1

EFFECTS OF UTILIZING ONLINE REFERENCES

ON THE LEARNING ABILITIES OF GRADE 12-STEM STUDENTS
IN CALCULUS

A Research Proposal Presented to the Faculty of Senior High School

Science, Technology, Engineering and Mathematic (STEM) Strand
Basic Education Department
San Carlos College
San Carlos City, Pangasinan

BY

Bert Vincent U. Andaya

Jayson Castro
Grade 12 -STEM
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TABLE OF CONTENTS

Page

Cover Page 1

Table of Contents   2

Chapter 

1 THE PROBLEM 4

Background and Need of the Study 4

Theoretical Framework 10

Conceptual Framework 12

Paradigm of the Study 13

Statement of the Problem 14

Assumptions 15

Scope and Delimitation 11

Significance of the Study 15

Definition of Terms 17

2 REVIEW OF RELATED LITERATURE  19

AND STUDIES

Related Literature 19

Related Studies 20

Synthesis of Related Studies 25

3 RESEARCH METHODOLOGY 27

Research Design 27
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Sources of Data or Respondents of the Study  28

Data-Gathering Instrument 28

Data-Gathering Procedure 29

Statistical Treatment of the Data 33

BIBLIOGRAPHY 35
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Chapter 1

THE PROBLEM

Background and Need of the Study

Calculus is a challenging subject for many students, and they frequently struggle

with it. Calculus has a well-deserved reputation for being one of the most hard math

courses that can be taken, according to Lopper, (2022). The ideas take you far beyond

the basic regions of algebra and geometry that you've learned in earlier classes and into

much more abstract territory. For example, the ideas push you far further beyond

known areas of algebra and geometry. Calculus forces everyone to think in ways that

are more abstract than they are accustomed to, and as a result, it requires more

creativity from everyone. One needs to acclimate themselves to new ideas, new

graphical representations, and new procedures before moving on. The problems are

often longer and more complicated, needing at least one full page of written work to

complete in certain circumstances due to their complexity.

Today every educational level, including elementary school, junior high, senior

high, and even college level, mathematics is studied. There are a variety of additional

majors with inherent scientific characteristics in higher education that study

mathematics, specifically calculus subjects, in addition to the special majors in

mathematics. The department offers majors in biology, engineering, chemistry, and

physics, among other subjects. A study program that explores mathematical sciences
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with instructional aspects is called the Mathematics Education Study Program. This

study program produces education graduates with a focus on teaching mathematics.

Universities including State University, State Islamic Institute, Teacher Training College,

and other universities are responsible for organizing this study program. Students in

mathematics education study programs are required to take calculus courses. Calculus

courses are broken down into four categories: differential calculus, integral calculus,

multivariate calculus 1 and 2, and multivariate calculus 2. Although students can take

integral calculus after completing differential calculus, calculus multivariate 1 after

passing integral calculus, and so forth, the implementation of these subjects is

intimately tied to one another.Students in level 1 study the topics of calculus differential

and calculus integral. There are some universities that combine these two topics into a

course called calculus, which is studied in semester 1, but there are also some colleges

that continue to divide them into two topics, with differential calculus being studied in

semester 1 and calculus 2 being studied in semester 2. These circumstances develop

naturally based on university policy. Details on student learning outcomes acquired

from the IAIN Bukittinggi mathematics education study program. Student learning

outcomes were determined to be quite low based on the students' final grades in the

differential calculus course. Just about 35% of students are acquired in the category

above or equal to B, while 65% are acquired in the category below B. Less than 50% of

students earn grades in the category B range or higher. The previous few years have

seen the occurrence of this condition Bukittinggi. Professors have made a variety of

attempts to address these issues. One of them is increasing the amount of time spent
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learning differential calculus. Two meetings per week are used for instruction. The first

meeting included content related to matter's essence, while the second meeting gave

the students practice answering questions about this topic. This state does not endure

