WEEK 16

MINI-RESEARCH PROJECT

A Comparative Study on the Geometric Skills between Grade 7 and Grade 10

Students of Polomolok National High School of Mathematics and Science

ESCARLAN, GIAN HENRY B.

3rd Year BSEd-Mathematics

ABSTRACT
Achieving progressive learning – or a steady accumulation of information over time – is
a key component of effective education. The purpose of the study was to see if there
was a significant difference in geometric ability between Grade 7 and Grade 10 students
at the Polomolok National High School of Mathematics and Science. Students in grades
7 and 10 were divided into two groups. For a pen-and-paper survey questionnaire,
twenty-five questions were constructed. Angles, polygons, circles, quadrilaterals, and
triangles were all employed in the problems. In order to identify which part will be used,
a cluster sampling approach was applied. For the seventh grade, Ampere was picked,
and for the tenth grade, Dalton was chosen. The questionnaire was given 30 minutes to
complete. The answers were double-checked, and the results were tallied. There is a
significant difference between the mean scores of the grade 7 and grade 10 students in
the completed questionnaires since the computed t-value is bigger than the t-critical
value. Furthermore, responders in grade 10 made up the majority of the two extremes,
namely the bottom and top 10%. This is due to the fact that the two groups have
different levels of learning maturity.
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction
Geometry is one of mathematics' oldest disciplines, with a long and distinguished

history as well as a variety of real-world applications. It is mostly concerned with the

study of forms, rises, relative arrangements, and spatial features are all things to

consider. It comes from the Greek. Geometry is one of the oldest disciplines, meaning

"earth measuring." Around 300 BC, Euclid, a Greek mathematician, formally structured

Geometry. When he organized 465 assertions into 13 boxes labeled 'Elements,' he was

in BC.

Geometry has been the subject of countless developments. As a result, many

types of geometry exist, including Euclidean geometry, non-Euclidean geometry,

algebraic geometry, and symplectic geometry.

This discussion primary focuses on the properties of lines, points, and angles.

The emphasis on geometric measurements including lengths, areas, and volumes of

various shaped will be discussed. By the end of this section, it won’t be hard to see that

geometry is all around us.

Statement of the Problem

This study attempts to determine the factors affecting the students of Polomolok

National High School of Mathematics and Science:

 1. Is there a significant difference on the Geometric skills of Grade 10 and Grade 7

students of Polomolok National High School of Mathematics and Science?

2. Which grade level will comprise the majority of the:

2.1 Bottom 10% ( < P10)

2.2 Top 10% ( < P20)

Hypothesis

1. There is no significant difference on the Geometric skills of Grade 10 and Grade

7 students of Polomolok National High School of Mathematics and Science(Ho).

2. There is a significant difference on the Geometric skills of Grade 10 and Grade 7

students of Polomolok National High School of Mathematics and Science(Ha).

Significance of the study

The purpose of this study was to compare the geometric skills of Grade 7 and

Grade 10 students in order to see if there was an increase in the students'

understanding. Furthermore, the following people are believed to benefit from this

research:

Students. The students who will benefit from this study will be able to appreciate

the knowledge gained from this research and therefore apply it to their future

researches. Also, students will also benefit from this study by assessing how deep their

knowledge in Geometry is.

Teachers and School Administrators. The school administrators and teachers

will benefit from the knowledge gained from this study by assessing if their teaching
techniques are effective for the students. If proven, this study can be used as a guide

for educational purposes that teachers can improve for their students.

Department of Education. The Department of Education will benefit from this

study by assessing if their educational programs are effective and think of more

effective programs.

Future Researchers. This study can serve as a research reference to students

studying cases related to this research topic.

Scope and Limitations

This study only focus on geometry involving angles and the different kinds of

polygons, like circles, quadrilaterals, and triangles. The study will use a technique to get

respondents, Cluster sampling, which divides of population into separate groups. The

researchers will get thirty random students in Grade 7, section Ampere, and also thirty

random students in Grade 10, section Dalton. This study limits only on the thirty

students in Grade 7 and thirty respondents in Grade 10.

