Republic of the Philippines

Sta. Maria Campus

Sta. Maria, Pangasinan

Improving the Performance in Solving Quadratic Equations in

Grade 9 Mathematics in Eastern Pangasinan
Agricultural College
_______________________________________

An Action Research Presented to

The Faculty of the College of Teacher Education
Pangasinan State University
Sta. Maria, Pangasinan

In Partial Fulfillment of the Requirements for the Subject

Research 1

Jeff Jerith C. Milan

Researcher

December 2023
 Chapter 1

Introduction

Background of the Study

Quadratic equations play a fundamental role in mathematics education,

particularly in the context of algebraic problem-solving. These equations provide a
bridge between linear and nonlinear relationships, introducing students to the concept of
a parabola and its graphical representation. In Grade 9 mathematics curriculum,
quadratic equations are typically introduced as a continuation of linear equations,
aiming to deepen students' understanding of algebraic concepts and their applications.

The transition from factoring to graphing quadratic equations is a crucial

milestone in the mathematical journey of Grade 9 students. Factoring quadratic
expressions allows students to identify the roots or solutions of the equation, providing a
foundation for solving real-world problems. On the other hand, graphing quadratic
equations enables visual representation and analysis of the behavior of the equation,
fostering a deeper understanding of its properties and characteristics.

While the importance of quadratic equations in mathematics education is widely

recognized, there remains a need for research that focuses specifically on the Grade 9
level. This research aims to explore the learning progressions and instructional
strategies that effectively support students in mastering the concepts of factoring and
graphing quadratic equations.

By investigating the challenges and misconceptions that students often

encounter in this topic, educators can design targeted interventions and instructional
materials to enhance students' conceptual understanding and problem-solving skills.
Additionally, this research seeks to identify effective teaching strategies, such as the
use of technology tools or manipulatives, that can facilitate students' engagement and
comprehension of quadratic equations.

Ultimately, this study aims to contribute to the existing body of knowledge on

quadratic equations in Grade 9 mathematics education. The findings will provide
valuable insights for educators, curriculum developers, and policymakers to improve the
teaching and learning of quadratic equations, ensuring that students develop a strong
foundation in algebraic thinking and problem-solving.

"In Grade 9 mathematics, students are introduced to quadratic equations, which

play a fundamental role in algebraic problem-solving. Quadratic equations are not only
essential for understanding higher-level mathematical concepts but also have numerous
applications in real-life scenarios, such as physics, engineering, and finance. However,
many students face challenges in comprehending the concepts and techniques involved
in solving quadratic equations.

By exploring the transition from factoring to graphing, this study seeks to

enhance students' conceptual understanding and problem-solving abilities in quadratic
equations. The research will investigate effective instructional strategies and learning
materials that can facilitate students' learning and engagement with quadratic
equations.

The findings of this study will not only contribute to the existing body of
knowledge on mathematics education but also provide valuable insights for educators
and curriculum developers in designing effective instructional approaches for teaching
quadratic equations to Grade 9 students. Ultimately, the goal is to empower students
with the necessary skills and knowledge to confidently tackle quadratic equations and
excel in their mathematical journey."

In the Philippines, the K-12 curriculum includes quadratic equations as part of the
Grade 9 mathematics curriculum. Students are expected to learn how to solve quadratic
equations using different methods, such as factoring, completing the square, and using
the quadratic formula. They are also required to understand the graphical
representation of quadratic functions and interpret the meaning of their key features.

Despite the importance of quadratic equations, many students encounter

difficulties in comprehending and applying these concepts. Several challenges
contribute to the struggles faced by Grade 9 students in learning quadratic equations.

Statement of the Problem

 This study aims to identify the challenges of Grade 9 students in Solving And
Graphing of Quadratic Equations in Eastern Pangasinan Agricultural College.

Specifically, it seeks to answer the following questions:

1. What is the profile of the students with respect to:

a.)Section?

2.What is the level of their performamce in Solving and Graphing quadratic

equations?

3.Is there any significant difference in their level of performance in solving and
graphing quadratic equations between the section A and B in Mathematics?

