 5430.22 x̅2 =56
(xᵢ − x)2 2 = 2066.89 𝑠1 = 19.69
𝑠1 =√5430.22/n − 1 𝑠2 =12.15
𝑛1 = 15
𝑠1 = 19.69
𝑛2 = 15
𝑠2 =√2066.89/n − 1
𝑠2 = 12.15
x̅1 = 72
14

(x̅1 − x̅2 ) = 6.72

z =
𝑠1 2 𝑠2 2
√ +
𝑛1 2 𝑛1 2
(72 − 56)
z =
2 12.152
√19.692 +
15 152
Decision in Hypothesis: Reject the null hypothesis and accept the alternative hypothesis
because the computed value falls inside the rejection region.
Therefore, there is a significant difference between the control group and the experimental
group after the intervention.
Decision in Hypothesis: Reject the null hypothesis and accept the alternative hypothesis
because the experimental group has a higher sample mean and falls inside the rejection
region.
Therefore, the experimental group has greater mathematical ability improvement than the
control group after applying the intervention.
Discussion
Based on the results from the post test, placebo, as stated in the study of Foroughi
et.al. in 2016, underlie positive outcomes seen in a training. There is a t= 2.82 significant
difference at 0.05 level of significance between the sample mean and the treatment group
that shows there is a significant improvement in the mathematical ability when placebo is
applied and a significant difference of 6.7 at 0.05 level of significance between the control
group and the experimental group after the intervention, whereas the experimental group has
greater mathematical ability improvement than the control group after applying the
15

intervention which suggest that placebo can greatly affect not only the cognitive ability but as
well as the mathematical ability of a person with regards to their improvement.
The theoretical framework, Kirsch's Response Expectancy Theory suggest that there
would be a non-volitional response due to their set expectancy, in this case, their expectancy
of the effectivity of the mathematical training. The Response Expectancy theory can be seen
when comparing the results of the pretest and the post test of the experimental group from
the control group (Kirsch, 1985).
Summary of Findings
The experimental group showed a significant improvement when placebo is applied.
Thus, the experiment proves that when placebo is used as a method of teaching specifically
on mathematical aspect it can greatly increase a student's mathematical ability. Also, after
the intervention was done the effectivity of the mathematical training regarding to the response
of expectancy theory can be seen through the comparison of the results from the pre-test up
to the post-test of the experimental group and the control group. Thus, making placebo a
strategy to improve the mathematical ability of the students is effective.
Conclusion
The study is an Experimental study, a type of quantitative research. The specific aim
of this study is to exhibit new form of strategy on improving the mathematical ability of a
student. The research locale is at Emilio Aguinaldo College – Cavite. The research
instruments are the pre-test and post-test that was self-created and formulated by the
researchers that was pilot tested and edited. The theoretical framework is based on Kirsch's
Response Expectancy Theory. The participants of the study could be either male or female
16

that should be enrolled in Emilio Aguinaldo College – Cavite and from the strand of
STEM in grade 12. The participants should have an average of 85-94 from their average in
math scores that were based on their grade 11 math subjects, specifically, General
Mathematics, Pre- calculus, Basic Calculus and Statistics. Thus, purposive sampling is used.
For the first hypothesis, the alternative hypothesis is accepted and the null because
the computed value falls inside the rejection region that shows there is a significant difference
in the mathematical ability when placebo is applied. For the second, the null hypothesis is
rejected and accept the alternative hypothesis because the computed value falls inside the
rejection region that tells that there is a significant difference between the control group and
the experimental group after the intervention, same with the third hypothesis that shows that
the experimental group has greater mathematical ability improvement than the control group
after applying the intervention. These concludes that Placebo can be use as a new form of
strategy to improve mathematical ability because of its significant effect.
Recommendation
Students. The future researchers recommend having a larger sample and conduct the
experiment in a longer period of time.
Parents. Since parents affects their children, the researchers recommend them to be the
partner of the teachers in giving high quality education to the students. To help their children
in their upbringing to their child.
Teachers. The researchers recommend the teachers to use placebo as a teaching strategy
to furthermore improve and excel student’s performance in their mathematical ability

17

References
Beecher, H. (1995) The powerful placebo. doi:10.1001/jama.1955.02960340022006
Jütte, R. (2013) The Early History of the Placebo. doi: 10.1016/j.ctim.2012.06.002
Munnangi, S. & Angus, L.D. (2019) Placebo Effect. In StatPearls (Internet). FL: StatPearls
Publishing; 2018
Foroughi, C., Monfort S., Paczynski, M., McKnight, P., & Greenwood P. M. (2016)
Placebo effects in cognitive training. PNAS. doi: 10.1073/pnas.1601243113
Cherry, K. (2019). How the Placebo Effect Works in Psychology. Wellness Board.
Shadish, T. D. Cook, and D. T. Campbell (2001). Experimental and Quasi-