Definition of terms

 Geometry

- the branch of mathematics that deals with properties and relations of points,

lines, shapes, and surfaces.

 Geometric Skills

- mathematical skills for a career especially in the branch of Geometry.

 Cluster Sampling

- division of the total population into separate groups, called cluster.

 CHAPTER II

RELATED STUDIES AND LITERATURE

Related Literature

Geometry, as defined by the Merriam-Webster Dictionary (2019), is “a branch of

mathematics that deals with the measurement, properties, and relationships of points,

lines, angles, surfaces, and solids”. Listed below are the the different branches of

geometry as stated by Jiang (2019):

Euclidean Geometry is the geometry derived from Euclid's 5 postulates.

Essentially, this is the geometry that the 5th postulate satisfies. This is the

"normal" geometry. It is often represented by the Cartesian plane, where each

point has a coordinate.

Elliptic Geometry or Riemannian geometry, is the opposite of Hyperbolic

Geometry, and proved by Albert Girard. Instead of an infinite number of parallels,

there are none. Any two lines will intersect.

Affine Geometry is a generalization of Euclidean Geometry. There are two types

of Affine Geometry; a plane with an infinite number of points (Euclidean Plane),

and a finite affine plane. A finite affine plane has a finite number of points.

Projective Geometry is the mother of all geometries. All geometries are contained

within this. Projective Geometry is essentially Affine Geometry with an addition:

The introduction of ideal points and ideal lines.

Foreign Related Studies

In a research by Ozdemir, Goktepe, and Kepceoglu (2012), fifteen 11th grade

students participated in four activities that discussed solid volume. A questionnaire with
seven open-ended questions about the subject was distributed. When it came to

producing geometric proofs, the dissection approach was the most popular. Students'

geometric proof abilities have been boosted by using smaller forms with easy-to-

calculate volumes. Students were most interested in activities involving the history of

mathematics, specifically geometry. As a result, issues involving solid volumes and the

history of mathematics were the most practicable to address in order to pique students'

attention.

Riastuti, Mardiyana, and Pramudya (2017) described the geometry skills of

students based on spatial intelligence in their paper "Analysis of Students Geometry

Skills Viewed from Spatial Intelligence." Six eighth-grade Indonesian children with

varying levels of satial intelligence were interviewed and a written exam was used to

collect data. According to the findings of this study, there was a link between students'

spatial intelligence and geometric ability. Geometry abilities were less developed among

students with inadequate spatial intelligence, necessitating more attention from

teachers.

Wahab, Abdullah, Bin Abu, Mokhtar, and Atan (2015) investigated students'

visual spatial and geometric skills in their research "A Case Study on Visual Spatial

Skills and Level of Geometric Thinking in Learning 3D Geometry among High

Achievers." Visual spatial talent is the capacity to conceptualize, portray, and describe

visual processes. A testing instrument measuring five visual spatial skills was given to

133 responders. Students exhibited low rotation, vision, and reduced mental capacities,

according to the research. The pupils' mental competence in rotation, view, and cut was

low, according to the results. Furthermore, the majority of kids scored at the lowest level
of geometrical reasoning, which is concerning.

Local Related Studies

In a study titled "Assessment of Mathematics Teachers in a Public and a Private

School: Implications to the Quality of Teaching Secondary Mathematics," Sogillo,

Guimba, and Alico (2016) used three indicators to assess Math teachers' competencies:

teaching methods, teaching competencies, and students' Mathematics performance.

The information was acquired using a survey questionnaire, a teaching techniques

inventory created by the researchers, and the Department of Education's Competency-

Based Performance Appraisal System for Teachers Form (CBPAST). Teachers 11

should continue to develop their teaching approaches, particularly concentrating on all

learning areas, according to the findings.

Ganal and Guiab (2014) found various elements impacting mathematical

learning, including emotional, personal, and social issues, in their research "Problems

and Difficulties Encountered by Students Towards Mastering Learning Competencies in

Mathematics." Excessive stress, low self-esteem, lack of motivation, difficulty adjusting

to life as a college student, difficulty working effectively with different types of

classmates, too many academic tasks and projects assigned, and studying and

reviewing too many subjects every day are some of the factors that have been identified

as having an impact on students.

