CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

The data gathered were presented, analyzed, and interpreted and statistically treated to

determine the correlation and significance.

Level of Beliefs of the students suggested for __________________

Mean Score Qualitative Description

4.21 - 5.0 Highly Positive

3.41 - 4.20 Positive
2.61 - 3.40 Moderately Positively
1.81 – 2.60 Fair
1.0 – 1.80 Negative

Table 1: Frequency Distribution of the Beliefs Scores

Beliefs Score Frequency Percentage (10)%

108-105 5 10
104-101 9 18
100-97 12 24
96-93 15 30
92-89 6 12
88-85 2 4
84-81 1 2

Level of Beliefs in
Frequency Percentage (%)
Mathematics
Highly Positive 0 0
Positive 47 94
Moderately Positive 3 6
 Fair 0 0
Negative 0 0

Table 1 shows the level of beliefs in Mathematics of the 4 th Year Math Majors of

Leyte Normal University. For the level of beliefs in mathematics, it shows that out of the

50 respondents, 47 or 94% are Positive; 3 or 6% are Moderately Positive, 0 or 0% are

Highly Positive, Fair, and Negative. This means that the 3 rd Year Math Majors of Leyte

Normal University have positive beliefs in Mathematics.

Table 2: Frequency Distribution of the Problem Solving Scores

Category of Mathematics Problem Solving Performance of the Respondents adopted

from the DepEd Order No. 73, series of 2012 (Guidelines on the Assessment and

Rating of Learning Outcomes under the K to 12 Basic Education Curriculum)

Category Interpretation
8.5 – 10 Advanced

6.5 – 8.4 Proficient

4.5 – 6.4 Approaching Proficiency

2.5 – 4.4 Developing

0 – 2.4 Beginning

Problem Solving Frequency Percentage (%)

 Score
23-22 4 8
21-20 14 28
19-18 7 14
17-16 13 26
15-14 8 16
13-12 3 6
11-10 1 2

Level of Frequency Percentage (%)

Performance in
Problem-Solving
Advanced 4 8
Proficient 31 62
Approaching 14 28

Proficient
Developing 1 2
Beginning 0 0

Table 2 shows the level of Problem-Solving Performance in Mathematics of the

3rd Year Math Majors of Leyte Normal University. For the level of problem-solving

performance in Mathematics, it shows that out of the 50 respondents, 4 or 8% are

Advanced, 31 or 62% are proficient, 14 or 28% are Approaching Proficient, 1 or 2% are

Developing, and there are no students in the Beginning Level. This means that the 3 rd

Year Math Majors of Leyte Normal University are proficient when it comes to level of

problem-solving performance.

Table 3: The Pearson’s Product Moment Correlation between the Mathematical

Beliefs Score and the Problem Solving Score for their Performance.
 Problem Solving Score

Beliefs Score Pearson Correlation .295*

Sig. (2-tailed) .038

*. Correlation is significant at the 0.05 level (2-tailed)

**. Correlation is significant at the 0.01 level (2-tailed)

Based on the SPSS computer output, the researchers obtained the following
information:

1. The Pearson Correlation between the Mathematical Beliefs Score and the
Problem Solving Score for their Performance is -0.295*. According to the table
taken from the book of Best and Khan, if the Pearson Correlation is ranging from
±0.21 to ±0.40, the variables are lowly correlated.

2. Also, the associated p-value is .038 (two-tailed) which is greater than α = 0.025
(0.05/2), hence the null hypothesis is accepted.
Figure 1: Scatter Diagram of the Mathematical Beliefs Score and the Problem
Solving Score for their Performance