for a very long time because it has little consequence. Once again, one meeting per

week is dedicated to studying differential calculus learning, which carries a 3 credit

semester load. Calculus is a challenging topic for students, as seen by the low learning

outcomes for pupils and their lack of success in overcoming them. This view is shared

by students who claim that calculus is a challenging subject for them. According to a

questionnaire given to 23 students, this was discovered to be the case. Students that

experience learning issues are unable to learn as they should. Inability to master a

minimum level of mastery, perform properly, complete developmental tasks, or reach

the level of mastery required as a pre-requisite for moving on to the next level of study

are all signs of learning difficulties. Learning difficulties can also be defined as failure to

achieve learning goals. Thus, the discrepancy between the pupils' actual academic

performance and their expected academic performance serves as a sign of their

learning challenges. Based on these viewpoints, it is possible to draw the conclusion

that learning challenges are a condition in which pupils are unable to learn effectively,

as shown by their inability to achieve a necessary level of mastery. In general, the three

major components of calculus are limit, derivative, and integral. The students have

actually learned the curriculum at a senior high school level.

There is a solid reason why calculus is regarded as an extremely challenging

math course. The ideas go far beyond the comfy boundaries of algebra and geometry
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that you have previously examined. Calculus challenges your ability to think in more

abstract ways and calls for greater creativity. Students can apply their calculus

knowledge to a variety of mathematical contexts. For instance, a student who is

proficient in differential calculus may determine the rate of acceleration of an object.

Calculus can also be used to determine an object's center of mass and the amount of

pressure acting on it. Calculus has a bad reputation. You’re not the only one who

quakes in their boots at the thought of sitting in class and hearing words like derivative,

logarithm, and limits. It will be easy to find students who are intimidated by this

subject, but you will also be able to find students who have been able to successfully

work their way through the class. Most students discovered that when they took

calculus, they were actually able to apply what they were learning real situations.

Calculus ca be defined as “the math behind the physics. If you’re interested in any field

that uses precise math, calculus will become your lifeline.

Moore (2013) asserts that methods that assist students in understanding the

concept of radian measure and effectively using the radius of a circle as a unit for

measuring angles enable them to conceptualize an angle's measure in terms of the

relative length of the circle's arc that the angle subtends. When students are able to

reason about how an angle's measure and the vertical coordinate of the arc's terminus

(measured in units of the arc's radius) covary, they are better able to understand the

sine function and use it meaningfully to model periodic motion, according to an analysis

of student thinking during a teaching experiment designed to support student

understanding of trigonometric functions (Moore 2012). Students could use this

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illustration of the sine function in the setting of a unit circle to complete their unit circle

projects.

Ron Brown (2018) claims that studying mathematics is fascinating. This is

partially because the process and the information you need to grasp are always

changing. And for the majority of us, there is a point at which we simply hit a wall,

where we may pick up the information we require but fail to fully grasp it, preventing us

from moving forward. There are several clear steps in the mathematical process for the

majority of people. We first learn to add, then subtract, then—as children. What is only

a small step for most people, if not all, is a bigger step for others. This may be because

of how the concept is presented, who is teaching it, the student's level of interest, or

any combination of these factors. Many symbols were used, thus no conclusion based

on those was trusted.

Some students struggle with the idea of proof. That is to say, Geometry is

frequently the biggest step in their mathematical progression since they do not

understand the underlying logic in expanding one's understanding of Mathematics by

gradually proving notions based on those already proven, beginning with the

fundamental postulates. By no means is calculus the most difficult area of mathematics.

The truth is that first-year calculus is arguably the simplest math subject any fourth-

year math major has ever taken, according to surveys. Due to the fact that for the

majority of them, this is their first university-level math course, many students believe it

to be the most difficult aspect of mathematics (and in many cases it will be the last).

Also, there is a relatively high failure rate in first-year calculus. Almost 65% of those
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who sign up for the course in September will fail it. While some will have left over the

course of the year, the majority of the remainder will just fail.

