PRACTICAL APPLICATIONS OF BASIC MATHEMATICAL CONCEPTS IN SPECIFIC

FIELDS AND DAILY LIVES OF THE SENIOR HIGH SCHOOL STUDENTS OF ASIAN

COLLEGE OF TECHNOLOGY – BULACAO CAMPUS

A Study Presented to the

Senior High School Department

Asian College of Technology

Bulacao, Talisay City, Cebu

In Partial Fulfillment of the Requirements for

Senior High School Program

By

Philline Abellana

Kent Antonie Bailoses

Lawrence Duran

Eyron Jade Policianos

November 2022
 CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Rationale 

Mathematics performs a predominant role in our everyday lives and has

become an essential component in the progress of our present-day world.

Counting begins on the first day of an individual's life. However, most students are

curious as to why it is necessary to study various mathematical concepts.

Teachers usually cannot think of a real-life application for most topics, or the

examples that they have are beyond the level of most students. Mathematics is

widely regarded as the driest subject in school, consisting of routine, difficult,

boring, arcane, and irrelevant calculations with nothing to do with discovery and

Ig pog lociainos

Today, the teaching of mathematics education that helps address an

individual's practical issues is becoming more significant. Factors such as

encouraging the use of various representations (verbal, symbolic, graphic, and

table) of daily life problems, the possibility of students encountering these

problems, and the fact that they can be presented in a variety of contexts (The

National Council of Teachers of Mathematics [NCTM], 2000) have been effective

in the emergence of this situation. In support of this, the indicator of mathematical

competence in the mathematics curriculum is associated with solving problems in

daily life (Ministry of National Education [MoNE], 2018).

According to Why Study Mathematics? Applications of Mathematics in Our

Daily Life by Vijay Dahiya Mathematics is generally regarded as the driest subject

at school, made up of routine, boring, arcane, and irrelevant calculations that have

nothing to do with discovery or imagination. You may have noticed how terms in

mathematics have an unnerving effect on most students as well as the public.

"Dull" and "Urgh" are the most common epithets often used to describe the

subject. Whether we realize it or not, mathematics is all around us in our everyday

lives, and we are using the subject. Mathematics exists in nature, not to mention

that "mathematics is the queen of the sciences" (Reimer & Reimer, 1992), a

famous quotation by the great mathematician Carl Gauss (1777–1855).

Mathematics is used in the kitchen; when we prepare our food, we must put

enough amounts of salt and spices in the curry; otherwise, it will be too hot,

tasteless, or very salty. To build a house, we need mathematics for its shapes and

to estimate the cost needed. We need mathematics when we go shopping and

when we are on the highway. Even then, whenever we talk about mathematics,

many fear the subject; they have a mathematical phobia, and they try to avoid it.

The fact is that mathematics forms part of our lives. We have to make the public

aware of this. This is the duty of mathematicians or mathematical scientists.

Popularization of mathematics could be done at various levels in society: at home,

in nurseries, schools, universities, offices, supermarkets, highways, and

elsewhere.
 In many studies in the literature, it is emphasized that daily life problems

should be used in mathematics teaching (e.g., Karataş, & Güven, 2010;

Verschaffel et al., 2000). On the other hand, it is stated that students experience

many difficulties in solving daily life problems (Berenger, 2018; İncikabı, Ayanoğlu,

& Uysal, 2020; Vijayan, & Joshith, 2018). An attempt to overcome the difficulties

experienced in solving daily life problems in mathematics education constitutes the

motivation of this study.

Theoretical Background 

The study is anchored on cognitive learning theory by Jean Piaget.

Cognitive Learning Theory was developed by Jean Piaget, an educational

psychologist, in the year 1936. It was formed to describe how learners actively

construct knowledge based on their pre-learned knowledge. It evaluates the

relationship between the mental process and various internal and external factors

influencing it. The founder focuses on the cognitive processing of input by a

person that results in behavior. Piaget's theory works on human intelligence

development and describes the nature of knowledge, which enables individuals to

utilize it.