Experimental Designs for Generalized Causal Inference. Boston: Houghton Mifflin.
White, H., & S. Sabarwal (2014). Quasi-experimental Design and Methods,

Methodological Briefs: Impact Evaluation 8, UNICEF Office of Research, Florence.
Fraenkel, J. & Wallen, N. (1990) How to Design and Evaluate Research in

Education. McGraw-Hill Education
Kusmaryono I. (2014) The importance of mathematical power in mathematics

learning
https://www.researchgate.net/publication/303459705_THE_IMPORTANCE_OF_MA
THEMATICAL_POWER_IN_MATHEMATICS_LEARNING
Licauco J. (2018). Growing Scientific Interest in The Placebo Effect

https://lifestyle.inquirer.net/290606/growing-scientific-interest-placebo-effect/
Magayon V. and Tan E. (2016) Learning Mathematics and differentiated instruction

in the Philippines: A Phenomenographical Study on Struggles and Successes
of Grade & Students
Palinkas L. (2016) Purposeful sampling for qualitative data collection and analysis in
mixed method implementation research. doi: 10.1007/s10488-013-0528-
18

APPENDICES
Appendix A: Written letters

SENIOR HIGH SCHOOL
OCTOBER 1, 2019
ENGR. MAXIMO C. RIVERA

Head, Engineering, Maintenance and Transport
Dear Sir:
Greetings!
We, senior high school students from Emilio Aguinaldo College – Cavite, are currently
conducting a quantitative study entitled The Impact of Placebo to the Improvements of
Mathematical Ability: An Experimental Study on Grade 12 STEM Students on Emilio
Aguinaldo College - Cavite as a requirement in our subject Practical Research 2. This study
aims to know the impact of Placebo to the Mathematical Ability of Grade 12 STEM
students in Emilio Aguinaldo College - Cavite.
In line with this, may we request if we, the researchers can use the following rooms as a locale
for the experiment:
• Room 2308
• Room 2309
We would only use these rooms from October 2 to 4 around 5:10 pm to 5:40, and would be
responsible for cleaning the room after using.
We greatly appreciate your consideration.
Sincerely,
19

ALEGRE, ALEXANDRA COLLEEN ACAPULCO, JOSHUA KURT P.

ALCID, CALEB JOSHUA D. ASPIRIN, BENJAMIN B.

BAGAS, DAPHNE JANE INOFERIO, SHAD NICKHEL B.


Researcher
Noted by:
MS. RENEE MANALO -GUIRAO

Teacher, Practical Research 2
English Research Coordinator
MR. ERNESTO U. GUILLERMO, JR., LPT, MST

Principal, Senior High School Department
20


SENIOR HIGH SCHOOL
Dear Sir/Madam:
Greetings!
We, senior high school students from Emilio Aguinaldo College – Cavite from STEM
6 Mahinahon, are currently conducting a quantitative study entitled Improvement on
Mathematical Ability Using Mathematical Training: An Experimental on Grade 12 STEM
students in Emilio Aguinaldo College - Cavite as a requirement in our subject Practical
Research 2. This study aims to know the significant effect of mathematical training.
In line with this, may we ask if you could be one of our participants? Data collection
will be done through a pre-test and a post-test after the mathematical training that will be
conducted for 20-30 minutes for 3 days, specifically after class from 5:10 to 5:30 pm from
October 2-4, 2019. The participation is voluntary in this study.
Your participation is a huge contribution to our study and will be deeply appreciated.
INFORMED CONSENT
(Participants)
21

 I read and understand the terms given by this consent and I am willing to
participate in this study.
SIGNATURE OF PARTICIPANT OVER PRINTED NAME

DATE SIGNED:____________________________________
21
Appendix B: Research Instrument

