THE EFFECTIVENESS OF BAGATRIX (COMPUTER APPLICATION) IN THE

ACADEMIC PERFORMANCE IN SELECTED COMPETENCIES

OF GRADE 8 MATHEMATICS

An Action Research Report Submitted to the

Schools Division Research Committee

George Vincent T. Tulayba

georgevincent.tulayba@deped.gov.ph
Teacher I, Bayawan National High School

Paul John T. Ocaña

pauljohn.oca@deped.gov.ph
Teacher I, Bayawan National High School

Danilo T. Tulayba
danilo.tulayba@deped.gov.ph
Teacher I, Bayawan National High School

Bayawan National High School

Division of Bayawan City
September 2022
 ABSTRACT

Based on the SMEA report of school year 2020-2021, the mathematics performance of

grade 8 students in Bayawan National High School had decrease. This study aimed to

improve the student’s performance level by using Bagatrix Mathematical Software on

mathematics learning among Grade 8 students. To indicate the effectiveness of Bagatrix

Mathematical Software, the researchers used the experimental method. The controlled

group was compose of 13 students actively participating the limited face-to-face class

while the experimental group was composed of 15 students who used the Bagatrix App as

an enhancement tool for learning. A 24-item Pre-test and Posttest with parallel questions

were given to both groups. The result shows that the experimental group had an increase

of 12.94 in their mean score compared to the increase of 7.08 mean score of the

controlled group. The difference of mean posttest scores of the experimental and

controlled group had a evident-result to the study in using the Bagatrix App as

intervention to the class.

 ACKNOWLEDGEMENT

First and foremost, we want to thank and honor God, the Almighty, for His gifts, which

enabled us to successfully complete my research.

My sincere gratitude goes out to Dr. Earl Jude Awing, the Project Arcon research team,

Ruby T. Yparosa, SEPS P&R, Dr. Cherryl May A. Hongcuay, the school principal of

Bayawan National High School-JHS, Mr. Curtis V. Calumpang, the principal of

Bayawan City East Central School, and Dr. Earl Jude Artes,the parents and grade 8

students at BNHS-JHS who volunteered their time and knowledge during the data

collection process are genuinely appreciated.

We would like to thank Dr. Anelito A. Bongcawil, CESO VI, the Superintendent of the

Schools Division, Mrs. Lelanie T. Cabrera, CESO VI, the former Superintendent of the

Schools Division of Bayawan City, Dr. Juliet J. Tuala, Assistant Superintendent of the

Schools Division, Dr. Adones Rivera, Representative of the Curriculum Implementation

Division, and Dr. Eduardo L. Lagos, Chief of the School Governance Operation Division.

Finally, we would like to express my gratitude to everyone who helped me, directly or

indirectly, finish this research.

 TABLE OF CONTENTS

TITLE PAGE i

ABSTRACT ii

ACKNOWLEDGEMENT iii

TABLE OF CONTENTS iv

Chapter 1: INTRODUCTION

Context and Rationale 1

Action Research Question

Innovation, Intervention and Strategy

Chapter 2: ACTION RESEARCH METHODS

Participants and/or other Sources of Data and Information

Data Gathering Methods

Data Analysis

Ethical Considerations

Chapter 3: DISCUSSION OF RESULTS AND REFLECTIONS

Chapter 4: ACTION PLAN

REFERENCES

APPENDICES

Application Form and Endorsement of Immediate Supervisor of the Proponent

Declaration of Anti-Plagiarism

Declaration of Absence of Conflict of Interest

Action Research Workplan

Research Proponents’ Profile

Research Instrument

Intervention Materials

Sample Signed Informed Consent

Data Sets

Sample Informed Consent

Photo-documentation

Other Pertinent Documents

 Chapter 1

INTRODUCTION

Context and Rationale

Many studies have shown that information and communication technology (ICT)

may help assist and transform teaching and learning. Information and

Communication Application can assist students and teachers in the mathematics

classroom in performing calculations, analyzing data, and exploring mathematical

concepts. As a result, the knowledge of mathematics improves.

In this rapidly changing environment, education should change as quickly as the

technology does. According to Fluck (2010), the future of Information,

Communication and Technology (ICT) should play as a transformation role in

education rather than integration into existing subject areas. The transformative view

of ICT in education requires us to examine what new ways of pedagogies and

curriculum are appropriate for a new generation working with new tools.

Bagatrix is a software company that specializes in education. Math software that provides

step-by-step assistance in solving algebra, geometry, trigonometry, and calculus

problems.

This study aims to determine the impact of Bagatrix Mathematical Software on

increasing students' achievement of Grade 8 Buenafe in Mathematics 8., from 84% to

88% at the end of the fourth quarter S.Y. 2021-2022

AR Question

How can Bagatrix increase of Mathematics Grade 8- Buenafe Modular-Digital/Online

Class S.Y. 2021-2022 from 84% to 88%?

Innovation, Intervention and Strategy

The study attempts to find out the effect of Bagatrix on improving students'

performance in Mathematics 8. Pre-test and Post-test will be recorded.

Pre-implementation

• Identification of participants The students will be purposively identified to be

part of the intervention.

