IMMACULATE CONCEPTION INTERNATIONAL EDUCATION SYSTEMS, INC.

STEM 12 STUDENT’S UNRESPONSIVENESS TOWARDS MATHEMATICS

ACTIVITY AT ICI BALAGTAS SENIOR HIGH SCHOOL
___________________________

A Research Presented to
The Faculty of Immaculate Conception International Education Systems, Inc.
Colegio De Roma Campus, San Juan Balagtas, Bulacan

___________________________

In Partial Fulfillment
of the Requirements for Practical Research II
Science Technology Engineering Mathematics

Paz, Janine
Billiones, Michelle
De Ocampo, Pauleen Alexis
Dionisio, Eleazer
Esmana, Crizel
Hipolito, Pauline
Jose, Franchesca Eunhice
Marquez, Rolando
Mendoza, Tenshi
Tolentino, Renz
Salinas, Malaica

November 2023
 Republic of the Philippines
IMMACULATE CONCEPTION INTERNATIONAL EDUCATION SYSTEMS, INC.
Colegio De Roma Campus, San Juan Balagtas, Bulacan

APPROVAL SHEET

In partial fulfillment of the requirements for the Practical Research II with the
strand of Science Technology Engineering Mathematics this research titled “STEM 12
STUDENT’S UNRESPONSIVENESS TOWARDS MATHEMATICS ACTIVITY
AT ICI BALAGTAS SENIOR HIGH SCHOOL,” which was prepared and submitted
by RENZ PIOLO U. TOLENTINO, ELEAZER P. DIONISIO, TENSHI DJ.
MENDOZA, JANINE A. PAZ, MICHELLE L. BILLIONES, FRANCHESCA
EUNHICE JOSE, ROLANDO R. MARQUEZ, MA. CRIZEL A. CRIZEL,
PAULINE D. HIPOLITO, PAULEEN ALEXIS S. DE OCAMPO and MALAICA
SALINAS, is hereby recommended for approval and acceptance.

NOEMI M. DAZA, LPT

Adviser

Approved in partial fulfillment of the requirements for the Practical Research II

with the strand of Science Technology Engineering Mathematics by the Oral
Examination Committee.

NERILYN V. ALCERA, LPT JOHN MICHAEL P. LARGO

Academic Head Focal Person

Accepted in partial fulfillment of the requirements for the Practical Research II

with the strand of Humanities and Social Sciences.

Date: ______________ MA. ANABELLE E, UY, MaBS

School Director
 ABSTRACT

This study was conducted with the aim of exploring the reasons behind the lack of engagement of
Grade 12 STEM students in mathematics activities at ICI Balagtas. A mixed-methods approach
was utilized for this investigation, which included a survey questionnaire and focus group
discussions. The participants of the study were 100 STEM students and 10 mathematics teachers.

The data collected was thoroughly analyzed using descriptive and inferential statistics, along with
thematic analysis. The findings of the study highlighted several factors contributing to the
students' lack of responsiveness. These included a lack of interest and motivation, the complexity
of the topics, insufficient guidance from the teachers, poor internet connectivity and online
learning platforms, and personal and family issues.

The study also shed light on potential strategies that could enhance student engagement. These
strategies encompass making the activities more relevant and engaging, providing more support
and scaffolding, using various modes of instruction and assessment, improving the quality and
accessibility of online resources, and addressing the students' emotional and social needs.

The conclusion drawn from the study was that the lack of responsiveness of STEM students
towards mathematics activities is a complex issue. It requires a collaborative effort from the
school, teachers, students, and parents to address this problem effectively. The study also
suggested some implications and recommendations for further research and practice.

In conclusion, the unresponsiveness of students towards mathematics activities is not a simple

issue to resolve. It requires a comprehensive understanding of the various factors at play and a
collaborative effort from all stakeholders involved. The findings of this study provide a valuable
starting point for further research and practice in this area.
 ACKNOWLEDGEMENTS

Firstly, I would like to express my deepest gratitude to my teachers, ma'am NERILYN V.

ALCERA and, ma'am NOEMI M. DAZA whose guidance and support have been
invaluable throughout this research journey. Your expertise and patience have not only
made this project possible but also made it a truly enriching experience for me.

To my classmates, thank you for the stimulating discussions, for the sleepless nights we
were working together, and for all the fun we have had in the last year. You have been
my inspiration and motivation in this challenging journey.

Lastly, I would like to thank my co-researchers, without whom this research would not
have been possible. Your dedication, passion, and hard work have been instrumental in
bringing this project to fruition. I am grateful for your companionship and look forward
to the opportunity to work together in the future.

Thank you all for your encouragement, insightful comments, and hard questions. This
journey would not have been possible without you all.
J.A. Dela Cruz
J.A. Dela Cruz
J.A. Dela Cruz
J.A. Dela Cruz
 TABLE OF CONTENTS

Title Page ………………………………………………………………………. I.

Approval Sheet ………………………………………………………………… II.

Abstract ………………………………………………………………………… III.

Acknowledgement ……………………………………………………………… IV.

Table of Contents ………………………………………………………………. V.

CHAPTER I – THE PROBLEM AND ITS BACKGROUND

Introduction

Statement of the Problem

Hypothesis

Significance of the Study

Scope and Delimitation

Definition of terms

CHAPTER II – REVIEW OF RELATED LITERATURE AND STUDIES

Relevant Theories

Related Literature

Related Studies

Conceptual Framework

Synthesis
CHAPTER III – METHODS OF RESEARCH

Research Method

Research Design

Population and Sample of the Study

Sampling Procedure

Research Instrument

Data Gathering Procedures

Data Processing and Statistical Treatment

CHAPTER IV – PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA

Presentation of Data

Analysis of Data

Interpretation of Data

CHAPTER V – SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

Summary of Findings

Conclusions

Recommendations
REFERENCES

ABOUT THE RESEARCHERS

APPENDICES (Please remove those that are not applicable.)

