Chapter V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings

Based on the on the data gathered the summary of findings were drawn :

1. Majority of respondents were more female (32 or 53.33%) than male (28 or 46.66%.

2. Almost of the respondents are Tausug (26 or 43.33%) followed by Chavacano (15 or

25%), then Cebuano (11 or 18.33%), then others (7 or 11.66%) and the least of

respondents is Sama (1 or 1.66%).

3. Majority of the respondents has a family monthly income were below Php 4,000 with

a frequency of 28 or 46.66%, followed by 20,000 above with a frequency of 12 or

20%, then 10,000- 14,000 with the frequency of 9 or 15%, then 5,000-9,000 with the

frequency of 7 or 11.66% and least family monthly income is 15,000-19,000 with the

frequency of 4 or 6.66%. This implies that most of the respondents were indigent.

4. The respondents are equally represented with the same total number of respondents

there were 30 or 50 percent Grade 5 level and there were 30 or 50 percent Grade 6

level.

5. In terms of academic performance of the respondents who took the attitude test and

scaffolding strategies n teaching mathematics questionnaire. There were 32 or 53.33% of the

total respondents get satisfactory ratings, followed by 27 or 45% which is poor, then 1 or 1.66

percent which is very good.

6. In the attitude of the respondents shows a positive outlook attitude towards learning

Mathematics, has a total mean of 3.27 or Agree.

 7. In the scaffolding strategies in teaching mathematics use by the teachers there were

3.47 or strongly agree, pause and ask questions there were 3.38 or agree, tap prior

knowledge there were 3.30 or agree, pre-teaching vocabulary there were 3.27 or

agree, give time to talk there were 3.25 , and use of visual aids 3.23 or agree .

8. There is no significance difference in sex These values obtain t = 1.040 and with

level of significance α = 0.05, p-value = 0.303.

9. In the grade level of the respondents there is s significant difference. These values

obtain t = 2.195 and with level of significance a = 0.05, p =value 0.032.

10. In terms of ethnicity, with level of significant α=0.05, p-value = 0. 525.there is no

significance difference .

11. In the family income of the respondents, with level of significant α=0.05, p-value =

0.709. There is no significance difference

12. There is a significant difference on the attitude of the respondents the attitude of the

intermediate pupils has significant difference since the p-value=0.038 < α=0.05.

Conclusion

Based on the summary of findings the following conclusions were formulated:

1. Majority of the respondents were female outnumbered the male. In the ethnicity majority

are tausugs pupils, on the family income are low income earners. And grade level are

equally distributed.

2. In the academic performance the respondents in their grade was satisfactory rating.

3. In the attitude of the respondents they have positive attitudes towards the mathematics

subject.
 4. In the scaffolding strategies used by the respondents mostly used the show and tell and

followed by the following tap prior knowledge, give time to talk , pre-teach

vocabulary ,use visual aids, and pause , ask questions.

5. In the insignificance difference of the respondents was sex, ethnicity, family income ,

while in the attitudes and grade level there is a significance difference.

Recommendations

Based on the summary of findings and conclusions the following recommendations were

drawn:

1. The school administration may identify poor but deserving students for sponsorship

in scholarship program.

2. The guidance office may conduct socio-demographic profile of each students.

3. The teacher may conduct remedial classes to mathematics subject.

4. Conduct training on teaching strategies and principles of teaching of teaching in

Mathematics during semester break or summer.

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PART I
Directions: Below are the statement of Scaffolding Strategies in Teaching Mathematics: Impact
on Academic Performance and Attitudes Among Intermediate Pupils. Put a check (√) on the
space that corresponds to your honest evaluation using the rating scale below.

Descriptive Scale Descriptive Rating

A. Strongly Agree (SA) 4

B. Agree (A) 3
C. Disagree (D) 2
D. Strongly Disagree (SD) 1

A. SHOW AND TELL

Statements SA A D SD
(4) (3) (2) (1)
1. Allow the pupils to explain the objects.

2. Solve mathematical problem before the pupils.

3. Involve the pupils in the group activity in solving

problems and explain the answer.

4. Numbers, shapes, and colors presented through objects

can be identified by the pupils.

5. Engage group games of the pupils by giving math

problems and shows the solution on the board.

B. TAP PRIOR KNOWLEDGE

Statements SA A D SD
 (4) (3) (2) (1)
1. Ask past or previous lesson to connect the current lesson
in solving mathematical problem.

2. Use real situation to apply mathematical problems.

3. Conduct brainstorming about the topic before presenting

the lesson.

4. Teach mathematical problem from basic to complex.

5. Recall past learning to combine new ideas.

C. GIVE TIME TO TALK

Statements SA A D SD
(4) (3) (2) (1)
1. Allow pupils to discuss the proper solution among
themselves.

2. Encourage pupils to generate as many alternatives as

they can for the problem discussed.

3. Ask pupils on how they get the solution or answer in

problems.

4. Give time to pupils to express ideas.

5. Let pupils summarize the topic orally.

D. PRE- TEACHING VOCABULARY

Statements SA A D SD
(4) (3) (2) (1)
1. Allow the pupils to spell numbers into words.
2. Let pupils express numbers into sentences.

3. Unlocking difficulties of pupils.

4. Give pre-test examinations to the pupils.

5. Spell the number into words by singing.

E. USE VISUAL-AIDS

Statements SA A D SD
(4) (3) (2) (1)
1. Prepare lessons necessary materials required for learning
mathematics.

2. Use educational technology in teaching mathematics.

3. Use short films on how to solve mathematical problems.

4. Use real objects in teaching math.

5. Use educational posters on mathematics subject to

inspire pupils.

F. PAUSE, ASK QUESTIONS

Statements SA A D SD
(4) (3) (2) (1)
1. Ask questions during discussion.

2. Give feedback.

3. Provide direct and specific questions.

 4. Monitor the learning process of pupils.

5. Check on the level of understanding.

Questionnaire – Checklist on Pupils Mathematics Attitude

Modified Fennema- Sherman Mathematics Attitude Scale

Name:_______________________________

Grade Level and Section:_______________

Directions: Please answer the following query below. Check the appropriate rating scale that
corresponds the item statements that are true for you.
 Descriptive Scale Descriptive Rating

A. Strongly Agree (SA) 4

B. Agree (A) 3
C. Disagree (D) 2
D. Strongly Disagree (SD) 1

Statements SA A D SD

(4) (3) (2) (1)

1. I can learn Math.

2. My Teacher is interested in my progress in Math.

3. I can solve problem and give solution Math.

4. My teacher have encourage me to study more in

Math.

5. I can get good grades in Math.

6. I know I can do well in Math.

7. I study Math because I know how useful it is.

8. Math teacher have made me feel I have the ability

to go in Mathematics.

9. Math is important to me.

10. Doing well in math is important for my future.