• Securing an informed consent. The participants and their parents/guardians will

be informed about the purpose of the study and will be asked to sign an informed

consent.

• Development of research instrument. A 24- item pretest will be formulated to

determine the participants prior knowledge of the Q4 competencies in Math 8.

• Distribution and Installation of Bagatrix App. Guide participants in Installing

Bagatrix app.

During Implementation

• Orientation of participants. The participants will be oriented on the used of

Bagatrix app.

• Intervention (Bagatrix App) Proper. This will be done every other week by the

teacher in Mathematics using Bagatrix application

• Weekly Assessments for Data Gathering. The weekly assessment will be

conducted and monitored via Google Forms.

Post Implementation
• Post-test. A 24-item test, with parallel questions with Pre-test will be given to the

students.

• Analysis of the Pre and Post Test Results. Test results will be analyzed if there is

an increase from pre-test-post tests.

• Result Presentation and Dissemination. During a LAC session or Action

Research Congress, the study's findings will be presented to other teachers and

researchers.
 Chapter 2

RESEARCH METHODS

Participants

This Research includes all the students in Grade 8 Digital Class. These

students are composed of 18 males and 13 females. A total of 31 students are involve

in this action research.

Data Gathering Methods

The results of a 24-item pretest and post-test created by the teacher are the data

needed for this action research. Before the intervention, a pretest is given. Students

were given a post-test at the end of the treatment session.

Data Analysis

Frequency counting, mean and standard deviation will be used to analyze the

result between the pre-test and post-test.

Ethical Considerations

Informed Consent. It was made clear to the respondents/participants that their

participation in this study was voluntary and that they were not compelled to participate

should they believe detrimental to their interest. Furthermore, the participants were
informed that the research was conducted solely for academic purposes and the data

gathered from them shall be exclusively used for such purpose.

Confidentiality Pledge

The researcher ensured the confidentiality of the gathered data relative to the

personal information of the respondents/participants of this study and shall not be

disclosed to the public at any cause. This can be guaranteed by the following activities:

names of the respondents were replaced by codes, sheet containing the name of the

respondents were removed and be kept or destroyed when no longer needed for the

research, the researchers have the sole access to the code’s master list, and files

containing research data were password protected and encrypted to keep the data safe.

Authorization to Access Private Information

The interest of the participants is protected by Republic Act 10173 also known as

the Data Privacy Act of 2012, henceforth, any pertinent data or information of the

respondents/participants of this study shall not be accessed, transported, or copied

without the approval and consent of the Regional Research Committee.

 Chapter 3

DISCUSSION OF RESULTS AND REFLECTION

Table 1

Descriptive Statistics of Pretest and Posttest Result of Experimental Group

(N=15)

Descriptive Statistics
Assessment
M ±SD Mo

Pretest 6.13 1.81 6

Posttest 19.07 2.02 18

Table 1 shows the pretest and posttest result of the experimental group. There is an increase of

12.94 mean scores. The scores from pretest are much closed and least scattered from the mean

than the posttest. Most of the students got a score of 18 in taking posttest which is 75% of the

total number of items.

Table 2

Descriptive Statistics of Pretest and Posttest Result of Controlled Group (N=13)

Descriptive Statistics
Assessment
M ±SD Mo

Pretest 3.15 1.41 3

Posttest 10.23 2.39 12

Table 2 shows the pretest and posttest result of the experimental group. There is an increase of

7.08 mean scores. The scores from pretest are much closed and least scattered from the mean than

the posttest. Most of the students got a score of 12 which is below the passing score.

Post test result of Experimental Group and Controlled Group

20
15
10
5
0
Mean ±SD Mo
Posttest Result
Experimental Group Controlled Group

Figure 1 displays the comparison of the posttest result of both experimental and controlled group.

The experimental group has an increase of 86% mean scores compared to the controlled group.

The variation of the posttest result relative to the mean of the experimental group is closer in

relation to the mean compared to the controlled group. It indicates that almost all students from

the experimental group got the passing scores. The experimental group has a higher score of

mode than the controlled group. It implies the effectiveness of using the Bagatrix App to the

performance of grade 8 students.

Reflections

With this result, the use of the educational math software has a positive impact on student’s

achievements in Mathematics lesson of Arbain and Shukor (2015). The Bagatrix App assisted in

boosting students' interest in and helped them develop a positive perception of learning

mathematics. According to Korenova in 2012, digital environment motivates students in the

teaching and learning of Mathematics, because students in the 21 st century are digital

natives. Moreover, ICT integration is important however according to Arbain and Shukor

in 2015, it depends on the teacher to utilize existing materials without the need to allocate

more extra time to developed other teaching aids.

 Chapter 4

ACTION PLAN

Title

LAC session on Bagatrix (computer application) in the ICT integration in Mathematics 8

Rationale

This program aims to orient Grade -8 Math teachers on the utilization Bagatrix (computer
application) in the ICT integration in Mathematics 8 in the delivery of the lessons to
improve learners’ academic performance in Mathematics 8.

Scheme of Implementation

The researchers will propose a LAC session to Grade -8 Math teachers for
orientation of the results taken from the outputs of this study. The budget for LAC
session will be taken from the school’s MOOE to be approved by the division office.