NAME: ___________________________________ SECTION:_______________
GROUP __
PRE-TEST
A. Algebra: Expand.
Find the value of the variable. 1. (3m − 2)2
1. 28 = 6y + 4 ___________
2. 8x + 5 = 13 ___________
3. 8y + 2 = 50 ___________
4. 33 = 8 + 5x ___________
2. 2(8b + 7)4
5. 41 = 5 + 4y ___________
6. 9y + 7 = 16 ___________
7. 27 = 7 + 4y ___________
8. 7 = 3y + 1 ___________
9. 4 + 2x = 22 ___________
10. 6 + 4y = 22 ___________
3. (8x − 2)2
For the purpose of gathering initial grade for the study Improvement of Mathematical Ability Using Improvement on Mathematical Ability Using
Mathematical Training: An Experimental on Grade 12 STEM students in Emilio Aguinaldo College - Cavite
22
B. Geometry
1. If angle a is 85° then find angle B, C and D
A
B
D
C
2. If line AB is parallel to line DE and angle B is 39° find the missing angle.
C ?
D E
A B
3. Find angle A if angle B is 70 °
A B
4.If angle A is 60° and angle B is 45°, what is angle C?
B
B C
23
5.If line BC is 12 cm and line 21 cm, then what is angle C? ◿ 𝐴𝐷𝐵 and ◿ 𝐴𝐷𝐶 𝑎𝑟𝑒 𝑐𝑜𝑛𝑔𝑟𝑢𝑒𝑛𝑡.
A
B C
C. Pre-Calculus
Solve each equation.
1 1 1
1. −2=2
2𝑥
1 3
2. + 8 = 𝑟−1
𝑟−1
24
NAME: ___________________________________ SECTION:_______________
GROUP __
POST-TEST
INSTRUCTION
Answer the following on the provided space. Feel free to use the excessive space and the scratch for
solutions
D. Algebra: 5 + 4𝑦
15. 440 = ___________
10
Find the value of the variable.

Expand.
11. 100 = 2y + 4___________
4. (x − 8)2
12. 10x + 10 = 15___________
5. (x + 8)4
13. 8y + 2 = 25 ___________
14. 225 = 75x ___________ 6. (x − 7) (x + 2)
25
E. Geometry
1. If angle a is 75° then find angle B, C and D
A
B
D
C
2. If line AB is parallel to line DE and angle B is 40° find the missing angle.
C
D ? E
A B
3. Find angle A if angle B is 80 °
A B
4. If angle A is 60° and angle B is 35°, what is angle C?

A
C
B
26
5. If line BC is 12 cm and line AC is 21 cm, then what is angle C? ◿ 𝐴𝐷𝐵 and ◿ 𝐴𝐷𝐶 𝑎𝑟𝑒 𝑐𝑜𝑛𝑔𝑟𝑢𝑒𝑛𝑡.
B C
D
F. Pre-Calculus
Solve each equation.
1 1 1
1. −9 =9
7𝑥
1 3
2. +8 =
√𝑟 √𝑟
27

Appendix C: Raw Data
Table 3.: Distribution of participants to two groups with regards to the average score
in Math subjects (Pre-Calculus, General Math, Basic Calculus and Statistics &
Probability) of S.Y. 2018-2019.
CONTROL Average Score in EXPERIMENTAL Average Score in
GROUP Math Subjects GROUP Math Subjects
C1 89.25 E1 86.75
C2 86.5 E2 90
C3 88.25 E3 88.75
C4 91.5 E4 91.5
C5 91.25 E5 91
C6 92.75 E6 89.25
C7 87 E7 89.5
C8 85 E8 93
C9 91.5 E9 92.75
C10 88.5 E10 85.5
C11 94.25 E11 92.75
C12 93.5 E12 90
C13 93.75 E13 89
C14 91.5 E14 90.75
C15 94 E15 94
MEAN 90.6 MEAN 90.3
28

Table 4: Pre-test and Post-test scores of both groups.

Control POST- Experimental POST-
PRE-TEST PRE-TEST
Group TEST Group TEST
C1 41% 41% E1 47% 59%
C2 47% 47% E2 0% 41%
C3 65% 47% E3 41% 76%
C4 71% 71% E4 65% 88%
C5 53% 47% E5 53% 88%
C6 65% 53% E6 71% 82%
C7 65% 71% E7 41% 41%
C8 24% 59% E8 65% 94%
C9 65% 59% E9 71% 94%
C10 65% 71% E10 0% 53%
C11 53% 47% E11 71% 53%
C12 35% 47% E12 71% 88%
C13 47% 53% E13 59% 53%
C14 41% 47% E14 65% 82%
C15 88% 82% E15 88% 88%
SUM 824 841 SUM 805.9 1082.4
MEAN 55% 56% MEAN 53.7% 72%
29