Appendix A. Letter of Request for Research Adviser

Appendix B. Letter of Request to Conduct the Study

Appendix C. Letter of Request for Pertinent Data

Appendix D. Research Instrument (Questionnaire)

Appendix E. Originality Report Generated by Anti-Plagiarism Software

 CHAPTER I

THE PROBLEM AND ITS BACKGROUN

Introduction

Half of students’ lives are spent in school, from kindergarten to college for them to
achieve their goals and dreams in their life. Moreover, this practice shapes students and
prepares them for real life. This training preparation enables them to start and discover new
skills and knowledge. Mathematical activities that explore various mathematical subjects in
different situations. Bingo games, sudoku, tangrams, and tessellations are not only is it fun to
play mathematical games, but it also gives each student a lesson to develop their mathematical
talents. It is also a way to get the students to understand each other’s quick and extensive
resolution of each question. According to Berto (2020), Future jobs for students in this course
include flying, engineering, dentistry, chemistry, biology, nursing, and many more professions.
Students must improve their aptitude for the STEM track and get familiar with the various
difficulties this track may provide. It could assist them in acquiring the information and abilities
they need to be ready to participate in the evolving reality. It is general knowledge that many
students struggle in this subject, and one of the main ways that students try to avoid it is by
avoiding works or activities that include mathematics. According to Oxford Learning (2019),
mastering mathematics necessitates making numerous errors. Asking the same questions again
could frustrate students until you get the right responses. Recurringly incorrect responses may
cause them to despise and steer clear of the topic. It is far more difficult to grasp math when
students view it as confusing and unimportant. They could get disinterested and bored as a
result. The researchers intended to gather are about what is most obstructing them and how it
is stopping them from being productive towards mathematics and the struggle they’re
experiencing. Researchers prompted this study is to prepare the students for their dream course
because STEM has more than 1 math subjects and most of the STEM strand courses contain
many kinds of mathematics and contribute as guide to develop the students’ dedication and
augment their curiosity in the field of mathematic. Ariella (2022). Young people, she said,
properly assume that complex talents won’t be useful in matric. It is true that these skills and
information are much more in demand in many professional fields because this strand was
designed specifically for that expertise.
Statement of the Problem

The general problem of this study is to significantly enhance the enthusiasm for
mathematics skill and get rid of the passivity of STEM12 students for the school year 2022-2023.
Specifically, this study seeks answers to the following questions:

1. How convenient is it for the learners to study in

a. School

b. Home

2. How competent can the student be with;

a. Motivation

b. guide

3. What course of action might be suggested based on the study’s objectives?

Hypothesis of the Study

H0: There is no significant difference between studying at home and at school for the

convenience of grade 12 students’ stem strand in ICI S.Y. 2022-2023.

H1: there is no suggested course of action to study's objectives of Grade 12 Stem

students of ICI Balagtas S.Y. 2022-2023.

Significance of the Study

Students – This study is important to fellow students because we need to provide our
students with activities that are innovative and challenging as well as purposeful, we if we want
them to be engaged in learning. This is especially important for young people who are already
experiencing This type of cases through it, these young people will know how to get rid of or
fight it and what things need to be done to not experience it again.

Parents – It also serves as a guide for parents to know what needs to be done so that they
can help their children.

Teachers – This study is also a great help to guide teachers in their teaching in the
classroom. This will allow them to provide information to their students on how to prevent
developing these cases. This study can only be a guide for teachers whose subject matter they
teach has to down the emotional, physical, social or behavioral aspects of people.
 School Administrator – This study is important because it will help the School
Administrator to care for and guide the students within the school.

Future Researcher - This study will help fellow researchers in the coming years to guide and
provide additional information in their studies.

Scope and Delimitation

The study is a research relationship that studied why the students in ICI Balagtas lose

interest and do not become active in the subject of mathematics. Its causes can be acted upon

or solved. It covers thirty (30) percent to fifty (50) percent students of ICI Balagtas. Lastly, one

hundred twenty-nine (129) of grade 12 stem student of ICI Balagtas served as the respondent of

this activity.

Definition of Terms

Unresponsiveness - It's like a bear during winter, not reacting much to the world outside.

People in this state might seem unresponsive or slow to react, but it's often just their way of

handling the world around them. But just like springtime wakes up the bear, finding new passions

or interests can rekindle that emotional spark.

Enthusiasm - It's that invigorating rush of energy you feel when you're deeply engrossed

in something you love, like a thrilling novel or a new hobby. It's the driving force that makes you

eager to jump right in and immerse yourself fully in whatever has captured your fascination.

Innovative - is new and original. An innovative person introduces changes and new

ideas. He was one of the most creative and innovative engineers of his generation.

Recurringly - occurring repeatedly: happening or appearing multiple times. A recurring

dream. Recurring themes in an artist’s work.

 Extensive – covering or affecting a large area.