Therefore, Calculus is frequently a significant intellectual leap for students. I

have always believed that this is because they struggle with the concept of limits and

infinitesimals, in addition to their difficulty with algebra. Therefore, the majority of

students just learn the principles of differentiation and the many methods of integration

taught in beginning calculus classes without ever internalizing their origins, the reasons

we know they are correct, or the true meaning of both differentiation and integration.

These days, people do almost everything online, including shopping. Whether it

be for the purpose of school or for use in everyday life. When it comes to students, it is

essential for them to have access to online references so that they can improve their

capacity for learning. There are many benefits associated with making use of these

internet references. In addition to the fact that information is available at a low cost, it

is also widely dispersed, which means that we have access to it and may share it with

other people. Students who have access to these references online may find that their

academic lives are eased, particularly in regards to the subjects with which they

struggle the most, such as Calculus.

In conclusion, the usage of online references can affect the learning abilities of

the students as they are more exposed to new knowledge. The purpose of this study is

to know the effects of utilizing online references on the learning abilities in Calculus

class of Grade 12-STEM students of San Carlos College.

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Theoretical Framework

This study is concerned with the effects of utilizing online references on the learning

abilities in Calculus of the Grade 12-STEM students from San Carlos College. This study

will be anchored from the Connectivism Learning Theory. According to Stephen Downes

(2022), knowledge can be attributed to a variety of people, it can take on a variety of

forms, it can be perceived differently by different people, and it can shift from one

moment to the next. A piece of knowledge is not a description of something; rather, it

is a manner in which one can relate to something else. Connectivism Learning Theory is

developed by George Siemens and Stephen Downes (2022). This theory advises

students to blend their concepts, theories, and general knowledge in a productive

manner. It acknowledges that technology plays a significant role in the educational

process and that the fact that humans are constantly linked enables them to exercise

power over the educational paths we pursue. When it comes to making decisions,

finding solutions to problems, and making sense of information, it also encourages

group cooperation and discussion, which allows for a variety of opinions and

perspectives to be considered. Connectivism recognizes the significant role that

technology plays in the educational process. In point of fact, according to this theory,

learning can successfully take place through digital channels such as social media,

forums, videos, and blogs.

Today's secondary and college Mathematics classrooms now include a sizable

amount of technology. There is little doubt that using technology properly may improve

learning and make the classroom more engaging. It is obvious how technology has
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affected both teachers and students in general as well as how they communicate

However, there is room for investigation into how technology influences educators,

students, and their communications.

This study gives a more thorough explanation of the reasoning skills and

understandings that students need to acquire before starting a calculus course. We

specifically go through how to conceptualize quantities and make a case for the value of

covariational reasoning in developing appropriate functions to represent relationships in

word problems. We go through the significance of creating a process view of function

as well as its implications. We also examined the challenges of using proportional

reasoning, and we wrap up with talking about other critical concepts that are essential

to studying calculus, such as constant rate of change and average rate of change.

Conceptual Framework

Calculus has made a lot of impact on everyone’s lives, especially on engineering

students’ lives. Students can find online references on the internet for their subjects to

make their student lives easier. Utilizing online references especially on subjects like

Calculus, which is considered as a hard subject can make the students’ lives easier.

Utilizing online references can impart students new knowledge that will make them
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understand their topic more. The conceptual framework shows the independent and

dependent variable of the study. 

INDEPENDENT VARIABLES DEPENDENT VARIABLES

Demographic profile of the Grade

12 students in terms of: Utilizing online references

a. Gender influences the learning abilities

b. Study Habits , and in Calculus of Grade 12-STEM

c. Frequency of Internet students in terms of:

Usage a. Academic Performance

b. Academic Motivation

c. Academic Goals

d. Intellectual Ability

The proportion of Grade 12-

STEM students who utilize online

references for their Calculus class.