Cognitive Learning Theory is a theory that evaluates how the human mind

responds during the learning process. It describes the influence of internal and

external forces on the mental process through which learning occurs in an

individual. Cognitive learning theory studies how information is internally

processed and interpreted by the human mind, which leads to effective learning.
This theory states that people mentally process the information received by them

in place of simply responding to environmental stimuli. As per the cognitive

learning theory, cognitive learning is the most effective learning style that uses the

human mind in the most efficient manner. The mental process of acquiring

knowledge and developing an understanding through senses, thoughts, and

experience is referred to as cognitive. This theory merges the two terms cognitive

and learning to describe the numerous processes needed for efficient learning.

In correlation with our study, which tackles about the practical applications of

mathematical concepts of the SHS students of ACT Bulacao, the theory of

cognitive learning theory supports our study in such a way that the researchers

will be able to utilize this theory to gain deeper understandings with the

knowledge of SHS students of ACT Bulacao in applying their knowledge about

mathematical concepts in specific fields and their daily lives.

Statement of the Problem 

This study aimed to determine the practical applications of Mathematical

concepts in specific fields and daily lives of the Senior High School students of

Asian College of Technology – Bulacao Campus.

Specifically, this study sought to answer the following questions:

1. How well can the Senior High School students of Arian College of

Technology Bulacao Campus perform practical application of Mathematics

concept in terms of;

1.1 budgeting groceries!

1.2 being able to compute for discount and interest!

1.3 calculating ratios and proportions of a recipe and 1.4 figuring out

distance, time, and cast for travel

2. In what aspects of specific fields and situations in daily life of the Senior

High School students of Asian College of Technology Bulacao Campus do

they usually perform Mathematic concepts ?

3. What are the factors that make the Senior High School students capable

to perform Mathematic concepts?

4. What curriculum modification / Mathematics enhancement program can

be implemented to improve the practical application of Mathematic concepts

among students ?
Scope and Limitations 

The general scope of this study focuses on Practical applications of

mathematical concepts in specific fields and daily life of the SHS students of ACT

Bulacao. Where these contexts include financial modelling, matrices, network

analysis, route and project planning, decision making, and discrete growth and

decay of daily life of every student in the campus of Senior High School ACT

Bulacao. This study, the researchers will conduct an interview of SHS students in

Bulacao campus on how capable are the SHS students in applying mathematical

concepts in their daily lives, by doing the interview, respondents must be inside of

the campus of ACT Bulacao to the fact that not all researchers have the consent

by their parents going outside the campus might be dangerous and limited budget

to use. The study considered very aspect of the student’s personal data that has

effect to the performance of each student participant such as mathematical

concept, where it can be useful to every students of ACT Bulacao campus.

Significance of the Study

STUDENT. Students will benefit from this study in a way that will help them

identify the factors that makes mathematics important in their daily lives. This

study will be helpful for them to realize that mathematics’ main job is to improve

their general learning capacities and its courses and applications. It not only
strengthens their mathematical foundation but also their capacity for logical

thought. Learning mathematics will also improve your capacity for the rapid and

effective acquisition of new ideas and concepts.

TEACHERS. The teachers who are instructing mathematics will benefit from

this study since they may use it to pinpoint the students' challenges. If they are

also contributing to the problems, then the teachers will need to find a method to

adapt and aid the pupils.

PARENTS. In terms of financial assistance, this study will be important to

the parents of SHS students. In order to meet the standards set out by their

instructors, parents must meet their children's needs.

SCHOOL. This specific study may aid the school by helping pinpoint certain

factors that needs to improve in applying mathematical concept in specific fields

and daily lives of senior high school students . With this study forwarded, the

school shall be notified of said problems and may find a solution, offer or provide

help, reach out to the problematic students, and guide them through the problems

found in the study in the hopes of increasing and having better performances of

students in mathematics, thus resulting in a problematic-free environment for both

the school administration and the specified school students in mathematics.