Passivity - It's like being a leaf floating down a stream, going wherever the current takes

you, without trying to change the course. It's a state of letting things unfold as they will, without

pushing back or actively engaging. While it can be a peaceful way to live, it also means you

might miss out on steering your own life's direction.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

FOREIGN

WHY AND HOW PAARENT PROMOTE MATH LEARNING WITH THEIR YOUNG
CHILDREN: A MIXED METHODS INVESTIGATION

According to Heather J. Bachman, Daphne A. Henry, and Leanne Elliott 2020; Parenting
Objective. This study looked at parental traits that were associated with young children’s math
learning. We focused on how parents interact with their kids in arithmetic activities at home and
how their actions were influenced by their experiences and views of math. Design. To explore
the variables that influence home math involvement in a sample of 34 parents, we first
quantitatively analyzed relationships between two parental traits, prior math encounters and
present math anxiety, and different forms of math activities. After that, to find out more factors
influencing parents’ participation in arithmetic activities with their young children, we
conducted semis tructured interviews with a sample of 15 parents.

MOTIVATION AND MATHEMATICS ACHIEVEMENT: A VIETNAMESE CASE

STUDY.

Lap Thi Tran, Tuan Son Nguyen Journal on Mathematics Education 12 (3), 449-468,
2021. Motivation is essential for getting pupils interested in arithmetic and for raising their math
achievement. There is still a research gap in terms of the empirical testing of these variables
within the framework of teaching mathematics in vacant, despite the relevant literature’s
exploration of the relationship between The connection between mathematics and motivation
accomplishment. Therefore, using a quantitative technique to test hypotheses, the current study
intends to close this gap by investigating the connection between mathematics motivation and the
Scale of Academic Motivation for Mathematics among Vietnamese high school graduates. The
Academic Motivation Toward Mathematics Scale was used in the study, and 680 responses were
obtained. The primary conclusions of the study are that intrinsic motivation and introjected
regulation all positively correlate with mathematical achievement, while amotivation negatively
correlates with math achievement.
HOW PRIMARY TEACHER USE GAMES TO SUPPORT THEIR TEACHING OF
MATHEMATICS

According to James Russo, Leicha Bragg, Toby Russo Deakin University, 2021 Math
games are widely used by teachers in Australian primary schools to support math instruction.
Despite its widespread use, previous Studies have not concentrated on how and why games are
used from a teacher’s perspective. Australian primary school teachers (n=248) filled out a survey
intended to specifically probe their experience of classroom math games; motivation and
frequency of game use, implementation of games within the lesson structure and framework, and
perceptions of the effectiveness of games in achieving instructional goals. Most elementary
school teachers reported playing math games in class at least once a week. Games have been used
for various educational purposes, such as warm-up exercises, introduction of new math concepts,
consolidation of skills and knowledge, and fluency training... Consistent with previous research,
teachers found games to be very effective in engaging students in math. Teachers also consider
play to be effective in developing four skills emphasized in the education in Australia: fluency,
mathematics (ACARA, 2019); comprehension, problem solving and reasoning. Interestingly,
despite the increasing playing video games virtually, just two of 248 teachers surveyed mentioned
computer games or digital apps as their favorite game. For use in math lessons. Most teachers
named favorite games with little or no material, especially playing cards and/or dice, writing
instruments, and word of mouth. The implications of these results will be examined and the
directions for future research suggested. This research has enhanced the understanding of the
mathematics education community about application and knowledge of games by elementary
school teachers.

A CASE STUDY OF ASPIRING TEACHER OBSERVING STUDENT’S

MATHEMATICAL THINKING PROFESSIONALLY

According to Erna Lampen, Sarah Selmer, and Denise Lindstrom Science of Education,
2022. In this study, aspiring instructors observed their students’ mathematical reasoning as it was
documented in written work. Then, using a lens of responsive teaching, researchers attempted to
describe the prospective teachers’ professional noticing. According to the findings, prospective
teachers should consider How should educators react to their pupils' mathematical reasoning
along a responsiveness continuum. This responsiveness should frequently change as students’
written work is read. The study’s conclusions offer advice to teacher educators who are working
to improve the responsive teaching strategies of K–12 educators.

STRATEGIES FOR PROMOTING ACTIVE STUDENT PARTICIPATION THROUGH

ONLINE MATHEMATICAL TEACHING

According to Rubber chain Tenjin (2019)In the history of Bhutan’s education system,
online teaching and learning has gained immense popularity since the end of December 2019,
when the COVID-19 pandemic hit the world and boosted the education of children. That was
until the compelling voices for an alternative method became stronger. However, it was not an
easy task as teachers, students and parents lacked sufficient knowledge, skills, and attitudes. In
other words, they lacked the necessary competencies. Therefore, this brief survey was conducted
at a secondary school in Paro, Bhutan, with a class of students. The method used in this study is a
quantitative approach. Data were collected simultaneously through assembled questionnaires,
class tests, and face-to-face interviews. A questionnaire was distributed to the participants to
collect authentic responses about the online course. Video recordings were made during the study
of the participants to obtain a true interpretation of the data collected. Triangulation of data
collected from participants reveals that it is possible for students to actively participate in online
instruction as well as in faceto-face teaching and learning if the right strategies are implemented.
Became.

LEARNING STYLES

According to Alina M Zapalska, Helen Dabb, 2019. This article discusses a tool for
assessment that college educators can utilize to recognize their teaching approaches and also to
aid students in becoming more cognizant of their own learning methods and enthusiasm for
learning. It examines the learning patterns of students in two separate business-economics courses
at Marshall University in West Virginia, and the Auckland Institute of Technology in New
Zealand, using the VARK tool. This tool gives an overview of students' cognitive and
motivational attributes. These details can then be integrated into course design and teaching
methods. Academic success can be boosted by tailoring instruction to each student’s individual
learning style. The VARK tool could also encourage reflection and alterations in teaching and
learning techniques in Central and Eastern Europe.