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Figure 1.1. Research Paradigm

Statement of the Problem

This study will asses information about the effects of utilization of online

references on the learning Abilities in calculus of students from Grade 12 – STEM

in Calculus during the school year 2022 – 2023 in San Carlos College

Specifically, it seeks to answer the following questions:

1. What is the demographic profile of the Grade 12 students in terms of:

a. Gender,

b. Study habits , and

c. Frequency of the internet usage

2. What proportion of Grade 12 - STEM students utilizes online references for

their Calculus class?

3. Does utilizing online references has an effect on the learning abilities in

Calculus of Grade 12 - STEM in terms of:

a. Academic Performance
b. Academic Motivation
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c. Academic Goalsewdssss
d. Intellectual Ability
4. Is there information and sources from online references become a

beneficial tool for the understanding and knowledge enrichment of STEM

students in Calculus class?

5. Is there asignificant difference in the student’s test scores who use online

references and who do not?

Research Hypothesis

The following hypothesis is its null from will be tested at .05 level if

significance:

1. There is a significant relationship between the demographic profile variables of

the senior high school students in san Carlos College in terms of gender , sutudy

habits , and frequency of the internet usage

2. There is a significant relationship between the extent of impacts of the effects of

Utilizing online references on the leaning abilities of grade 12-stem students in

Calculus along the following:

a. academic performance

b. academic motivation

c. academic goals

d. intellectual ability

Scope and Delimitation

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The scope of the study is to know if utilizing online references has an

effect on the learning abilities in Calculus of Grade 12 - STEM from San Carlos

College. The research is limited only inside the school’s premises specifically,

Grade 12 - STEM students from San Carlos College of the year 2022-2023. The

researchers will only focus on the Calculus subject and not on any other subjects

of STEM students.

Significance of the Study

The goal of this study is to know if there is an effect on the learning

abilities in Calculus of Grade 12 - STEM students from San Carlos College when

utilizing online references. The results of the study could be a great benefit to

the following:

Students. This study could greatly help students know if utilizing online

references can affect their learning abilities in Calculus. With that, they can

continue or start using online references for their study in order to have higher

grades.

Teachers. This study could also help teachers by giving their students online

reference materials in order for them to positively affect their learning abilities.

This could help them teach the students with more ease as they give them other

references rather than their own references only.

Researchers. This study also helps the researchers gain knowledge about the

effect of utilizing online references on the learning abilities of students in their

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Calculus class. It may help the researchers analyze the importance of reading

other learning materials in order for them to improve their academic

performance

Future Researchers. The data shown in this study can be useful to come up

with a more comprehensive study about utilizing online references and the

learning abilities of students. The information presented can also serve as

reference in the future.

Definition of Terms

The following terms will be used and defined operationally and

conceptually for better understanding of the study.

Utilize. This term means to use something in a way that contributes to the

original goal. Utilize means to make use of.

Calculus. A mathematical study of change,similar how to geometry is the study

of shape and algebra is the of operations and how they are used to solve

equation,is a senior high school subject that is only offered to STEM students.

Learning Abilities. This term refers to whatever it is that affects the speed and

flexibility with which human acquire new knowlegde and abilities and are able to

use them.Time management,competent reading,finding relevant

information,promblem solving,decision making,and asking the right questions are

a few examples.
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STEM. A Senior High School Strand which means Science,

Technology,Engineering ,and Mathematics-exposes pupils to challenging

mathematicals and scientific theories and concepts tha will serve as foundation

for their college courses.Most students on this strand want to become doctors

and engineers.

Academic performance. This term refers to how well a students instructor,or

institution has met their immediate or or long-term learning objectives.

Academic montivation. In this study,This refers to student’s interest in the

academic subjects as shown by their attitude,perseverance,and level of interest

when their and the level of interest when their competence is asseessed agaist a

standard of performance or excellence in this field.