The published output of the action research will be distributed to all year levels of
the school and a copy to the SDO-Bayawan City. The study will serve as basis for further
study and be reference to similar research in literature.

Table 2.

Scheme of Implementation

Resources Budgetary Expected

Activities Inclusive Dates
Needed Requirements Outcomes
LAC Session January 2023- 100% of the

Orient Grade 7 February 2023 Laptop, teachers

25 pax x
Teachers Projector, participated in
50.00/snack
snacks =P1, 250 the activity
 REFERENCES

Royati AbdulSaha. Et al., (2010). “The Effects of GeoGebra on Mathematics

Achievement: Enlightening Coordinate Geometry Learning.”

https://doi.org/10.1016/j.sbspro.2010.12.095

Patrick G Galleto (2018). “Bagatrix: An Artificial Intelligence Application in

Teaching Normal Distribution”

https://www.researchgate.net/publication/329162671_Bagatrix_An_Artificial_Int

elligence_Application_in_Teaching_Normal_Distribution

Fluck, A. (2010). From Integration to Transform. In A. McDougall, J.

Murnane, A. Jones & N. Reynolds (Eds.), Researching IT in Education

Theory, Practice and Future Direction. London and New York: Routledge

Korenova, L. (2012). The use of a digital environment for developing the

creativity of mathematically gifted high school students. 12th International

Congress on Mathematical Education, Seoul, Korea.

https://www.popsci.com/story/diy/learn-math/
 APPENDICES

Appendix A The Bagatrix (Computer Application)

Bagatrix is a developer of education software. The current developer portfolio contains

36 programs. The most popular software is College Algebra Solved! with 1 installations
on Windows PC.

The program acts as a step-by-step process to help guide you through the problem and
reach the answer. It isn't like any calculator I've ever seen, because no calculator goes
through the steps like Bagatrix. It gives the full functionality of writing paper and allows
the usage of special characters such as the exponent, function, brackets, basically
anything math related, it has it. You simply enter a problem and it will systematically go
through and show you each step and give a detailed report on what exactly must be done.
 Appendix B

Republic of the Philippines

Department of Education
REGION VII
SCHOOLS DIVISION OF BAYAWAN CITY
Bayawan National High School

Date: April 11, 2022

CHERRYL MAY A. HONGCUAY, Ph.D.

Principal I
Bayawan National High School- Junior High School
Villareal, Bayawan City

Ma’am:

Greetings!

The undersigned will be conducting an action research study with the title “THE

EFFECTIVENESS OF BAGATRIX (COMPUTER APPLICATION) IN THE ACADEMIC

PERFORMANCE IN SELECTED COMPETENCIES OF GRADE 8 DIGITAL IN

MATHEMATICS-8” to address the poor academic performance of students from Grade 8

In this regard, the researchers would like to ask approval from your good office to

conduct the study in Grade 8 section Buenafe of Bayawan National High School-JHS

S.Y. 2021-2022. Rest assured that the documents taken from the respondents and school

will be kept confidential.

We are looking forward for a favorable approval on this matter.

Very truly yours,

GEORGE VINCENT T. TULAYBA

PAUL JOHN T. OCAÑA
DANILO T. TULAYBA
 Appendix C PRE-ASSESSMENT

Name: Section: Score:

Date:
Directions: Answer each of the following items. Write the letter of the correct answer on a
separate sheet of paper.
1. Which of the following is NOT an experiment?
a. Rolling a die c. Picking a marble
b. A king of diamond d. Tossing a coin
2. Ana flipped a coin once. Which set contains the possible outcomes?
a. 𝑆 = {𝐻, 𝑇} c. 𝑆 = {1, 2, 3, 4, 5, 6}
b. 𝑆 = {(𝐻, 𝐻), (𝑇, 𝑇)} d. 𝑆 =
{(𝐻, 1), (𝐻, 2), (𝐻, 3), (𝐻, 4)}
3. Which is referred to as an activity involving chance that can have different results?
a. Sample Space b. Sample Point c. Experiment d. Event
4. If you roll two dice once, how many possible outcomes are there?
a. 2 b. 6 c. 12 d. 36
5. How many possible outcomes are there for the experiment choosing a rock, or a paper,
or a pair of scissors at random?
a. 2 b. 3 c. 6 d. 9
6. Which of the following statement is FALSE about the sample space of the specified
experiment?
a. Tossing a coin once: 𝑆 = {𝐻, 𝑇}
b. Rolling a die once: 𝑆 = {1,2,3,4,5,6}
c. Picking a color from a rainbow wheel: 𝑆 = {𝑏𝑙𝑢𝑒}
d. Answering a True or False item: 𝑆 = {𝑇𝑟𝑢𝑒, 𝐹𝑎𝑙𝑠𝑒}
7. You decided to order pizza, but you must choose the type of crust and the toppings. If
there are only 6 possible ways of ordering a pizza, from which of the following should
you choose?
a. Crust: thin or deep dish; Toppings: cheese, or pineapple
b. Crust: thin or deep dish; Toppings: cheese, bacon, or pineapple
c. Crust: thin or deep dish; Toppings: cheese, bacon, sausage, or pineapple
d. Crust: thin or deep dish; Toppings: cheese, bacon, sausage, pineapple, or hotdog
8. What is referred to as the likelihood or chance that an event will happen or occur?
a. Event b. Experiment c. Probability d. Outcome
9. Which of the following is the way of finding the total number of outcomes of an
experiment without enumerating those outcomes?
a. Tabular b. Tree Diagram c. Systematic Listing d. Fundamental
Counting Principle
10. The possible outcomes when a coin is tossed twice are HH, HT, TH, and TT. What
method of determining the total number of outcomes of the experiment is used?
a. Tabular b. Tree Diagram c. Systematic Listing d. Fundamental
Counting Principle
11. In a 3-item true or false test, which of the following will give us the number of ways of
answering the whole test?
a. 1 x 1 x 1 b. 2 x 2 x 2 c. 3 x 3 x 3 d. 4 x 4
x4
12. If one letter is chosen at random from the word PROBABILITY, what is the probability
that the letter chosen is a vowel?
4 3 4
a. b. c. d. 1
11 11 7
13. Seven different books are to be arranged on a shelf. Unfortunately, the space available
is only good for four books. Applying the product rule, which one gives the number of
ways of arranging the books on the shelf?
a. 7 x 7 x 7 x 7 b. 6 x 7 x 3 x 3 c. 1 x 2 x 3 x 4 d. 7 x 6
x5x4
14. Which of the following is true about theoretical probability?
a. It is the relative approximation of probability of an event.
b. Experiment needs to be done to get the probability of an event.
c. It is the probability of the event that a person is expecting to happen.
d. It is an approach that bases the probability on the possible chances of an event
to happen.
15. Which of the following illustrates experimental probability?
a. In rolling a die once, the probability of getting a 6 is 1/6.
b. In flipping a coin once, the probability of getting a head is 1/2.
c. The probability of drawing a non-spade card from a deck of 52 cards is 3/4.
d. In tossing a coin 500 times, head turned up 235 times, then the probability of
the tail turning up is 265/500.
16. There are 7 blue marbles, 12 red marbles, 15 green marble, and 2 black marbles in a
bag. Suppose you select 1 marble at random, what is the probability that you get a red
marble?
4 7 1 1
a. b. c. d.
36 36 4 2
17. What is the probability of getting a tail when a fair coin is tossed once?
1 1 1
a. b. c. d. 1
4 3 2

18. Carmina has 2 different blouses (Red & Blue) and 3 different skirts (Black, White &
Jeans) to be worn by a mannequin. Which represent the tree diagram of dressing the
mannequin?
a. Red blouse & black skirt, Red blouse & white skirt, Red blouse & jeans skirt, Blue
blouse and black skirt, Blue blouse and white skirt, and Blue blouse and jeans
skirt.
b.
Black Skirt (BS) White Skirt (WS) Jeans Skirt (JS)
Red Blouse (RB) RB, BS RB, WS RB, JS
Blue Blouse (BB) BB, BS BB, WS BB, JS
 c.
Black Skirt

Red Blouse White Skirt

Jeans Skirt
Dressing the
mannequin
Black Skirt

Blue Blouse White Skirt

Jeans Skirt

d. 2 ( 2 Blouses) x 3 (3 Skirts) = 6 outcomes

19. If the spinner at the right is spun once, what is the probability that it will land on
B?
3 1 1 8
a. b. c. d.
8 2 8 3
20. Teacher Mae is a grade 9 adviser. She conducted a survey on the preferred
learning modalities which the students can choose from which are (a) Online learning,
(b) Modular, (c) face to face, and (d) blended learning. There were 50 students who
responded in the survey. The probability that a randomly chosen student prefers
2
modular learning modality is . What does this mean?
5
a. There are 15 students in the class who prefer modular learning modality.
b. There are 20 students in the class who prefer modular learning modality.
c. There are 30 students in the class who prefer modular learning modality.
d. There are more students who prefer the other learning modalities.
21. How does an increase in the number of trials in an experiment affect the experimental
probability of an event?
a. The experimental probability tends to get closer to the theoretical probability of
the event.
b. The experimental probability tends to get farther to the theoretical probability
of the event.
c. The experimental probability and the theoretical probability of the event
become equal.
d. The experimental probability does not have definite relationship to the
theoretical probability.
For items 22 - 24, consider the situation below to answer the questions that follow.
Fifty-five (55) people were surveyed on the type of movie they prefer to watch, and the
following results were obtained.
Movie Genre Frequency
Action 9
Comedy 13
Drama 8
Horror 10
Romance 15
22. Which of the following refers to experimental probability?
 a. Action has 20% of probability b. Comedy has 13/55 of
probability
b. Drama & Horror has 40% of probability d. Romance, Horror & Action
has 3/5 of probability
23. Which of the following illustrates theoretical probability?
a. The probability of preferring an action film is 9/55.
b. The probability of preferring a romance film is 27%.
c. The probability of preferring a horror film is 2/11.
d. The probability of preferring a comedy film is 1/5.
24. The probability that a randomly chosen person from those who were surveyed prefers
to watch comedy movie is 10/55. What is 10/55 as a probability?
a. Theoretical b. Experimental c. Subjective d. All
the above

GOODLUCK AND GOD BLESS!