LOCAL

UNDERSTANDING OF LEARNING STYLES AND TEACHING STRATEGIES

TOWARDS IMPROVING THE TEACHING AND LEARNING MATHEMATICS

According to Jose M Cardino Jr, Ruth A Ortega-Dela Cruz, LUMAT: International

Journal on Math, Science and Technology Education 8 (1), 19–43-19–43 2020 32 the purpose of
this study was to analyze the influence of learning style and teaching strategies on mathematics
academic achievement. The survey was administered to 277 randomly selected 9th grade students
and 5 purposively selected mathematics teachers. The results showed that most students surveyed
combined contingent. both autonomous and cooperative learning methods. Multiple regression
analysis shows that the only learning style that significantly affects a student's academic
performance is the independent style 9th grade students. Four instructional techniques: deductive
reasoning, cooperative learning, method, inductive method, and integrative method, are
discovered to have a noteworthy impact on academic achievement. By understanding students’
learning styles, Instructors will get assistance in creating various tactics to assist pupils improve
their learning to increase math achievement.

MATHEMATICS INSTRUCTIONS FOR SENIOR HIGH SCHOOL: ISSUES AND

SOLUTION

According to Jaudinez Aljemedin Sakilan, Research in Pedagogy 4 (2), 2019 Only in

2016 did the two-year Senior High School (SHS) in the Philippines begin. This
phenomenographic study sought to describe, clarify, and investigate, the instruction of
mathematics in SHS including issues that were encountered and teacher interventions Utilizing a
maximal variation sampling technique and two Quezon City schools as the study location, eight
teacher-respondents took part in the study. With the use of custom protocols, classroom
observation and one-on-one interviews were done. Additionally, each subject’s Teaching Guide
was examined. The 5 O’Connor and Gibson elements of the analysis of qualitative data were used
to analyze the data.

ACQUIRING KNOWLEDGE AND INSTRUCTIONAL STRATIGIES OF FUTURE

TEACHER IN THE 21st CENTURY: IMPACT ON THE NEW PHILIPPINE TEACHER
EDUCATION CURRICULUM

According to Daisy C. Mugot, Elvira B. Sumbaran, Journal of Multidisciplinary Research

International and Publishing (IJMRAP) 2 (1), 22-28, 2019. Research is being conducted to find
out whether in-service teachers (PSTs) are ready for the actual teaching environment. One of the
key aspects of 21st century education is the learning and teaching skills that teachers need to
acquire and develop during their college education. The 21stcentury teaching methods and
learning strategies of prospective educators. The descriptive study's findings the teacher candidate
mastered her 21st century skills for using technology in all situations. They have always
employed technology as a teaching tool in the classroom. This also shows that they view
technology as an important part of the teaching and learning process. PST, he sought to apply
21st century learning skills to practical education, but problems arose that hindered the success of
that effort. Students’ attitudes toward technology-enabled learning were rated highest. Future
teachers considered classroom management skills to be their weakest ability. It’s important to
note that this is not a list of skills he has in 21st century education, however, this can be taken
into account when developing most skills. The College of Education continues to strive for
superiority in every area of serving our end-user learners. The study helped identify the
studentteacher’s weaknesses related to 21st century skills, thereby also identifying a starting point
for enhancing and improving her 21st century skills. Successfully implemented, the new
curriculum for 2018 will ensure 21st century skill development
COGNITIVE LEVEL AS A MEASURE OF ADVANCE THINKING SKILLS IN HIGH
SCHOOL SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM)
MATHEMATICS GRADUATES.

According to Subia G, Marcos M, Valdes A, Pascual L, Lyanco M, Kansai University

Technical Report 62(3), 261-268, 2020. In this study, 364 science, technology, engineering, and
mathematics (STEM) graduates were asked to assess their cognitive levels of high school
mathematics, which consisted of general mathematics, probability and statistics, estimation and
basic calculus, as well as Bloom’s recall, comprehension, and calculus. It was evaluated from the
perspective of application, analysis, and analysis. Math rate domain. A descriptive study design
was used in which investigator surveys were the primary tool of the study. Respondents’ general
cognitive abilities were average in terms of memory, comprehension, and application. However,
they are below average in the areas of analysis and evaluation, especially probability and
statistics, calculus and basic arithmetic. These results indicated that respondents did not reach the
level of higher thinking skills in mathematics subjects. Improving is very important as students
need more advanced thinking skills to pass higher mathematics courses in higher education.

MATHEMATICS PERFORMANCE OF STUDENTS AT STATE UNIVERSITIES IN

THE PHILIPPINES

Guinocole, Porferio Armerino, Eileen Mamitez, Charisma Rumayag, Mary Ann

Villaganas, May Kapuyan International Mathematics Education Electronic Journal 15 (3),
em0586, 2020. Teaching and understanding mathematics are a major concern in any educational
system. Various researchers have made great efforts to unravel the causes of student performance
in this subject. Despite all these efforts, problems remain. Researchers used a customized survey
tool to collect data on study habits and attitudes using a descriptive correlation design. The study
was conducted at the Cebu Institute of Technology, San Francisco Campus, Cebu, Philippines.
Respondents were 52 student teachers enrolled in a mathematics program. They completed a
survey of study habits and attitudes. Collected data were processed using frequency, simple
percentage, weighted mean, Pearson’s r-test and t-test. Considering academic performance in
terms of grade point average (GPA) in mathematics subjects, it was found that there was a
significantly high positive correlation between students’ learning orientations. We found that
students have different learning styles. The researchers recommend conducting further studies on
the efficacy of research strategies based on the research developed.
 REVIEW RELATED STUDY

FOREIGN

PROBLEMS AND COUNTERMEASURES OF HIGH SCHOOL STUDENTS’

MATHEMATICS LEARNING ANXIETY.