Academic goals. In this study,this includes your courses,grades,and

extracurricular activities in addition to the knowledge you gain and the

assignments you finish while you are students

Intellectual ability. In this study,this word refers exceptional capacity or

potential that can be determined by cognitive process like problem solving

abilities,andthe capability to manipulete and connect abstract ideas among

others things.
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents some professional literature and relatated studies reviewed

by the researcher that found relevant and have bearing to this study.

Related Literature

In a news article by GSCEPod (2020), online resources are considered crucial in

the students’ learning abilities and are treated as an instrument for students to

break away from the traditional way of learning and move into a more progressive

and modern method of learning. Digital resources claim to enable independent

learning for students and with little to no instructions from instructors. This, in

return, would help students develop critical thinking skills upon encountering online

resources and materials (Coxon, 2020).

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In a literature review conducted by Estrellado (2022), online resources portrayed

negative effects on students’ learning as students experienced difficulties

accomplishing tasks due to issues with regards to accessing online materials and

references. Such effects hinder the students to perform active participation in class

and causes stress and anxiety that leads to demotivation in doing schoolwork and

meeting deadlines. Online resources, as much as they are accessible, are also prone

to misinformation and therefore makes some materials unreliable. Positive effects of

the utilization of online resources and online learning space was also stated, wherein

students have access to online resources and materials with just one click, therefore

promoting convenience in accomplishing tasks and learning lessons. Accessing

online resources was also deemed beneficial for students who are incapable of going

to school for face-to-face classes due to distance problems. Given the positive

effects of online resources and online learning spaces, Hassan (2020) proposed that

academic institutions should consider keeping the online mode of learning. However,

Pastor (2020) emphasized the current crisis on the limited resources accessible in

the Philippines, which may impair and compromise students’ learning.

Related Studies

According to Nikolic, (2015), students make excellent usage of the internet as a

resource for their educational pursuits. Some of the reasons for this include the

simplicity of conducting searches on websites like Google and the large quantity of

instructional videos available on YouTube. The learning laboratory can also benefit

from the use of internet resources, particularly in situations in which students lack
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the necessary prior knowledge. The benefits are maximized when non-traditional

learning pathways and numerous entrance points into a degree program are

available to students. This research makes use of a variety of research methods in

an effort to gain an understanding of the ways in which students utilize and value an

online resource known as the Training Laboratory, which was developed to enhance

students' learning while they were in the engineering teaching laboratory. Both the

students and the laboratory teaching assistants can benefit from the resources that

have been specifically designated for this purpose (called laboratory demonstrators).

According to the findings of the study, a significant percentage of students make

use of resources of this kind in order to facilitate learning, boost productivity, and

enhance instruction. The availability of resources that are specifically geared toward

the needs of students leads to an improved overall experience for the students.

The contemporary educational system requires various teaching, learning, and

evaluation methodologies and tools, as stated by Alkhafaji , and B, S. (2014, March).

In particular, the growth of technology has made the process of learning

substantially more comfortable at significantly higher dimensions. However, making

use of the online resources available for educational purposes necessitates the most

critical thinking in terms of seeking and assessing. The vast amount of resources

that are readily available will be of no value until the appropriate procedures have

been carried out in order to link the resources with regard to the outcomes that are

required. In order to acquire the level of information that is necessary, the current

educational system needs to incorporate more self-learning procedures. In this

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article, the researchers would like to explore the many categories of educational

resources and how to make the most effective use of those resources in relation to

the prerequisites for education. In conclusion, a lack of interest, desire, and

comprehension is the primary detriment associated with making use of the web

resources as a tool for independent study. The instructors are responsible for

providing the students with the appropriate direction to use the online resources in

their learning activities. The pupils need to be given precise instructions regarding

the accessibility of the online resources. The academic libraries are obligated to

provide assistance to the educational institutions in the aforementioned processes

by hosting a variety of workshops and seminars for the students. In order to be of

assistance to the educational processes, academic libraries should keep a clear

database about renowned people and the internet resource addresses that are

associated with such famous people. The students should also demonstrate an

appropriate interest in comprehending the requirements of utilizing online resources

in the processes of their own learning. The students need to be aware of the cost

effectiveness of the online resources, particularly given that many online resources,

such as Wikipedia, are free of charge. Aside from this, online resources are

accessible to them at any time, day or night, right at their fingertips. Therefore, the

possibilities offered by the web resources need to be exploited with the aid of

competent directing and guidance.