Definition of Terms 

The following terms are defined conceptually:  

Practical Application. The use of something for a reasonable purpose.

Mathematical Concept. A knowledge of the mathematical necessity of a

particular mathematical relationship.

Senior High School Students. The students who are in senior high school

department of Asian College of Technology -- Bulacao Campus.

Specific Fields. An area or department of interest and expertise. 

Daily lives. It is the things that an individual do every day as part of their

normal life.
PRACTICAL APPLICATIONS OF MATHEMATICAL CONCEPTS IN SPECIFIC FIELDS AND

DAILY LIVES OF THE SENIOR HIGH SCHOOL STUDENTS OF

ASIAN COLLEGE OF TECHNOLOGY – BULACAO CAMPUS

REVIEW OF RELATED LITERATURE AND STUDIES

EYRON JADE POLICIANOS

Why Study Mathematics? Applications of Mathematics in Our Daily Life

Mathematics plays a predominant role in our everyday life and has become an

indispensable factor for the progress of our present day world. Counting starts from day one of

the birth of a person. Most students would like to know why they have to study various

mathematical concepts. Teachers usually cannot think of a real-life application for most topics or

the examples that they have are beyond the level of most students. Mathematics is generally

regarded as the driest subject at school, made up of routine, difficult, boring, arcane and

irrelevant calculations which have nothing to do with discovery and imagination. In this paper, I

have discussed the purposes of mathematics, aims of mathematics education and the rationales

for a broad-based school curriculum followed by some examples of applications of mathematics

in the workplace that secondary school and junior college students can understand. Lastly, I will

look at how mathematical processes, such as problem solving, investigation, and analytical and

critical thinking, are important in the workplace. The truly outstanding work of this research
paper is a collection of review papers / articles investigating the open problems. In this paper I

have discussed recent advances, problems and their current status as well as historical

background of the subjects. It will help the students in pursuing higher education in their

respective fields.

PARAPHRASED

According to the related study Why Study Mathematics? Applications of Mathematics in

Our Daily Life by Vijay Dahiya, Mathematics has become an essential component in the

advancement of our modern world, performing a dominant role in our daily lives. Counting

begins on the first day of a human being's life. Most students are curious as to why they are

required to study various mathematical concepts. Most teachers are unable to think of a real-life

application for most topics, or the examples they do have are above the level of most students.

Mathematics is widely regarded as the driest subject in school, consisting of routine, difficult,

boring, arcane, and irrelevant calculations that have nothing to do with exploration and

imagination. In this paper, the researchers discussed the purposes of mathematics, the goals of

mathematics education, and the rationales for a broad-based school curriculum, followed by

some examples of workplace mathematics applications that secondary school and junior college

students can understand. Finally, I'll discuss how mathematical processes like problem solving,

investigation, and analytical and critical thinking are beneficial in the workplace. The truly

outstanding work of this research paper is a collection of review papers / articles uncovering the

open problems. In this paper, I discussed recent advances, problems and their current status,

as well as the subjects' historical background. It will assist learners in their pursuit of higher

education in their respective fields.

Examining Mathematics Department Students’ Views on the Use of Mathematics In Daily

Life

Some researchers report that especially the students of the faculty of arts and science do

not have sufficient knowledge of the practicability of mathematics since they are mostly

interested in the pure aspect of mathematics, and they have difficulty in using their pure

mathematical knowledge properly. So, this study aims to examine the views of mathematics

students registered in the pedagogical formation program about the use of mathematics in daily

life. To this end, an interview form with open-ended questions was administered to 86 pre-

service mathematics teachers. The findings showed that pre-service teachers viewed

mathematics as an indispensable part of life, but they treated real-life math and school math as

separate types of math and had difficulty in relating them to each other. We recommend the use

of real or real-like situations in the classroom environment in order to train individuals who can