 CHAPTER III

RESEARCH METHODOLOGY

Sampling Method

The sampling method used is cluster sampling. A total of 60 respondents were

chosen from sections Ampere and Dalton. From each section, 30 students were

chosen. This was done to obtain equal sample sizes (n) of 30 from the two grade levels.

Questionnaire Preparation

The researchers prepared a standard, four choices, multiple choice questionnaire

consisting of 25 questions regarding selected geometry topics. The questionnaire will

only be limited to simple problems and fundamental principles and terminologies

concerning the kinds of angles, supplementary and complementary angles, circles,

quadrilaterals, triangles, convex polygons, and introduction to geometry. Essential

information such as the name of the respondent and his/her grade and section were

included but will remain confidential.

Survey Questionnaire Conduct

The respondents were given thirty (30) minutes to solve and answer the given

questionnaires. The use of scratch papers was allowed but the use of calculators was

prohibited.

Data Collection

The questionnaires were gathered at the conclusion of the period allocated for

respondents to reply, and the researchers double-checked them immediately. For data

analysis and interpretation, the raw scores, or the number of correct responses, were
gathered.

Data Analysis

The mean raw scores of Grade 7 and Grade 10 students at the Polomolok

National High School of Mathematics and Science were compared using an

independent t-test to evaluate if there was a significant difference in geometric ability.

When comparing the means of two unrelated samples, this test is employed (Statistical

Tools for High-Throughput Data Analysis, n.d.). The following formula was utilized.

t= ´x A−x´ B √ s 2 nA + s 2 nB

In addition, a normal distribution curve was created. The bottom and top 10% of

the scores were likewise obtained using the 10th and 90th percentiles. At z-scores of

-1.28 and 1.28 at the opposite tails of the curve, the scores at P10 and P90 were

estimated using the formula below. x=zσ+μ

 CHAPTER IV

DATA PRESENTATION AND ANALYSIS

Table 4.1. T-test table for the mean scores

Computed t T Critical Decision Remarks

Value Value (at α =

0.05, df = 29)
Grade 7 and

Grade 10 Mean 4.6980579 2.043 Reject Ho Significant

Scores Difference

The computed t-value achieved is 4.6980579, which is significantly more than the

t-critical of 2.043 with degrees of freedom 29 at a 5% level of confidence. This indicates

that there is a substantial difference in the mean scores of grade 7 and grade 10

students on the Geometry delivered scored quiz. The null hypothesis was rejected, and

there is a statistically significant difference in geometric abilities and ability between

Polomolok National High School of Mathematics and Science students in grades 7 and

10.

This might be because as a person grows older, his or her knowledge and ability

to interpret instructions grows as well. Grade 10 students, who have been studying for

three years longer than Grade 7 students, have a better chance of scoring higher on the

quiz and demonstrating a deeper understanding of Geometry. This may also explain

why there are 16 different student scores in each grade level. Individuals of the same

age do not necessarily have the same level of maturity (Semrud-Clikeman, 2019).

Table 4.2. Results from Grade 7 and 10 test scores

 Grade 7 Grade 10
6 Bottom 4 Bottom
7 Bottom 5 Bottom
8 Average 5 Bottom
8 Average 5 Bottom
8 Average 9 Average
8 Average 9 Average
9 Average 14 Average
9 Average 14 Average
9 Average 16 Average
9 Average 17 Average
9 Average 17 Average
10 Average 17 Average
11 Average 18 Average
11 Average 18 Average
11 Average 18 Average
11 Average 18 Average
11 Average 18 Average
11 Average 18 Average
11 Average 19 Average
12 Average 20 Top
12 Average 20 Top
12 Average 20 Top
13 Average 20 Top
13 Average 20 Top
13 Average 20 Top
13 Average 20 Top
14 Average 21 Top
14 Average 21 Top
17 Average 21 Top
17 Average 22 Top
Mean = 10.9 Mean = 16.13333333
SD = 2.66975396 SD = 5.481840449
Variance = 7.127586207 Variance = 30.05057471
Sample Size 30 Sample Size = 30
Combined Sample Size = 60