According to Lebenicnik , (2015, July), many of the learning tools that are

utilized in the instruction of university students are frequently available online.

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Because the nature of new technologies generates an interweaving of formal and

informal learning, it is reasonable to expect students to play a more active role when

it comes to the use of information and communication technologies (ICT) for their

own education. Students are given the opportunity to construct a learning

environment that is tailored to their specific individual learning requirements and

preferences, which is made easier by the extensive variety of online learning

resources that are available to them. In conclusion, the goal of the study was to

investigate the hypothesis that one acquires the ability to make effective use of

information and communications technology (ICT) for the purposes of learning

through a combination of formal and informal learning. This article demonstrates the

possibility that information and communication technology can be good for learning

if it is used appropriately. The role of the student in building her learning

environment, which in today's world is unavoidably permeated by technology, has

become increasingly active as a result of the ever-shifting landscape of information

and communications technology (ICT).

Padernal, and Diego, (2020) state that students' knowledge in Pre-Calculus is

dependent on their comprehension of Algebra and Trigonometry. According to the

findings of the Program for International Student Assessment (PISA) in 2018, the

Philippines achieved a ranking of second-worst in the mathematics assessment and

showed poor performance in advanced disciplines like calculus. As a result, the

purpose of this research was to describe the degree of academic achievement that

senior high school students at a maritime school in Bacolod City exhibited

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throughout the 2019-2020 academic year. In a similar vein, the purpose of this

study was to investigate the connection that exists between the demographics of

the student body and their degree of academic achievement in Pre-Calculus. In

addition, the purpose of this test is to investigate the degree to which students'

schools of origin and scores on entrance exams are correlated with one another as

well as their academic achievement in pre-calculus and whether or not these factors

may accurately predict future performance. According to the findings of the study,

the level of academic achievement in Pre-Calculus of senior high school students

was typically average. This was the case independent of the students' schools of

origin or their scores on entrance examinations. Students had good academic

performance in the areas of angles and triangles, low academic performance in the

areas of right triangles, and average academic performance in the other subject

areas, according to the school from where they originated. In addition, pupils had

very excellent academic performance in the field of angles and triangles on the

admission exams, whereas their academic performance in the other areas was

ordinary at best. According to the data, there is no significant correlation between

the student's school of origin and their level of academic success in Pre-Calculus.

This finding is relevant in terms of the relationship between demographics and the

level of academic performance in Pre-Calculus. On the other hand, the results of the

admission exam were found to have a statistically significant association with the

overall academic success. In conclusion, the research showed that the results of
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entrance exams were able to significantly predict academic achievement in the

subject of Pre-Calculus.

Casinillo, and Tavera, (2021) state that the purpose of the study is to investigate

the difficulties that agricultural students have encountered while attempting to

acquire calculus. During the first semester of the academic year 2019-2020 at

Visayas State University in Baybay City, Leyte, Philippines, the study enlisted the

participation of 121 students majoring in agriculture. This study made use of a

subset of the secondary data that the authors collected for their previous research.