associate mathematics with everyday life and use it more effectively

PARAPHRASED

According to the related study Examining Mathematics Department Students’ Views on

the Use of Mathematics In Daily Life by Hayal Yavuz Mumcu, some researchers, students in the

faculty of arts and sciences, in particular, lack sufficient knowledge of the practical application of

mathematics because they are primarily interested in the pure aspect of mathematics and have

difficulty applying their pure mathematical knowledge properly. As a result, the purpose of this

study is to investigate the perspectives of mathematics students enrolled in a pedagogical

formation program on the use of mathematics in daily life. To that end, 86 pre-service
mathematics teachers were given an interview form with open-ended questions. The findings

revealed that pre-service teachers saw mathematics as an essential part of life, but they

separated real-life math from school math and had difficulty relating the two. The researchers

recommend using real or relatable situations in the classroom to train students to associate

mathematics with everyday life and use it more effectively.

Mathematics Literacy: Are We Able To Put The Mathematics We Learn Into Everyday

Use?

Mathematics literacy does not imply detailed knowledge of calculus, differential

equations, topology, analysis, linear algebra, abstract algebra, and complex sophisticated

mathematical formulas, but rather a broad understanding and appreciation of what mathematics

is capable of achieving. This paper discusses what mathematics literacy is; the essence of

mathematics literacy; and the nature of mathematics. It also discusses what constitutes

mathematics literacy and lists the competencies needed to attain mathematics literacy. It is

important to note that the mathematics we study and the mathematics we need to know are two

different things. The need to make this distinction rests with the fact that not every contents of

mathematics we have been exposed to as students can be applied in our daily lives as adults.

The author sees an issue with many adults not being mathematically literate and presents a

couple of actual scenarios that depict mathematics illiteracy. This conversation has become

necessary because mathematics illiteracy that has registered deep in society affects all of us.

According to Posamentier and Jaye (2006), “Mathematical deficiency seems to be common in

our society and the mathematics illiteracy is particularly alarming, especially in the context of our

country’s poor showing on recent international comparison tests” (p. 44).

PARAPHRASED

According to the related study Mathematics Literacy: Are We Able To Put The

Mathematics We Learn Into Everyday Use? By Bobby Ojose, Mathematics literacy does not

imply a thorough understanding of calculus, differential equations, topology, analysis, linear

algebra, abstract algebra, and complex sophisticated mathematical formulas, but rather a broad

understanding and appreciation of what mathematics is capable of. This paper discusses what

mathematics literacy is, what it entails, and the nature of mathematics. It also discusses

mathematics literacy and lists the competencies required to achieve it. It is critical to understand

that the mathematics we study and the mathematics we need to know are not the same thing.

The need for this distinction comes from the fact that not all of the mathematics we were taught

as students can be applied in our daily lives as adults. The author sees a problem with many

adults not being mathematically literate and presents a couple of real-life examples of

mathematics illiteracy. This discussion has become necessary because the widespread illiteracy

in mathematics affects all of us. "Mathematical deficiency appears to be common in our society,

and mathematics illiteracy is particularly alarming, especially in light of our country's poor

performance on recent international comparison tests," according to Posamentier and Jaye

(2006). (p. 44).

REFERENCES

Dahiya, V. (December,2014). Why study mathematics? Applications of mathematics in our daily

life. International Journal of Innovative Science, Engineering & Technology (IJISET),

1(10). https://ijiset.com/v1s10/IJISET_V1_I10_55.pdf
Yavuz Mumcu, H. (2018). Examining mathematics department students’ views on the use of

mathematics in daily life. International Online Journal of Education and Teaching

(IOJET), 5(1), 61-80. http://iojet.org/index.php/IOJET/article/view/221/220

Ojose, B. (ND). Mathematics literacy: Are we able to put the mathematics we learn into

everyday use?. Journal of Mathematics Education, 4(1), 89-100.

https://www.educationforatoz.com/images/8.Bobby_Ojose_--

_Mathematics_Literacy_Are_We_Able_To_Put_The_Mathematics_We_Learn_Into_Eve

ryday_Use.pdf

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

 These studies will serve as a guide and support for the current study. The associated

literature starts out by highlighting what are the practical applications of mathematical concepts

in specific fields and daily lives. With information that is relevant and comparable to the current

study, this section will aid in understanding.