According to Du, S., & He, Y. (2020). This study used a quantitative research technique
to explore the relationship between senior secondary school students’ mathematical achievement
in Nigeria and their mathematically creative disposition. Three research topics were addressed in
the study using a correlational research methodology. In Lagos State, Nigeria’s education district
III, 1600 senior high school mathematics students from 40 different schools made up the sample.
Data was gathered using two instruments, the Mathematical Achievement Test (MAT) and the
Mathematics Productive Disposition Scale (MPDS), both of which had reliability coefficients of
0.88. At a significance level of 0.05, multiple regression analysis and Pearson product-moment
correlation were used to analyze the data that had been gathered. The results indicated that the
senior secondary school pupils had a high level of productive disposition in mathematics. There
were statistically significant correlations between mathematics achievement and the productive
disposition and its characteristics among senior secondary school pupils. Statistics-significant
contributions of 84.3% to the prediction of mathematical performance were made by the eight
components of the creative disposition in mathematics. These findings led to recommendations
that senior high school math teachers foster their students’ aptitude for mathematics in order to
improve their academic performance in mathematics

ACCESS TO AND USE OF THE INTERNET AMONG ADOLESCENT AND YOU

ADULTS WITH INTELLECTUAL DISABILITIES IN EVERYDAY SETTINGS

According to Alfredsson Ågren, K., Kjellberg, A., & Hemmingsson, H. (2018). The goal
of this study was to examine and explain how teenagers with mild and moderate intellectual
impairments access the Internet and utilize it in their daily lives. Method: Data on access to and
usage of the Internet at school or work, at home or in spare time were gathered through
observations of and interviews with 15 individuals with intellectual impairments, aged 13 to 25.
The study of the material was qualitative. Results: The main findings were categorized into three
categories: access to the Internet in various contexts, difficulties encountered when using the
Internet, and methods for exploring the digital world and engaging in Internet activities.
Conclusions: The results of this study showed that participants had access to Internet connections
and a significant number of Internet-enabled gadgets. Participants employed a variety of Internet
usage tactics, such as the use of images and a reduction in the number of Internet enabled devices
in their daily lives.

CREATIVE TEACHING STEM MODULE: HIGH SCHOOL STUDENTS PERCEPTION

According to Othman, O., Iksan, Z. H., & Yasin, R. M. (2022). The purpose of this study
was to look at how high school students’ experiences of taking the creative teaching module in
STEM classes affected their perceptions about STEM education. With the help of 26 students in
grade 11 and 31 in grade 8, this study used a case study and qualitative research methodology.
The creative teaching-STEM (CT-STEM) module incorporated outdoor STEM education
activities with the support of two science instructors and consisted of diverse energy literacy-
related activities in contexts for the community’s welfare. The CTSTEM module was created
using four creative teaching strategies: constructivism learning, discovery inquiry, problem-based
learning, and project based learning. It was based on the directed creative process paradigm.
These extracurricular activities have sustainability education as their central focus, with an
emphasis on energy sustainability. The findings indicated that the intended strategies might have
a favorable influence on students’ creativity, foster it, and provide an engaging learning
environment. Additionally, the results of the openended questionnaire, observations, and
worksheet analysis revealed improvements in five areas: the growth of problem-solving abilities
with a focus on the sustainability education component, advanced thinking abilities, active
learning abilities, communication abilities, and humanity abilities. The pupils’ enthusiasm in
STEM also grew as they learnt using the CT-STEM module.

THE EFFECT OF WEB-BASED HOMEWORK ON STUDENTS MATHEMATICS

SELF-EFFICACY

According to Albelbisi, N. A. (2020). The purpose of this study is to investigate the effect
of the adoption of web-based homework on mathematics self-efficacy level among secondary
school students through using a mathematics web-based homework package called MyiMaths. In
this study, a theoretical framework has been put forth by fusing the self-efficacy theory with the
Technology Acceptance Model (TAM). In Malaysia, secondary school pupils were asked to
complete 345 organized surveys. The Partial Least Squares Structural Equation Modeling (PLS-
SEM) approach was used to analyze the data. The results showed that there were strong
correlations between attitudes toward using a web-based math homework tool and perceived
utility, perceived ease of use, and perceived usefulness. Additionally, a substantial correlation
between attitude and the mathematics self-efficacy component was discovered. Educational
professionals and researchers should take into account the chance that online assignment tools
can provide to successfully assist pupils in growing their degree of mathematical self-efficacy.

DETERMINING LOWER SECONDARY STUDENT ‘STEM MOTIVATION: A

PROFILE FROM TURKEY

According to Dönmez, I., Idin, S., & Gürbüz, S. (2022). This study aimed to examine the
ongoing STEM motivations of lower-secondary school students in a sample from Turkey
according to demographic variables. A process connected to students’ orientation toward such
subjects and their active engagement in associated activities is how students remain motivated
toward the study of science, technology, engineering, and mathematics (STEM). T-tests and
ANOVA testing were used in the analysis process via the SPSS package program in this study, in
which 1926 students from 12 provinces participated, to compare the students’ STEM motivations
based on the variables of gender, place of residence, grade level, school type, “mothers’ and
fathers’ education level, and family income level. As a result, male students’ STEM motivations
were found to be at higher levels than those of female students. It was shown that brilliant kids
had stronger STEM inclinations than those attending schools with a strong religious focus. The
findings also showed a clear correlation between parental education level and STEM interest. The
findings of this study, which depict the overall profile of STEM student motivation in Turkey,
may serve as a guide for those who design educational policies and programs as well as
educators, potential educators, and researchers in the field.