Appendix D
POST-ASSESSMENT

Name: Section: Score:

Date:
Directions: Answer each of the following items. Write the letter of the correct answer on a
separate sheet of paper.
25. Which of the following is an experiment?
c. Getting 6 in rolling die c. Picking a red marble
d. A king of diamond d. Tossing a coin
26. Ana roll a die once. Which set contains the possible outcomes?
c. 𝑆 = {𝐻, 𝑇} c. 𝑆 = {1, 2, 3, 4, 5, 6}
d. 𝑆 = {(𝐻, 𝐻), (𝑇, 𝑇)} d. 𝑆 =
{(𝐻, 1), (𝐻, 2), (𝐻, 3), (𝐻, 4)}
27. Which is referred to as an activity involving chance that can have different results?
e. Sample Space b. Sample Point c. Experiment d. Event
28. If you pick a vowel twice, how many possible outcomes are there?
b. 5 b. 10 c. 20 d. 25
29. How many possible outcomes are there for the experiment choosing a rock, or a paper,
or a pair of scissors at random?
b. 2 b. 3 c. 6 d. 9
30. Which of the following statement is FALSE about the sample space of the specified
experiment?
e. Tossing two coins: 𝑆 = {𝐻𝐻, 𝐻𝑇, 𝑇𝐻, 𝑇𝑇}
f. Picking a color from a rainbow wheel: 𝑆 =
{𝑟𝑒𝑑, 𝑜𝑟𝑎𝑛𝑔𝑒, 𝑦𝑒𝑙𝑙𝑜𝑤, 𝑔𝑟𝑒𝑒𝑛, 𝑏𝑙𝑢𝑒, 𝑖𝑛𝑑𝑖𝑔𝑜, 𝑣𝑖𝑜𝑙𝑒𝑡}
g. Answering a True or False item: 𝑆 = {𝑇𝑟𝑢𝑒, 𝐹𝑎𝑙𝑠𝑒, 𝑀𝑎𝑦𝑏𝑒, 𝐼 𝑑𝑜𝑛′ 𝑡 𝑘𝑛𝑜𝑤}
h. Rolling a die once: 𝑆 = {1,2,3,4,5,6}
31. You decided to order pizza, but you must choose the type of crust and the toppings. If
there are only 8 possible ways of ordering a pizza, from which of the following should
you choose?
e. Crust: thin or deep dish; Toppings: cheese, or pineapple
f. Crust: thin or deep dish; Toppings: cheese, bacon, or pineapple
g. Crust: thin or deep dish; Toppings: cheese, bacon, sausage, or pineapple
h. Crust: thin or deep dish; Toppings: cheese, bacon, sausage, pineapple, or hotdog
32. What is referred to as the likelihood or chance that an event will happen or occur?
b. Event b. Experiment c. Probability d. Outcome
33. Which of the following is the way of finding the total number of outcomes of an
experiment without enumerating those outcomes?
b. Tabular b. Tree Diagram c. Systematic Listing d. Fundamental
Counting Principle
34. The possible outcomes when a coin is tossed twice is 4 because 2 (outcome of the 1 st
coin) x 2 (outcome of the 1st coin). What method of determining the total number of
outcomes of the experiment is used?
b. Tabular b. Tree Diagram c. Systematic Listing d. Fundamental
Counting Principle
35. In a 4-item yes or no test, which of the following will give us the number of ways of
answering the whole test?
 b. 2 x 2 b. 2 x 2 x 2 c. 2 x 2 x 2 x 2 d. 2 x 2 x 2 x 2
x2
36. If one letter is chosen at random from the word MACHIAVELLIAN, what is the probability
that the letter chosen is a consonant?
3 4 5 6
b. b. c. d.
13 13 13 13
37. Seven different books are to be arranged on a shelf. Unfortunately, the space available
is only good for 3 books. Applying the product rule, which one gives the number of ways
of arranging the books on the shelf?
b. 7 x 7 x 7 b. 7 x 6 x 5 c. 1 x 2 x 3 d. 6 x 7
x3
38. Which of the following is true about theoretical probability?
e. Experiment needs to be done to get the probability of an event.
f. It is an approach that bases the probability on the possible chances of an event
to happen.
g. It is the probability of the event that a person is expecting to happen.
h. It is the relative approximation of probability of an event.
39. Which of the following illustrates experimental probability?
e. The probability of drawing a non-spade card from a deck of 52 cards is 3/4.
f. In tossing a coin 500 times, head turned up 235 times, then the probability of
the tail turning up is 265/500.
g. In flipping a coin once, the probability of getting a head is 1/2.
h. In rolling a die once, the probability of getting a 6 is 1/6.
40. There are 6 blue marbles, 12 red marbles, 10 green marble, and 2 black marbles in a
bag. Suppose you select 1 marble at random, what is the probability that you get a
green marble?
6 2 1 1
b. b. c. d.
30 5 3 2
41. What is the probability of picking a letter O from the word CORONA VIRUS?
1 2 3
b. b. c. d. 2
11 11 11