Combined Mean = 13.51667

Combined Standard Deviation = 5.023645

Figure 4.1. Bar graph on the percentage of students under the bottom 10%, average,

and top 10%

 P10 and P90 were calculated to be 7 and 20, respectively. Figure 4.1 depicts the

normal distribution curve. Scores of 7 and lower were considered in the bottom 10% of

the population, while scores of 20 and above were considered in the top 10%. Out of 30

(~ 6.67 %) of Grade 7 students and 4 out of 30 (~ 13.33 %) Grade 10 students fell to the

bottom 10%. No Grade 7 student and 11 (36.67 percent) Grade 10 pupils, on the other

hand, were in the top 10%. As can be seen, there are more Grade 10 students (4) who

are in the worst 10% of their class than Grade 7 students (2). While a large number of

Grade 10 students (10) are in the top 10% of their class, none have been identified in

Grade 7. This means that Grade 10 students are more likely than Grade 7 students to

have a better understanding of Geometry, despite the fact that four of them were in the

lowest 10%. As previously stated, brain capacity and comprehension ability among

people of the same age might differ due to differences in maturity levels.
 The remaining 93.33 percent of Grade 7 students and 50 percent of Grade 10

students, on the other hand, failed to meet the average requirement, with scores

ranging from 8 to 19, accounting for 80 percent of the sample data. This means that the

vast majority of students in both grades have only average Geometry understanding,

with Grade 7 students having a larger percentage.

These data lead the researcher to the conclusion that Grade 10 students had the

least and most understanding of Geometry, whereas Grade 7 students' knowledge is

mostly average.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

SUMMARY OF FINDINGS

The t-value = 4.6980579 > t-critical = 2.043 with df 29 at 5% level of confidence

which means that there is a significant difference between the mean scores of the grade

7 and grade 10 students on the administered scored quiz about geometry.

~ 6.67 % of Grade 7 students and ~ 13.33 % of Grade 10 students fell to the

bottom 10%. On the other hand, 0 % of Grade 7 student and ~ 36.67 % of Grade 10

students paved to the top 10%. Moreover, the remaining ~ 93.33% sophomores and 50

% of the seniors fell under the average criteria, with scores ranging from 8 to 19,

comprising 80 % of the sample data.

CONCLUSIONS

The geometric abilities of Grade 10 and Grade 7 students at Polomolok National

High School of Mathematics and Science differ significantly. The Grade 10 students

dominated both extremes, with 13.33 percent in the worst ten percent and 36.67

percent in the top ten percent.

RECOMMENDATIONS

The researcher recommend that in order to enhance the study, more

respondents be gathered or that all pupils in the grade level be fully covered in order to

obtain more reliable results. Based on the responses, it is also suggested that the

complexity of the questions be reduced to an average level, and that the time allotted

for the respondents to answer the question be increased.

REFERENCES

Jiang, R. (2019). Different Branches of Geometry. Retrieved from

https://www.expii.com/t/different-branches-of-geometry-1606

Merriam Webster. (2019). Geometry. Retrieved from

https://www.merriamwebster.com/dictionary/geometry

Ozdemir, AS., Yildiz, SG. & Kepceoglu, I. (2012). Using Mathematics History to

Strengthen Geometric Proof Skills. Retrieved from

https://www.researchgate.net/publication/271584019_Using_Mathematics

_History_to_Strengthen_Geometric_Proof_Skills

Ganal, N. & Guiab, M. (2014). Problems and Difficulties Encountered by Students

towards Mastering Learning Competencies in Mathematics. Retrieved from

https://www.questia.com/library/journal/1P3- 3495263491/problems- and-difficulties

-encountered -by-students

Riastuti, N., Mardiyana & Pramudya, I. (2017). Analysis of students geometry skills

viewed from spatial intelligence. Retrieved from

https://aip.scitation.org/doi/pdf/10.1063/1.5016658

Wahab, Abdullah, Bun Abhu, Mokhtar & Atan. (2015). A case study on visual spatial

skills and level of geometric thinking in learning 3D geometry 22 among high achievers.

Retrieved from http://eprints.utm.my/id/eprint/71265/