INVESTIGATION OF THE’S OPINIONS ON VOCATIONAL GUIDANCE SERVICES

CONDUCTED AT HIGH SCHOOL

The purpose of this study is to examine various perspectives on vocational guidance

services held by students attending Anatolian high school, industrial vocational high school, and
private high school. 180 high school students from three different school kinds made up the
study’s sample. There were 103 men and 77 women among them. Data were gathered using a
questionnaire the researcher prepared to assess the vocational counselling service as part of the
study’s survey methodology. The results indicated that some students thought the school’s given
career counselling services were insufficient. Additionally, it was shown that there were
considerable differences between student attitudes on vocational advice services based on gender
and school type characteristics. The students shared their thoughts on the significance of career
counseling services.

LOCAL

Mathematics Performance of Students in a Philippine State University

According to Quilang, Liezl Joy Lazaro; Lazaro, Lyndon Laborte International Journal of
Evaluation and Research in Education, v11 n1 p239-249 Mar 2022. In any educational institution,
Educating and grasping mathematical concepts is a significant duty is a major responsibility.
Several scholars work hard to identify the factors that influence students’ performance in the
topic. Despite all of these efforts, problems persist. By the use of an adopted survey method for
studying habits and attitudes, the researchers employed a descriptive-correlational strategy to
collect data. The study was carried out at the San Francisco Campus of Cebu Technological
University in Cebu, Philippines. The 52 Education students. The participants in the mathematics
program who completed the study habits and views questionnaire constituted the survey's
respondents. The collected data underwent analysis using methods such as frequency, simple
percentage, weighted mean, Pearson r, and t-test. The study explored both the students'
orientations

Teaching Senior High School Mathematics: Problems and Interventions

According to Jaudinez, Aljemedin Sakilan Pedagogical Research, v4 n2 Article em0031

2019. Only in 2016 did the 2-year Filipino Senior High School (SHS) begin. This
phenomenographic study sought to describe, clarify, and investigate the SHS mathematics
curriculum, including problems that arose and solutions implemented by the teachers. Eight
teacher-respondents participated in the study, which used a maximal variation sampling strategy
and two schools in Quezon City as the study location. One-on-one interviews and classroom
observations were conducted using special protocols. The Teaching Guide for each subject was
also looked over. The data was analyzed using the five O'Connor and Gibson components of
qualitative data analysis. Initial investigation, analysis, and coding the were utilized to condense
the data into “text segments” after it had been prepared and organized. In order to achieve
saturation, themes were generated through a three-tier phase of stacking. External verification and
document analysis confirmed the conclusions. The findings confirm that SHS mathematics
instruction is focused on learner-centered, contextualized, and relevant curriculum. Deficiencies
in performance-based activities, technological and mathematical tools, suggested teaching styles,
and training have forced instructors to become adaptable and innovative in order to use every
available method to successfully deliver the intended curriculum. Classes that were unnecessary
or repetitive from early education have been ignored, which has cleared the curriculum and
competences. Poor student performance has been linked to pupils’ lack of proficiency in
fundamental skills, stigma, and language, which may be exacerbated by texts that are difficult to
use and inaccurate. Debates, repercussions, and suggestions are provided.

PREDICTIVE ABILITY OF PROBLEM-SOLVING EFFICACY SOURCES ON

MATHEMATICS ACHIEVEMENT

According to Dagdag, Januard D.; Palapuz, Noel A.; Calimag, Nikka A. International
Journal of Evaluation and Research in Education, v10 n4 p1185-1191 Dec 2021. In order to
achieve saturation, themes were generated through a three-tier phase of stacking. External
verification and document analysis confirmed the conclusions. The findings confirm that SHS
mathematics instruction is focused on learnercentered, contextualized, and relevant curriculum.
Deficiencies in performancebased activities, technological and mathematical tools, suggested
teaching styles, and training have forced instructors to become adaptable and innovative in order
to use every available method to successfully deliver the intended curriculum. Classes that were
unnecessary or repetitive from early education have been ignored, which has cleared the
curriculum and competences. Poor student performance has been linked to pupils’ lack of
proficiency in fundamental skills, stigma, and language, which may be exacerbated by texts that
are difficult to use and inaccurate. Debates, repercussions, and suggestions are provided. While
social influence and mastery experience were both inversely connected to somatic reactions,
vicarious experience was directly correlated with both of them. Only social influence, out of the
four elements of problem-solving effectiveness, substantially predicted math achievement,
specifically in the NRPSNNPT, MLS, and DM domains. In order to support students’ progress in
mathematics, schools are strongly advised to take on the responsibilities of a trusted source of
encouragement and creator of an Inspiring learning environment.

DEVELOPMENT OF INSTAGRAM-BASED TEACHING MATERIAL OF PERSONAL

SOCIAL GUIDANCE SERVICES FOR STUDENTS OF KRIANSTATE JUNIOR HIGH
SCHOOL

According to Wulandari, R. R., Degeng, N. S. and Sitompul, N. C. (2022) The aim of this
study is to support students social and personal guidance. This initiative aims to provide an
Instagram-based teaching resource. The decision to use this model was made in light of the fact
that it is simple to comprehend, methodically constructed, and based on the developed learning
design’s theoretical underpinnings. In the development process, there were seven trials: (4)
individual trials, (5) small group trials, (6) field trials, and (7) trials. The specialists participating
were in learning design, content experts in the research area, and media experts. Colleagues to
offer comments and recommendations for improvements. According to the findings of this
development study, the material feasibility level of this teaching resource based on Instagram is
97.33%, the learning design feasibility is 94.28%, and the learning media feasibility is 85.71%.
Even if the small group trial rate is 90.69% and based on field trials, 91.25%, it does not require
revision because the requirements are fairly doable. Using Instagram-based teaching resources
might enhance the Social Personal Guidance Service for Students of SMP Negeri I Krian,
according to the study’s findings. This study suggests that student social personal guidance
services can be enhanced by using instructional materials based on Instagram.