42. Carmina has 2 different blouses (Red & Blue) and 3 different skirts (Black, White &
Jeans) to be worn by a mannequin. Which represent the tabular of dressing the
mannequin?
e. Red blouse & black skirt, Red blouse & white skirt, Red blouse & jeans skirt, Blue
blouse and black skirt, Blue blouse and white skirt, and Blue blouse and jeans
skirt.
f.
Black Skirt (BS) White Skirt (WS) Jeans Skirt (JS)
Red Blouse (RB) RB, BS RB, WS RB, JS
Blue Blouse (BB) BB, BS BB, WS BB, JS
g.
 Black Skirt

Red Blouse White Skirt

Jeans Skirt
Dressing the
mannequin
Black Skirt

Blue Blouse White Skirt

Jeans Skirt

h. 2 ( 2 Blouses) x 3 (3 Skirts) = 6 outcomes

43. If the spinner at the right is spun once, what is the probability that it will
land on C?
3 1 1 8
b. b. c. d.
8 2 4 3
44. Teacher Mae is a grade 9 adviser. She conducted a survey on the
preferred learning modalities which the students can choose from which are (a) Online
learning, (b) Modular, (c) face to face, and (d) blended learning. There were 50 students
who responded in the survey. The probability that a randomly chosen student prefers
3
modular learning modality is . What does this mean?
5
b. There are 15 students in the class who prefer modular learning modality.
f. There are 20 students in the class who prefer modular learning modality.
g. There are 30 students in the class who prefer modular learning modality.
h. There are more students who prefer the other learning modalities.
45. How does an increase in the number of trials in an experiment affect the experimental
probability of an event?
e. The experimental probability and the theoretical probability of the event
become equal.
f. The experimental probability does not have definite relationship to the
theoretical probability.
g. The experimental probability tends to get closer to the theoretical probability of
the event.
h. The experimental probability tends to get farther to the theoretical probability
of the event.
For items 22 - 24, consider the situation below to answer the questions that follow.
Fifty (50) people were surveyed on the type of movie they prefer to watch, and the following
results were obtained.
Movie Genre Frequency
Action 8
Comedy 11
Drama 6
Horror 10
Romance 15
46. Which of the following NOT refers to experiment probability?
a. Action has 16% of probability b. Comedy has 22% of
probability
 b. Drama & Horror has 40% of probability d. Romance & Action has 23%
of probability
47. Which of the following illustrates theoretical probability?
e. The probability of preferring a comedy film is 22%.
f. The probability of preferring a horror film is 10%.
g. The probability of preferring a romance film is 30%.
h. The probability of preferring an action film is 8/50.
48. The probability that a randomly chosen person from those who were surveyed prefers
to watch drama movie is 3/10. What is 3/10 as a probability?
b. Theoretical b. Experimental c. Subjective d. All
the above
GOODLUCK AND GOD BLESS!
Appendix E
Research Proposal Application Form and Endorsement of Immediate
Supervisor/s:

A. RESEARCH INFORMATION

THE EFFECTIVENESS OF BAGATRIX (COMPUTER APPLICATION) IN THE ACADEMIC

PERFORMANCE IN SELECTED COMPETENCIES OF GRADE 8 DIGITAL IN MATHEMATICS-8

The research focuses on the use of BAGATRIX (COMPUTER APPLICATION) as an intervention

in improving the academic performance of students.

RESEARCH AGENDA CATEGORY

(Please check only one)
Main Themes
1. Teaching and Learning
___ a. Instruction
___ b. Curriculum
___ c. Learners
___ d. Assessment
___ e. Learning Outcomes
2. Child Protection
___ a. Bullying
___ b. Teenage Pregnancy
___ c. Child Abuse
___ d. Addiction
___ e. Media Consumption
3. Human Resource Development
___ a. Teaching and Non-Teaching
Qualifications and Hiring
___ b. Career Development
___ c. Employee Welfare
4. Governance
___ a. Planning
___ b. Finance
___ c. Program Management
___ d. Transparency and
Accountability
___ e. Evaluation
___ 1.
FUND SOURCE (e.g. BERF, SEF, others)*
School MOOE
Cut-Across Themes
___ 2. Disaster Risk Reduction and
Management (DRRM)
___ a. Prevention and Mitigation
___ b. Preparedness
___ c. Response
___ d. Rehabilitation and Recovery
___ 3. Gender and Development (GAD)
___ 4. Inclusive Education
RESEARCH SCOPE
(please check only one)
___ National
_ ___ Region
_ ___ Division
_ ___ District
_ ___ School
RESEARCH CATEGORY
(please check only one)
___ Action Research
___ Basic Research
AMOUNT

TOTAL AMOUNT P1,075.00

*indicate also if proponent will use personal funds
B. PROPONENT INFORMATION

LEAD PROPONENT / INDIVIDUAL PROPONENT

LAST NAME: FIRST NAME: MIDDLE NAME:

TULAYBA GEORGE VINCENT TUMLAD

BIRTHDATE (MM/DD/YYYY) SEX: POSITION:

Secondary School Teacher 1
 Male
09/10/1988  Female DESIGNATION:
MATH 8 TEACHER
ICT COORDINATOR
CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:
09484827848 09261180320 georgevincent.tulayba@deped.gov.ph