This study emphasizes the nature and characteristics of negative impacts of learning

calculus with the assistance of a correlational research approach. This is extremely

helpful for raising the level of accomplishment of students and adjusting the

strategy of mathematics teachers. The findings indicated that the majority of

agribusiness students do not have sufficient foundation in pre-calculus issues. This is

due to the fact that only nine percent of these students participated in a STEM track

during their senior year of high school. It would appear that students are struggling

with high levels of stress, natural emotional tiredness and irritation, as well as

average levels of absenteeism, somatic load, and laziness as a result of their

calculus education. It has come to attention that the unfavorable experiences that

these students in agriculture have had are highly connected to one another. This

shows that these bad experiences are inter-correlated with one other and dependent

on each other, which is wearisome for their studies and leads to low academic

achievement as a result of this. Calculus, on the other hand, is a prerequisite for

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these students' degree programs, thus they are very motivated to succeed in their

coursework in the subject. As a result, these students can raise their level of

accomplishment in Calculus if they are properly motivated and get instruction that is

appropriate for the subject.

Synthesis of Related Studies

The contents and analyses acquired from the many sources and studies listed in

this chapter are pretty similar with regard to the issue of determining the impacts of

utilizing online references on the learning capacities in Calculus of Grade 12- STEM

students. There are some similarities as well as some discrepancies between the studies

that were examined and the current investigation. Calculus is a relatively challenging

topic, and for some students who are pursuing a STEM-related education, it is

considered to be the most challenging subject overall. In today's world, a significant

number of pupils are having trouble mastering this topic. In addition, a significant

number of students are reporting high levels of stress in relation to this topic. As a

result, the purpose of this research is to gain an understanding of the ways in which

employing online references can impact a student's capacity for learning Calculus.

Students can benefit from additional learning material, which can be found in the form

of online resources or references. This can aid them a great deal. It is not sufficient to

only have one learning resource, particularly for a challenging topic like calculus.

Students who make use of the resources that are available to them on the internet may

find that they experience less stress and are able to achieve higher scores overall in the
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course. The researchers' analysis of related material is relevant to the question of

whether or not the use of online resources has an impact on the learning capacities of

students studying the subject of calculus.

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Chapter 3

RESEARCH METHODOLOGY

This portion of the study includes the research design, research, subjects, the

data gathering instrument and validation process, data-gathering procedure and the

statistical treatment of the data.

Research Design

The primary purpose of this study is to know the effects of utilizing online

references on the learning abilities in Calculus class of Grade 12-STEM students of San

Carlos College. The researchers will conduct a survey to the Grade 12-STEM students

using their self- made questionnaire to get systematic and accurate results. The survey

is appropriate for this study as it can help the researchers to gather all the data that are

needed by asking specific questions to the respondents. 

In terms of approach, the study would use quantitative descriptive research as

the study involves the respondents observing their behavior. The study would also use

analytical, scientific, and mathematical data gathering. The researchers believed that

through this research design and method, it would give those accurate results and

information about the study.

Locale of the Study

This study will be conducted at San Carlos College Mabini st. San Carlos City

Pangasinan, where the Grade 12 STEM respondents are currenly studying.

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Respondents of the Study

The study would have respondents directly from Grade 12-STEM students from

San Carlos College. As the researchers used a descriptive method which includes

surveys with regards to data gathering, the researchers have 22 participants for the

survey. The Grade 12-STEM students are the most accurate respondents for the study

as they are the ones who have Calculus as their subject.

Gender Frequency Percentage

Boys 7 30%

Girls 16 70%

TOTAL 22 100%

Table 3.1 Gender

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Data-Gathering Instrument and Validation Process

In this study, An organized questionnaire in the form of a rating scale will be the

main tool the researchers use to collect the data. To collect information on particular

subjects of interest to the researcher, this kind of questionnaire entails a collection of

thoughtful questions that are asked of a group of respondents in a uniform manner.

The questionnaire will be created by the researchers under the direction of their

assessment of previous papers, research hypothesis, and specific questions they intend

to include.

The researchers will evaluate the questionnaire themselves, including those

students who are not participating in the study, to make sure it is a reliable and

consistent tool for obtaining data and producing the desired results. The final

questionnaire draft will be improved using the comments provided by these initial

respondents. In addition, the experts' collective assessment, including that of teachers

of STEM students in grade 12 at San Carlos College, will be used by the researchers to

validate the questionnaire

Also, the questionnaire's content will be verified by the collective opinions of

experts, who will include the Basic Education Department Principal of San Carlos

College, who also serves as the Practical Research 2 adviser for grade 12 STEM

students at San Carlos College.