MATHEMATICAL CONNECTIONS MADE DURING INVESTIGATIVE TASK IN

STATISTICS AND PROBABILITY

According to Quilang, Liezl Joy Lazaro; Lazaro, Lyndon Laborte International Journal of
Evaluation and Research in Education, v11 n1 p239-249 Mar 2022. To emphasize basic
education and address its shortcomings, the Philippines underwent a significant overhaul of its
educational system. The educational reform encourages aspiring educators to tie together the
ideas they present in order to foster a deeper comprehension. As a result, when conducting their
investigation, the researchers looked at the mathematical connections that potential secondary
mathematics teachers formed. Concurrent triangulation mixed-methods design was used for the
investigation. 39 prospective secondary mathematics teachers who were enrolled in the flagship
campuses of the state institutions in the northeastern Philippines provided the data. Think-aloud
exercises, interviews, and evaluation of mathematical relationships were used to collect the data.
In the study, the following measure were used: mean percent scores, frequency counts,
percentages, Pearson product-moment correlation coefficient, and interview transcription
analysis. Results showed that aspiring teachers were quite good at making connections that were
instruction focused. The results showed that prospective instructors struggled to make
connections that were implications-oriented, while they were most successful in making
connections that were instruction oriented. Understanding the concept, the algorithm, and the
part-whole relationship is also important. by the potential teachers is closely related to their
capacity to successfully draw a mathematical connection. Hence, reform initiatives should focus
on strengthening mathematical links while emphasizing statistical reasoning and thinking. Also,
colleges and universities ought to make connecting one of the goals for students who want to be
math teachers.
 RELEVANT THEORIES

CONCEPTUAL AND PROCEDURAL KNOWLEDGE: MATHEMATICS

James Hebert Routridge, 2013 First published in 1986. This book is intended for anyone
interested in learning how to learn mathematics. In particular, it is aimed at those intrigued by the
thought processes that both support and obstruct the development of mathematical aptitude. After
providing a general introduction of the subject, the chapter explores how conceptual and
procedural understanding of mathematics relate to one another from early childhood through the
years of formal education. Theoretical justifications and empirical information are offered by
cognitive psychologists and math instructors from several angles to shed light on the nature of
connectivity and, in turn, mathematics learning.

A THEORY OF REALISTIC MATHEMATICS EDUCATION AS A THEORETICAL

FRAMEWORK FOR TEACHING

MAHayley burns Pythagoras 2005 (61), 42-57, 2005 This article describes the process and
rationale behind the selection of Realistic Mathematics Education (RME) theory as the theoretical
framework for studies conducted with low-achieving learners. In this study, an intervention was
administered to underperforming 8th grade mathematics students to improve participants’
understanding of place values, fractions, and decimals, highlighting the characteristics of this type
of intervention and its application to similar interventions. Identified design principles that may
This article describes the theoretical framework for the intervention and provides theoretical
(rather than empirical) reasons for choosing Realistic Mathematics Instruction (RME) theory for
use with lower-educated students. A review of the literature dealing with teaching and learning
mathematics to underachievement learners reveals five common aspects. Once these aspects were
identified, a theory of mathematics education was explored that encompassed these five aspects.
Subsequently, RME theory was chosen as a theoretical framework for the design and
implementation of interventions and was proposed as a possible way of cooperating with low
performing learners.

MATHEMATICS EDUCATION THEORY

Introduction Hans Georg Steiner To Learn Mathematics 5(2), 11-17, 1985 1. Complexity,
Connectivity, Systematic View Mathematics precepts are domains whose reference and practice
domains are characterized by extreme complexity. The complex phenomenon of “mathematics”
in its historical and practical development, and its interrelationship with other sciences, fields of
practice, technology and culture. The complex educational and school structure of our society.
Such as the very different conditions and factors of the individual cognitive and social
development of learners. In this context, the diversity of the different groups of people involved
in the overall process plays an important role and represents another particular facet of a
particular complexity. . Several subsystems have been developed within the overall system. They
don’t always work well. In particular, mutual networks and cooperation are often lacking.
Mathematics education as a discipline and discipline itself is one of these subsystems with respect
to specific aspects and tasks. On the other hand, it is also the only scientific discipline that deals
with whole systems. A systems approach with selfrelated tasks can be understood as an organized
metaparadigm for mathematics education. It seems necessary to manage the overall complexity,
but also because of the systematic character of all problems in this field. J. Kilpatrick describes a
similar situation.