NAME OF SCHOOL / DISTRICT / OFFICE ASSIGNED CONTACT NUMBER OF SCHOOL

BAYAWAN NATIONAL HIGH SCHOOL/ DISTRICT 3 / DISTRICT / OFFICE

ADDRESS OF SCHOOL / DISTRICT / OFFICE DIVISION REGION

ASSIGNED Bayawan City VII

EDUCATIONAL
ATTAINMENT
(DEGREE TITLE) TITLE OF THESIS / RELATED RESEARCH PROJECT
enumerate from for the last three (3) years
bachelor’s degree
up to doctorate
degree
Bachelor of
Secondary Education
major in Mathematics

SIGNATURE OF PROPONENT:
PROPONENT 2

LAST NAME: FIRST NAME: MIDDLE NAME:

OCAÑA PAUL JOHN TUVALLES

BIRTHDATE (MM/DD/YYYY) SEX: POSITION: TEACHER I

TEACHER I
 Male
9/23/1990  Female DESIGNATION: (if applicable)
Class Adviser/Math Teacher

CONTACT NUMBER 1: CONTACT NUMBER EMAIL ADDRESS:

09368300868 2:N/A Pauljohn.oca@deped.gov.ph

NAME OF SCHOOL / DISTRICT / OFFICE ASSIGNED CONTACT NUMBER OF SCHOOL

BAYAWAN NATIONAL HIGH SCHOOL-JHS / DISTRICT / OFFICE

ADDRESS OF SCHOOL / DISTRICT / OFFICE DIVISION REGION

ASSIGNED BAYAWAN VII
BRGY. VILLAREAL, BAYAWAN CITY, NEGROS OR. CITY
EDUCATIONAL
ATTAINMENT
(DEGREE TITLE) TITLE OF THESIS / RELATED RESEARCH PROJECT
enumerate from for the last three (3) years
bachelor’s degree up
to doctorate degree
Bachelor of
Secondary Education
major in Mathematics

SIGNATURE OF PROPONENT:
PROPONENT 3

LAST NAME: FIRST NAME: MIDDLE NAME:

TULAYBA DANILO TORTOGO

BIRTHDATE (MM/DD/YYYY) SEX: POSITION:

Teacher 1
 Male
07-16-1965  Female DESIGNATION: (if applicable)
Math/Science Teacher
SPORTS COORDINATOR
CONTACT NUMBER 1: CONTACT NUMBER 2: EMAIL ADDRESS:
099854654612 Danilo.tulayba001@deped.gov.ph

NAME OF SCHOOL / DISTRICT / OFFICE ASSIGNED CONTACT NUMBER OF SCHOOL

Bayawan National High School-JHS / DISTRICT / OFFICE

ADDRESS OF SCHOOL / DISTRICT / OFFICE DIVISION REGION

ASSIGNED VII
Villareal, Bayawan City Bayawan City
EDUCATIONAL
ATTAINMENT
(DEGREE TITLE) TITLE OF THESIS / RELATED RESEARCH PROJECT
enumerate from for the last three (3) years
bachelor’s degree up
to doctorate degree
BSEd Major Gen Sci
Minor Math

SIGNATURE OF PROPONENT:
 Appendix F

DECLARATION OF ANTI-PLAGIARISM

1. I/We,
____ ,
understand that plagiarism is the act of taking and using another’s ideas and works
and passing them off as one’s own. This includes explicitly copying the whole work
of another person and/or using some parts of such work without proper
acknowledgement and referencing thereof.
2. I/We understand that violation from this declaration and commitment shall be subject
to consequences and shall be dealt with accordingly by the Department of Education,
as stipulated in DO. No. 16, s 2017 entitled “Research Management Guidelines
(RMG).”
3. I/We hereby attest to the originality of this research proposal and has cited properly
all the references used. I/We further commit that all deliverables and the final
research study emanating from this proposal shall be of original content. I/We shall
use appropriate citations in referencing other works from various sources.

Position /
Full Name Date Signature
Designation
GEORGE TEACHER 1 4/13/2022
Lead VINCENT T.
Proponent TULAYBA

PAUL JOHN T. TEACHER 1 4/13/2022

2nd
OCAÑA
Proponent
DANILO T. TEACHER 1 4/13/2022
3rd
TULAYBA
Proponent
 Appendix G

DECLARATION OF ABSENCE OF CONFLICT OF INTEREST

1. We, George Vincent T. Tulayba, Paul John T. Ocaña, Danilo T. Tulayba, understand
that conflict of interest refers to situations in which financial or other personal
considerations may compromise our judgement in evaluating, conducting, or
reporting research.

2. We hereby declare that we do not have any personal conflict of interest that may arise
from our application and submission of our research proposal. We understand that our
research proposal may be returned to us if found out that there is conflict of interest
during the initial screening as per item A(ii), Section V(B) of the Research
Management Guidelines.

3. Further, in case of any form of conflict of interest (possible or actual) which may
inadvertently emerge during the conduct of my/our research, we will duly report it to
the research committee for immediate action.

4. We understand that we may be held accountable by the Department of Education for

any conflict of interest which we have intentionally concealed.