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Data-Gathering Procedure

The researchers have prepared a questionnaire that was made subjectively in

determining the effects of utilizing online references on learning abilities in the Calculus

class of Grade 12-STEM students of San Carlos College. The researchers would give

questionnaires only for those who are reliable with the topic; they let the participants

respond to the question honestly. After the participants answered the questionnaire,

the researchers retrieved them to have the data needed. 

Collations of data are being followed after the entire accomplished instruments

are retrieved. This involved tallying, classification, and presentation in tables to facilitate

statistical analysis and interpretation. After collating the data, the researchers analyzed

the findings, interpreted, and provided them with implications.

Statistical Treatment of the Data

The data would be tallied and recorded accordingly. The results of the study

would be analyzed and interpreted using the treatment as follows:

Frequency and Percentage Distribution

The frequency of each response would be determined on the number of

respondents who would answer in the particular item. This would be used to answer

the questions in the Statement of the Problem.

% = fNx 100

Where:
 31

% = Percentage              f = Frequency         N = Total Number of

Respondents

Weighted Mean

Weighted mean is a measure of central tendency for interval and ratio sets

of data. It is used when we consider some data values to be more important than

other values and so we want them to contribute more to the final mean. In this

study, it would be used to determine if the usage of task management applications

have an influence on the productivity of the senior high school students.

X=∑N

Where:

X = Mean          ∑ = Sum of all Scores            N = Total Number of

Respondents

Range of Weighted Mean  

Range Verbal Interpretation

4.21 - 5.00 Very High Influence

3.41 - 4.20 High Influence

2.61 - 3.40 Moderate Influence

1.81 - 2.60 Low Influence

1.00 - 1.80 Very Low Influence

 32

Table 3.2 Range of Weighted Mean

Sub-Problem No. 1

The profile variables of the Grade 12 STEM students will be described using

frequency counts and percentages.

Gender

The variable will be categorized as shown.

Categorization:

Male

Female

Study habits

The study habits of the respondents will be determined using average weighted

mean and the results will be interpreted using a 4-point likert scale as shown below:

Scale Mean Limits Descriptive Equivalent (DE)

4 3.50 - 4.00 Always (A)

3 2.50 - 3.49 Often (O)

2 1.50 - 2.49 Sometimes (S)

1 1.00 - 1.49 Never (N)

Frequency of the internet usage

The variable will be determined by using average weighted mean and the results

will interpreted using a 4-point likert as shown below:

Scale Mean Limits Descriptive Equivalent (DE)

 33

4 3.50 - 4.00 Always (A)

3. 2.50 - 3.00 Often (O)

2 1.50 - 2.49 Sometimes (S)

1 1.00 - 1.49 Never (N)

Sub-Problem No. 2

For the extent of the learning difficulties encountered by Grade 12 STEM

students, average weighted mean will be used and the results will be interpreted using

a 3-point likert scale as shown below:

Scale Mean Limits Descriptive Equivalent (DE)

3 2.50 - 3.00 Very Serious (VS)

2 1.50 - 2.49 Serious (S)

1 1.00 - 1.49 Not Serious (NS)

Sub-Problem No. 3

For the level of academic performance of the Grade 12 STEM students the

average weighted mean will be used and the results will be interpreted using a 4-point

likert scale as shown below:

Scale Mean Limits Descriptive Equivalent (DE)

4 96 and above Very High (VH)

3 88-95 High (H)

2 80-87 Low (L)

1 75-79 Very Low (VL)

 34

Sub-Problem No. 4

To determine the relationship between the profile variable of the Grade 12 STEM

students in San Carlos College and the level of difficulties encountered by themselves,

Pearson's Product Moment Correlation will be employed.

 35

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