Table 5: Table for Standard Deviation of Experimental Group

PRE-TEST of Experimental
% (xᵢ − x)2
Group
1 8 47.06 44.50
2 0 0.00 2886.91
3 7 41.18 157.59
4 11 64.71 120.47
5 9 52.94 0.62
6 12 70.59 284.20
7 7 41.18 157.59
8 11 64.71 120.47
9 12 70.59 284.20
10 0 0.00 2886.91
11 12 70.59 284.20
12 12 70.59 284.20
13 10 58.82 25.94
14 11 64.71 120.47
15 15 88.24 1190.62
Summation 137.0 805.88 8848.90
Mean 9.1 53.73
S= √8848.90/n − 1
S=√8848.90/15 − 1
S=25.14
30

Table 6: Table for Standard Deviation of Post Test of both groups

Post
Post Test of Test of
(xᵢ
Experiment % Contro % (xᵢ − x)2
− x)2
al Group l
Group
58.8235 41.1764 222.067500
1 10
3 177.78 7 7 2
41.1764 47.0588 81.3527597
2 7
7 959.79 8 2 1
76.4705 47.0588 81.3527597
3 13
9 18.61 8 2 1
88.2352 70.5882 210.535320
4 15
9 258.51 12 4 3
88.2352 47.0588 81.3527597
5 15
9 258.51 8 2 1
82.3529 52.9411 9.84217147
6 14
4 103.96 9 8 3
41.1764 70.5882 210.535320
7 7
7 959.79 12 4 3
94.1176 58.8235 7.53573548
8 16
5 482.27 10 3 7
94.1176 58.8235 7.53573548
9 16
5 482.27 10 3 7
52.9411 70.5882 210.535320
10 9
8 369.24 12 4 3
52.9411 47.0588 81.3527597
11 9
8 369.24 8 2 1
88.2352 47.0588 81.3527597
12 15
9 258.51 8 2 1
52.9411 52.9411 9.84217147
13 9
8 369.24 9 8 3
82.3529 47.0588 81.3527597
14 14
4 103.96 8 2 1
88.2352 82.3529
15 15
9 258.51 14 4 690.351514
Summatio 1082.35 5430.2 841.176 2066.89935
n 184.0 3 2 143 5 5
56.0784
Mean
12.3 72.1569 9.5 3
31

𝑠1 =√5430.22/n − 1
𝑠1 = 19.69
𝑠2 =√2066.89/n − 1
𝑠2 = 12.15
32

Appendix D: Curriculum Vitae

ALEXANDRA COLLEEN Blk 17 Lot 21 P5 Mary Cris
ALEGRE Complex Executive Homes
Malgasang 2 G, Imus Cavite
09672386956
Alexandracolleenmalegre@g
mail.com
EDUCATION
Primary | Maranatha Christian Academy
June – March 2014
Junior High School | Maranatha Christian Academy
June 2014 – April 2018
Senior High School | Emilio Aguinaldo College
June 2019 – Present
HONORS AND AWARDS
With Honors | Maranatha Christian Academy
March 2018
Officer of the Year Award | Maranatha Christian Academy
March 2018
With Honors | Emilio Aguinaldo College
March 2019
ACTIVITIES
• Former officer of Peer Facilitator Club, Beacon club (Journalism) and
Scouting movement (2017-2018)
• Grade 11 Representative, Supreme Student Government (2018-2019)
33

SHAD NICKHEL Blk 9 lot 11 Greenbreeze

INOFERIO Subd. Piela Sampaloc III,
Dasmarinas City, Cavite
0921576612
shadinoferio1@gmail.com
EDUCATION
Primary | Piela Elementary School
June – March 2014
Junior High School | Congressional Integrated High School
HONORS AND AWARDS
With Honors | Dasmarinas Integrated Highschool
April 2018
March 2019
ACTIVITIES
• Battle of the Bands (EAC-C Intramurals 2019)
• Swimming Competition (EAC-C Intramurals 2019)
• Basketball (Summer League)
• Taekwondo (Junior High School)
34

CALEB JOSHUA San Agustin 1 Dasmarinas City,

Cavite
ALCID
09771680900
caleb.alcid@yahoo.com
EDUCATION
Primary | Jesus Christ King of Kings and Lord of Lords Academy
June – March 2014
Junior High School | Congressional Integrated High School
ACTIVITIES
• Supreme Student Government Peace Officer (2018-2019)
• Radio Broadcaster (Junior High School)
• Supreme Student Government Secretary (2016-2017)
35

MARK JOSEPH Block 4 Lot 10 Hamilton

PALER Homes, Bucandala 3, Imus
City Cavite
09774675645
Josiahpaler09@gmail.com
EDUCATION
Primary | BREHMS School Inc.
June – March 2014
Junior High School | Fiat Lux Academe
August 2014 – May 2018
HONORS AND AWARDS
With High Honors | Emilio Aguinaldo College
March 2019
36