Position /
Full Name Date Signature
Designation
George Vincent T. TEACHER 1 4/13/2022
Lead
Tulayba
Proponent
Paul John T. Ocaña TEACHER 1 4/13/2022
2nd
Proponent
Danilo T. Tulayba TEACHER 1 4/13/2022
3rd
Proponent
 Appendix H
PARENT’ S CONSENT

I am ______________________________________________ (name of parent/guardian)

the parent or guardian of ____________________________________________(name of
child) is giving my permission and approval of the participation of my child in the
conduct of the research study entitled: “The Effectiveness of Bagatrix (Computer
Application) in the Academic Performance in Selected Competencies of Grade 8
Digital in Mathematics-8 ”
I understand that the participation of my child in this research will be one of the benefits
contributing to the success of his study.
Further, I fully understand that my child’s participation in this research study if voluntary
so as my approval.
All these, for the growth, development, and success of my child.

Signed: Date:

PARENT’S CONSENT (Cebuano)

ANG PAGTUGOT O PAGSUGOT SA GINIKANAN O GUARDIAN

Ako si (Pangalan sa Ginikanan/Guardian) ang

ginikanan ni ____________________________________________ (Pangalan sa anak)
nagtugot o nasugot sa partisipasyon sa akong bata sa niining pagtuon sa panukiduki nga
nag-ulohan: “The Effectiveness of Bagatrix (Computer Application) in the Academic
Performance in Selected Competencies of Grade 8 Digital in Mathematics-8 ”
Akong nasabtan nga ang partisepasyon niining pagtuon sa panukiduki sa akong anak
mahimong usa sa rason nga makabenipisyo sa iyahang pagtuon ug pagkamalampuson
isip usa ka istudyanti.

Dugang pa, akong nasabtan nga kining pagtuon sa panukiduki dili kini pugsanay ug buot
kabobot-on nako nga ginikanan ang pagtugot sa pag apil sa sa kong anank.

Kining tanan, alang sa kaayuhan ug kalambuan sa akong anak.

Gipirmahan:___________________ Petsa:
Appendix I

Fig. 1

Data Sets for Expiremental Group

PARTICIPANTS PRE TEST POSTEST PRETEST POST TEST

PARTICIPANT1 8 18 Column1 Column1
PARTICIPANT2 6 17
PARTICIPANT3 9 18 Mean 6.133333 Mean 19.0666667
PARTICIPANT4 5 20 Standard Error
0.466667 Standard Error 0.52068331
PARTICIPANT5 9 24 Median 6 Median 18
PARTICIPANT6 6 22 Mode 6 Mode 18
PARTICIPANT7 3 21 Standard Deviation
1.807392 Standard Deviation2.01659779
PARTICIPANT8 8 18 Sample Variance
3.266667 Sample Variance 4.06666667
PARTICIPANT9 6 17 Kurtosis -0.6693 Kurtosis 1.16819891
PARTICIPANT10 4 18 Skewness 0.107083 Skewness 1.22215792
PARTICIPANT11 7 19 Range 6 Range 7
PARTICIPANT12 6 20 Minimum 3 Minimum 17
PARTICIPANT13 5 18 Maximum 9 Maximum 24
PARTICIPANT14 6 19 Sum 92 Sum 286
PARTICIPANT15 4 17 Count 15 Count 15
0 0

Table 1

Descriptive Statistics of Pretest and Posttest Result of Experimental Group (N=15)

Assessment
Mo

Pretest 6

Posttest 18
 Data Sets for Controlled Group

PARTICIPANTS PRE TEST POSTEST PRETEST POST TEST

PARTICIPANT1 3 12 Column1 Column1
PARTICIPANT2 5 14
PARTICIPANT3 5 12 Mean 3.153846154 Mean 10.23076923
PARTICIPANT4 2 9 Standard Error 0.405825431 Standard Error 0.661717328
PARTICIPANT5 1 8 Median 3 Median 10
PARTICIPANT6 3 7 Mode 3 Mode 12
PARTICIPANT7 6 12 Standard Deviation1.463224399 Standard Deviation 2.385855757
PARTICIPANT8 4 14 Sample Variance 2.141025641 Sample Variance 5.692307692
PARTICIPANT9 3 10 Kurtosis -0.378686938 Kurtosis -1.022544658
PARTICIPANT10 2 9 Skewness 0.631709772 Skewness 0.286804926
PARTICIPANT11 2 7 Range 5 Range 7
PARTICIPANT12 3 10 Minimum 1 Minimum 7
PARTICIPANT13 2 9 Maximum 6 Maximum 14
Sum 41 Sum 133
Count 13 Count 13
0 0
Table 2
Descriptive Statistics of Pretest and Posttest Result of Controlled Group (N=13)
Post test result of
Assessment Descriptive Statistics
Experimental Group and
M ±SD Mo
Controlled Group
Pretest 3.15 1.41 3
20
15
Posttest 10.23 2.39 12
10
Figure 1 5
0
Post test result of Experimental Group and Controlled Group Mean ±SD Mo
Posttest Result
Assessment Posttest Result
Experimental Group Controlled Group
Mean ±SD Mo
Experimental Group 19.07 2.02 18
Controlled Group 10.23 2.39 12
Appendix J
Appendix K