4. What are the possible interventions to help the respondents towards solving and
graphing quadratic equations?

Hypothesis

This study will be anchored on the following hypothesis. It will be tested in its null
form at 0.05 level of significance.

1. There is no significance difference in their level of perofrmance in solving and

graphing quadratic equations between section A and B in Mathematics.

Scope and Delimitation of the Study

This study will be focused on the difference in solving and graphing quadratic
equations of Junior High School Students in Mathematics and to come up possible
interventions to help them. The respondents of this study will be the 105 Grade 9
students enrolled at Eastern Pangasinan Agricultural College, Santa Maria ,
Pangasinan, during the S.Y. 2023-2024. The students' academic performance will be
measured by their average grade in General Mathematics subject.

The respondents were obtained using stratified random sampling. Survey

questionnaires were used as the data gathering tool for this study.
Significance of the Study

This research aimed to study the difference in solving and graphing quadratic
equations of high school students and it will be significant for the following:

Students. It can help them to identify common difficulties that students

encounter. This information can be used to develop targeted interventions and
instructional strategies to address these difficulties.

Teachers. The study can inform the development of instructional practices that
are more effective in teaching quadratic equations. By understanding the challenges
that students face, teachers can design activities and assessments that are more
aligned with students' needs and abilities.

The School. The study can also help the school identify areas where teachers
may need additional training or support to effectively teach quadratic equations. This
can lead to professional development opportunities for teachers and improved teaching
practices in the classroom.

Future Researchers. The study can serve as a basis for future research on the
effectiveness of different teaching strategies and methods in helping students overcome
the challenges of solving and graphing quadratic equations in Grade 9 Mathematics.

Definition of Terms

Quadratic Equation. Are often studied to understand the challenges that students
face in solving them and to identify effective teaching strategies and interventions to
improve student learning outcomes.

Graphing. Are a powerful tool for communicating complex information in a clear and
concise manner, and they are used in a wide range of fields, including science,
engineering, economics, and social sciences.

Properties. It refers to the characteristics or attributes of an object or system that can

be used to describe or identify it. In different contexts, properties may have specific
definitions and meanings.
 Chapter 3

Research Methodology

Research Design

This research will use quantitative research.

Population and Locale of the Study

This study will be conducted at Eastern Pangasinan Agricultural College for S.Y.
2023-2024. This institution is located at Paitan Santa Maria , Pangasinan
The respondents of the study were composed 105 Grade 9 students from
Section A and B in EPAC.
 Stratified random sampling was used to obtain the respondents of this study.
According to Hayes (2021), stratified random sampling is a type of probability sampling
that involves the partition of a population into smaller sub-groups known as strata.
Because researcher stratify the entire population before using random sampling
methods, it correctly reflects the population being investigated. In other words, it
ensures that each subgroup of the population is properly represented in the sample. As
a result, stratified random sampling provides better population coverage because the
researcher have control over the subgroups and can ensure that they are all
represented in the sampling.
In this study, the subgroups or strata were the sections of the Grade 9 students.
This sampling method was used in this study to ensure that the students from different
sections well-represented.
To identify the sample size for each strata (strand), sample size formula was
formula was used (See attachment for computations). Table 1 shows the sample size
computation and representation of the population.
Table 1. Sample Size Representation

SECTION Population Sample Size

Size
1 55 53
2 50 48
Research Instrument
TOT 105 101
The researcher will utilize a questionnaire as the main instrument in gathering
data on determining the significant difference in solving graphing and solving quadratic
equations and to come up possible interventions between section 1 and 2 of Grade 9
High School Students of Eastern Pangasinan Agricultural College.

The questionnaire will be composed of two parts:

The first part of the questionnaire will focus on their solving and graphing of
quadratic equations by giving them questions. It is a 30-item questionnaire wherein the
20 items will focus in their solving skills while the 10 items will focus on their graphing
skills. Then after that, all of their scores will be computed.
 The second part of the questionnaire will focus on the performance level of the
students in Mathematics. The student must indicate their average grade in their General
Mathematics subject. The performance of the students will be interpreted based on the
present Department of Education (DepEd) grading scale which identified five levels of
proficiency.