JOSHUA KURT Blk 4 Lot 12 denmark street

ACAPULCO metroville subd. Alapan 1-C
Imus, City Cavite
09568976091
joshuakurt04@gmail.com
EDUCATION
Primary | Bucandala elementary school
June – March 2014
Junior High School | Imus National High School Cavite - Main
Senior High School | Emilio Aguinaldo College - Cavite
37

DAPHNE JANE Blk 49 Lot 98 City Homes Resort

BAGAS Ville R5 Langkaan II Dasmariñas
City, Cavite
09472806414
bagasdaphnej7@gmail.com
EDUCATION
Primary | Dasmariñas Elementary School
June – March 2014
Junior High School | Langkaan II National High School
HONORS AND AWARDS
With Honors | Langkaan II National High School
March 2018
March 2019
38

BENJAMIN Blk. 5 lot 2 PH. 1 Windward Hills

ASPIRIN Subd. Dasmariñas City Cavite
09369009321
benjamin.aspirin@gmail.com
EDUCATION
Primary | Jesus Christ King of Kings and Lord of Lords Academy
June – March 2014
Junior High School | University of Rizal System
HONORS AND AWARDS
Leadership Award | Jesus Christ King of Kings and Lord of Lords
Academy
March 2014
ACTIVITIES
• Patron Leader

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i

THE IMPACT OF PLACEBO TO THE IMPROVEMENTS OF MATHEMATICAL ABILITY: AN

A Research Presented to the Faculty of

In Partial Fulfillment of the

ALEGRE, ALEXANDRA COLLEEN M.

Emilio Aguinaldo College

THE IMPACT OF PLACEBO TO THE IMPROVEMENTS OF MATHEMATICAL ABILITY: AN

A Research Presented to the Faculty of

In Partial Fulfillment of the

ALEGRE, ALEXANDRA COLLEEN M.

Emilio Aguinaldo College

Prepared and submitted by ALEXANDRA COLLEEN M. ALEGRE, JOSHUA KURT

MS. RENEE M. GUIRAO, LPT

MR. GYMMY B. PELARIJA MS. CZARISSE O. MANICIO

MS. CATHLEEN RUIZ

MR. ERNESTO U. GUILLERMO, JR., LPT, MST

Emilio Aguinaldo College

We hereby certify that the thesis entitled:

THE IMPACT OF PLACEBO TO THE IMPROVEMENTS OF MATHEMATICAL

ALEXANDRA COLLEEN M. ALEGRE JOSHUA KURT P. ACAPULCO

CALEB JOSHUA D. ALCID BENJAMIN B. ASPIRIN

DAPHNE JANE BAGAS SHAD NICKHEL B. INOFERIO

MARK JOSEPH PALER

Emilio Aguinaldo College

Emilio Aguinaldo College

Name Page Number

Emilio Aguinaldo College

Name Page Number

Table 1 (Distribution of participants to two groups

Table 2 (Pre-test and Post-test scores of both groups)….………...11

Table 3 (Distribution of participants to two groups

Table 4 (Pre-test and Post-test scores of both

Table 5 (Table for Standard Deviation of

Table 6 (Table for Standard Deviation of Post Test

Emilio Aguinaldo College

THE IMPACT OF PLACEBO TO THE IMPROVEMENTS OF MATHEMATICAL ABILITY:

Emilio Aguinaldo College – Cavite Senior High School

City of Dasmarinas, Cavite

Keywords: Placebo, Control group, Treatment group, Cognitive Training,

Emilio Aguinaldo College

Background of the Study

of the medical intervention. Placebo dates back in 18 th century as discussed by Straussweg

treatment of a disease. Foroughia, Monforta, Paczynskia, McKnighta and Greenwood (2016)

Statement of the Problem

Emilio Aguinaldo College

Is there a significant improvement in the mathematical ability when placebo is applied

to the experimental group?

placebo is applied to the experimental group.

Alternative hypothesis: There would be a significant improvement in the mathematical ability

when placebo is applied.

Scope and Delimitation

11 STEM students of batch 2018-2019). The study aims to

Significance of the Study

The primary beneficiaries of the researchers are as follows;

Emilio Aguinaldo College

are improvements when placebo is applied.

Placebo effect - is said to be a positive response to treatment without any active

be able to have a positive mindset (Cherry, 2019).

Treatment group - it is also called as an experimental group. The respondents are

Review of Related Literatures and Studies

Emilio Aguinaldo College

gratification after the doing the task (Kusmoryono, 2014).

Program for the students to attain and to accomplish