Related Study

According to some researchers, some students lack sufficient knowledge of the

practicability of mathematics as they are primarily interested in the pure aspect of mathematics,

and they have struggled to apply their pure mathematical knowledge properly. As a result, the

purpose of this study is to investigate the perspectives of mathematics students registered in a

pedagogical formation program on the use of mathematics in daily life. To that end, 86 pre-

service mathematics teachers were given an interview form with open-ended questions. The

findings revealed that pre-service teachers viewed mathematics as an essential part of life, but

they separated real-life math from school math and had difficulty relating the two. The

researchers recommend using real or real-like situations in the classroom to train students to

associate mathematics with everyday life and use it more effectively.

According to Henn (2007), mathematics has two important sides. For starters, it's like fine

arts and music that has its own aesthetics and beauty. Second, mathematics has extraordinary

functionality that assists us in bringing order and understanding to all of our daily lives.

Mathematics is the only and largest educational phenomenon because it is used in a wide

variety of non-mathematical contexts. It is widely used in all basic sciences (mathematics,

physics, chemistry, biology, and astronomy) and their applications (medicine, pharmaceutics,
agriculture, food industry, and so on), as well as in technology, all branches of engineering, and

fields such as commerce, economics, business administration, industry, accounting, military,

and so on.It is used in almost every industry, including banking, finance, manufacturing and

industry, electrical-electronics and communication technologies, transportation, roads and

bridges, the defense industry, astronomy and space studies, meteorology, and geography.

Mathematics is discovering new applications as a result of constant technological changes

(Bondi, 1991; Neyland, 1994; Restivo, van Bendegen, & Fischer, 1993), as well as an

increasing demand for individuals with mathematical knowledge and the ability to apply it in their

daily lives.

According to NCTM (2000, p. 4), the need for individuals with mathematical knowledge

and the ability to apply it in real life has never been significantly larger. As a result, the

importance of mathematics, a discipline so intertwined with life, is growing in all countries, and

the most instructional time is allotted to mathematics in the curriculums. Baki (2014, p. 35)

categorizes the main goals of school math under the title “mathematics teaching in schools”  as

follows: teaching students to value mathematics, assisting students in developing mathematical

thinking skills, teaching students to use mathematics as a communication tool, and assisting

students in developing problem solving skills.

These motives refer to interconnected processes and can also be expressed as the

primary goals of mathematics education. The first purpose, valuing mathematics, is critical to

understanding mathematics and using it effectively in daily life. No mathematical activity makes

sense for a student who does not value mathematics and is not interested in it; thus, the student

is unwilling to participate in mathematical thinking and problem solving processes. Baki (2014,
p. 13) claims that one of the most significant problems in mathematics education is the

conventional view of mathematics' nature; as a result, students regard mathematics as a field

consisting of abstract and disjointed principles, equations, and formulas that have no concern

with the needs of daily life, rather than viewing it as a tool that can be used in various areas of

life.

A student who holds such an opinion and is unaware of the relationship between

mathematics and real life will not value it, will find math-related activities meaningless and

unnecessary, and will perform poorly academically in mathematics. Because of an

individual's inability to associate mathematics with everyday events, a student will be unable to

use mathematics as an effective tool in his or her daily life. As a result, in order to use

mathematics in their daily lives, people must first understand the nature of mathematics and its

relationship to life. Mathematics will make sense to students who understand the numerous

benefits of mathematical knowledge, as well as the role of math in daily life as a discipline, its

various areas of application, and what they can achieve by using math in their lives. Math will be

more enjoyable for such students, which will undoubtedly improve their academic performance.