Table 2. Grade Range and Level of Proficiency

Grade Range Level of Proficiency

90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
After 75-79 Fairly Satisfactory administering
the questionnaires 70-74 Did not meet the and the
results are out then Expectations the
researcher will going to
come up an interventions that will help them.

The research instrument that will be prepared by the researcher will be subjected to
content validation. The contents of the instrument will be critically scrutinized by Mrs.
Mary Grace Tamase, Office of the Principal in EPAC.
Revisions will be made based on his recommendations and comments. The
revised instrument will be validated by the teachers from the Mathematics Department
of the said institution to verify the appropriateness of the questions and recommend
administering the questionnaire. Lastly, the validated instrument will be determined as
reliable. The instrument will undergo final revision and will be printed with the number of
participants, after which it will be administered to the participants.
Data Gathering Procedures

The researcher will prepare a questionnaire that can answer the objective of the
study. It will be subjected to content validation.
 After validation of the questionnaires, the researchers will send a formal letter of
request to the dean of the College of Teacher Education of PSU-Sta. Maria, Dr. Gemma
M. De Vera, for permission to conduct the study outside the school. They will be asked
to sign the letters to lend their support for this study.

After permission has been sought, the researcher will present to participants
personally the questionnaire and the letter to the respondents to inform them about the
questionnaire it accompanies and to provide the details of the requested actions on their
part.

The data that will be obtained from the respondents’ responses will be tabulated,
analyzed, and interpreted. After analyzing and interpreting the data that will be
gathered, conclusions will be drawn and recommendations will be formulated.

Treatment of Data

To obtain valid and reliable results, appropriate statistical tools or test will be
utilized.
1. Likert Scale and Weighted Mean
Likert Scale and Weighted Mean will be used to determine the performance level
of students in Mathematics and the level of self-concept of students towards
Mathematics as learned, organized, and dynamic.
A Likert scale is a rating scale used to assess opinions, attitudes, or behaviors.
Likert scales are popular in survey research because they allow you to easily
operationalize personality traits or perceptions (Bhandari, 2020).
According to Corporate Finance Institute (2015), weighted mean is a type of
mean that is calculated by multiplying the weight (or probability) associated with a
particular event or outcome with its associated quantitative outcome and then summing
all the products together. It is very useful when calculating a theoretically expected
outcome where each outcome has a different probability of occurring, which is the key
feature that distinguishes the weighted mean from the arithmetic mean.
To identify the performance level of students in Mathematics, the average grade
ranges and Likert scale in the table below will be used.
 Table 3. Grade Ranges for Identifying the Performance Level of the Students in
Mathematics

Grade Range Level of Proficiency

90-100 Outstanding
85-89 Very Satisfactory
80-84 Satisfactory
75-79 Fairly Satisfactory
70-74 Did not meet the Expectations

2. Test of Normality

A normality test, also known as a goodness-of-fit test, is a statistical test that

determines whether a given sample of data follows a normal distribution. It helps to
assess whether the data is normally distributed or deviates significantly from a normal
distribution.

Test of normality will be used to check if the data is normally distributed, if the data
is not normally distributed then the researcher will use non parametric test and if its
normally distributed then the researcher will use parametric test.

3..Independent Sample T Test

To determine if there is a significant difference in solving and graphing quadratic

equations between the section 1 and 2 of G 9 students in Mathematics, Independent T
test was used.

According to Statistics(2021), the Independent Sample Test produce a p-

value that can be used to either (a) reject the null hypothesis of no mean difference in
the population and accept the alternative hypothesis that there is a mean difference;
or (b) fail to reject the null hypothesis, suggesting that there is not enough evidence to
accept the alternative hypothesis that there is a mean difference in the population
(i.e., rejecting the alternative hypothesis that there is a mean difference). It is important
to note that you cannot accept the null hypothesis that there is no mean difference.

Independent Sample of T-test was used to assess whether there is a significance

difference between mathematics anxiety and the performance level of the students.

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