Related Literature

Prior to the actual drafting of the manuscript, this framework was the result of months of

careful planning and discussions, with ideas coming from the best minds in the field of

mathematics. Although there may have been opposing viewpoints during the development of

this framework, which is not unusual when experts meet, the final product demonstrates that

people with diverse backgrounds and beliefs can be brought together by a common vision and
goal. The "Mathematics Framework for Philippine Basic Education" contains resources to assist

curriculum developers, teachers, school administrators, and policymakers in designing and

implementing mathematics curricula that enable students. The strategies consider only Grades

1-10; however, due to the progressive nature of the concepts, curriculum development could

easily be extended to cover K-12. It is hoped that this framework will be widely used and applied

by the various stakeholders, and that together we will work towards achieving the vision of

scientifically, technologically, environmentally literate, and productive individuals through quality

mathematics education.

What is it about Mathematics that makes us want to put so much emphasis and focus on

it? Mathematics is one of the most studied subjects, beginning in preschool and continuing

through college. Over the years, the Philippine mathematics basic education curriculum has

been revised several times. The New Elementary School Curriculum (NESC) was implemented

in 1983, followed in 1988 by the New Secondary Education Curriculum (better Following

curricular reviews that began in 1995, the Department of Education, Culture, and Sports (DECS,

now Department of Education) decided to adopt the Refned Basic Education Curriculum

(RBEC) in 2002.

Despite the many changes to the curriculum, the goals of mathematics education at the

basic education level have remained largely the same: to provide opportunities for individuals to

develop skills and attitudes required for effective participation in everyday living and prepare

them for success in higher education" (Pascua, 1993).

 Mathematics, as we see it, serves the following roles in Philippine education: facilitates

participation in productive life activities, provides a way of making sense of the world, serves as

a means of communication, and serves as a gateway to national progress.

Mathematics is indispensable for everyone. Regardless of gender, culture, socioeconomic

status, religion, or educational background, everyone has had to use some form of

mathematical knowledge in their daily lives at some point. One cannot deny the practical

applications of mathematics, to name a few, making wise purchases, measuring distances,

locating locations, estimating expenses, and anticipating future problems in order to find

solutions early enough (Ogena and Tan, 2006).

Mathematics is more than just a collection of isolated facts and concepts; it provides us

with "ways of knowing," thinking, and understanding (Bernardo, 1998). Math requires logical

thinking and trains students to think critically and creatively. Students typically encounter

specific problems that apply to the topic at hand in school; however, the thought process that

goes into understanding the problem, distinguishing what is essential from what is not, being

able to make connections among the given information to generate a solution, and verifying its

accuracy is undoubtedly something that students can apply even in non-mathematical settings.

Mathematics teaches students critical reasoning, decision-making, and problem-solving skills

that will help them make sense of many aspects of our rapidly changing world (FAPE, 1988).

Furthermore, it encourages self-reflection and improves one's ability to deal with life's

challenges (Manuel, 1979). In short, mathematics is a tool for empowerment and

comprehension that everyone has a right to.

REFERENCES

Yavuz Mumcu, H. (2018). Examining mathematics department students’ views on the use of

mathematics in daily life. International Online Journal of Education and Teaching

(IOJET), 5(1), 61-80. http://iojet.org/index.php/IOJET/article/view/221/220

Vistro-Yu, C., ET AL. (ND). Mathematics framework for Philippine basic education. The

Department of Science and Technology. sei_mathbasic.pdf (dost.gov.ph)

CHAPTER III

RESEARCH METHODOLOGY

Research Design

The researchers employed a narrative approach to determine the practical applications of

Mathematical concepts in specific fields and daily lives of the Senior High School students of

Asian College of Technology – Bulacao Campus.graduates.

Research Locale  

This study was conducted at the Asian College of Technology Bulacao, known as ACT-

South Campus, Senior High School Department. Located at Highway, Talisay, 6000 Cebu.  

Asian College of Technology, commonly referred to as ACT, was awarded by the

National Council for Product and Service Quality as the Best Computer School Metro in 2005,

2006, and 2008; the Best Computer School-Visayas in 2009; and the Best Computer School-

National Level in 2010. This school was founded in 1992 by Mr.  Rodrigo A. Abellanosa, a

Cebu City Congressman. 

The Department of Education granted ACT-South campus permits to offer senior high

school programs beginning in the school year 2016-17. Academic Tracks were offered, as well

as the TVL and Arts and Design. Offered under the Academic Tracks are the following strands:

Accountancy, Business and Management (ABM), Science, Technology, Engineering, and

Mathematics (STEM), Humanities and Social Sciences (HUMMS), and General Academic

Strand (GAS). Offered under the Tech-Voc Track is the Information and Communications

Technology (ICT) Strand, with majors in Animation, Computer Programming, Technical

Drafting, and Home Economics. 

Sample of the Respondents

The respondents of the study are composed of senior high school students at the Asian

College of Technology Bulacao for the years 2022–2023. They were  chosen to provide critical

information, ideas, and experience on how Mathematical Concepts are practically applied by

senior high school students in specific fields and in their daily lives.
 All of these participants were  selected through random sampling. This sampling method

is conducted where the senior high school students from each strand have the capability to

become part of the sample. 

The chosen respondents are comprised of thirty (30) respondents from senior high 

school, in a selected section of each strand. The respondents were divided into   fifteen (15)

male and fifteen (15) female groups. This strand was chosen by the research  because it is

suitable and applicable to the study.  

Table 1. Shows the distribution of Simple Random Sampling.  

Distribution of Simple Random Sampling

Research Instrument

The knowledge was collected using a semi-structured interview questionnaire. The open-

ended questionnaire was written in both English and Cebuano to satisfy informants who

couldn't read or write English. Some particular questions were prepared in order for the

researcher to guide the interview toward the attainment of research objectives, however

additional questions were made encountered during the interviews.

 Some sample  questions  that  were  included  in  the  semi-structured questionnaire were the

following:

1. In what aspects of specific fields and situations in daily life of the Senior High School

students of Asian College of Technology Bulacao Campus do they usually perform

Mathematic concepts ?

2. What are the factors that make the Senior High School students capable to perform

Mathematic concepts?

DATA COLLECTION PROCEDURE 

When all the researchers had made the questionnaire ready, the researchers 

distributed the research questionnaire to the selected respondents, consisting of senior high

school students from the ACT Bulacao-Campus. A questionnaire is a set of questions or items

intended to collect information about respondents' experiences on how mathematical concepts

affect their daily life. Then, the research questionnaire  was administered to them clearly and

stated that the answers would be treated with  confidentiality and would only be used for this

study after the problems were identified.  Researchers administered questionnaires to all

respondents to determine the practical application of mathematical concepts of senior high

school students in specific fields and in their daily lives. Finally, the data was collected,

analyzed, and generally interpreted. 

DATA ANALYSIS  
 Narrative analysis is applied to analyze the respondents’ practical application of

mathematical concepts in specific fields and in their daily lives which were   gathered online

through social media such as Messenger and Facebook about their  personal experiences.

Narrative data analysis is one technique for analyzing and  evaluating qualitative data.

Narrative analysis is a useful method for uncovering the  underlying ideologies embedded in

stories and the larger culture that creates the  narratives (Stokes, 2003). Narrative research

can reveal behaviors, feelings, and  motivations that aren't explicitly expressed. Moreover,

narrative data analysis assesses  the speaker or writer who gave the information, questioning

what their statement indicates  about them as well as the topic under investigation. Advantages

of narrative research  include the following: it is easy in getting people to tell their story, it gains

 in-depth data,  participants are willing to reveal self and account reflection, the revelation

of truth, and  the provision of a voice for participants (Creswell 2012; Newby 2014).