CONCEPTUAL FRAMEWORK

INDEPENDENT DEPENDENT

Synthesis

According to a recent study, STEM students often experience a lack of interest and
inactivity when it comes to the subject of Mathematics. The complexity of mathematical
computations often causes stress among students, making it a challenging subject for many.
However, it is important to note that Mathematics plays a crucial role in developing critical
thinking skills, which are essential for real-life problem-solving. STEM fields encompass a range
of disciplines such as Engineering, Chemistry, Biology, and more, all of which require a solid
foundation in Mathematics. The presence of various mathematical subjects within these courses
can help shape students’ understanding and preparedness for their upcoming college journey. The
primary objective of the researcher conducting this study is to identify the most common factors
hindering students’ engagement with Mathematics. By understanding these obstacles, it becomes
possible to assess their impact on students’ productivity and overall performance in the subject.
Additionally, the study aims to shed light on the specific struggles that students encounter during
their math classes. By comprehensively investigating these issues, the research seeks to
contribute to the development of strategies and interventions that can enhance students’ interest,
engagement, and performance in Mathematics. By addressing these challenges, educators can
create a more supportive and conducive learning environment, ultimately fostering a stronger
foundation in mathematics for STEM students.
 CHAPTER III

METHODS OF RESEARCH

RESEARCH METHOD

This chapter covers and present the method to be used in the study. This includes the
research design, population, and sample of the study, sampling technique, instrument, data
gathering and data processing, and statistical treatment. Mathematics is a fundamental subject
that plays a crucial role in various fields, including science, technology, engineering, and
mathematics (STEM). However, many students experience difficulties in learning and applying
mathematical concepts, which can lead to unresponsiveness to mathematics activities. This study
aims to investigate the unresponsiveness of Grade 11 STEM students to mathematics activities at
ICI Balagtas SHS and explore the factors that contribute to this issue.

Methods and Techniques of the Study

The researchers are using a quantitative method. This involves collecting numerical data to
understand patterns, averages, and other statistical details. In this case, the researchers are using it
to measure the level of unresponsiveness in Grade 12 STEM students towards mathematics
activities. The researchers' technique is a descriptive research design. This involves observing
and describing the behavior of the subjects - in this case, the Grade 12 STEM students at ICI
Balagtas SHS.

Population and Sample of the Study

Slovin's formula is a specific method used to determine the sample size in simple
random sampling. It takes into account the population size and desired level of
accuracy to calculate the appropriate sample size.
POPULATION: 169
SAMPLE (Slovin's formula): 129
SAMPLING METHOD: Simple random sampling
N = total population
e = margin of errors
n = N / 1 + Ne ²
= 190/ 1+ (185) (0.05)²
190 / 1 + (190) (0.0025)
190 / 1 + 0.475
190 / 1.475
= 128.813559
= 129 respondents
Sampling Procedure

The study will use a descriptive research design to describe the current situation and
explore the factors that contribute to the unresponsiveness of Grade 12 STEM students to
mathematics activities at ICI Balagtas SHS. The research design will be a quantitative study that
involves collecting data through a survey questionnaire. Students who understand the study about
the research and lesson taught by the teacher will use the questionnaire about the lesson of conic
section, which will help them recall what they learned that day.

Research Instrument

One kind of questionnaire was used for the investigation by the researcher. The
instrument was a modified multiple-choice survey from the study by Renz, Eleazer, Tenshi, and
others (2023), which measured the students’ exposure to and view of unresponsiveness. The
purpose of the survey was to determine whether respondents found it challenging to solve
mathematical problems, as well as how they were coping with the situation and how they felt
about it. The intended information for this study was derived from the responses to the
multiple-choice question from options a, b, c, and d from the respondents. Demographic
information about the student is also requested on the questionnaire.

Data Gathering Procedures

On the initial course of data collection, the researcher asked the approval for the survey
and it’s distribution. Furthermore, the following procedure were carried out by the researcher in
gathering the data. The copy of the survey questionnaire was distributed by the student’s
researcher. We have ten questions and each question we have an answer, and we chose Likert
Scale for the survey

Data Processing and Statistical Treatment

After the collection and gathering the data, analyzed and interpreted accordingly based on the

results of statistical treatment In this study, the researcher used multiple choice for data

collection. A multiple-choice question is to look at all the answer you know wrong and then focus

on the rest. This can be an easy way to measure learning and performance. Multiple-choice

questions can be quickly graded, giving students quick feedback. The participant is the member is

approached to pick at least one responses to a question from rundown of predetermined options

prepared by the researchers. Multiple choice is better than short answer because it’s simple and
quick answer for each respondent is simply to choose the right answers. Multiple choice these are

studies or a questionnaire that is expected to contain at least one choice by respondents. Choose

from a number of answer options. It’s the correct wording that really matters in research.

Questions which can be used to obtain reliable information Multiple choice question are produce

to organized a data that is simple to evaluate. Making a specific set of response options available

makes it simpler for your respondents to reply to the survey. There is little to no preparation

required to evaluate the structured data rapidly. However, the information you receive is

constrained by the selections you make. You run the danger of having biased findings if your

answer choices are not all inclusive. For performing market research, examining user behavior, or

just attempting to gain control over corporate operations, gathering high-quality data is crucial.

Obtaining trustworthy and useful data is possible with the appropriate strategy and a few helpful

tools. Multiple choice Typically, respondents are asked to choose one or more options from a list

of multiple choice answers for these basic survey or questionnaire questions. Formulating

pertinent questions that will enable us to collect clean data is, in essence, the most crucial part of

surveys. The types of questions to ask and the information gathered from the responses to those

questions come to mind whenever we consider conducting surveys. On portable devices such as

smart phones, iPads, tablets, and the like, they are incredibly simple to answer and readily

available. Another type of multiple choice question where the respondent is required to select just

one response from a predefined list of possibilities that include at least two You sent If

unfavorable feedback is received, you may always gather comments regarding the type of

criticism and ensure that you act on it right away.

 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

1.How convenient it is for the learners to study at school / home

1. I find that working with classmates on mathematical problems help me understand the
concept better?
Figure 1

In the Figure of 1.1, 129 of the respondents with a percentage of 50.4% of students agreed that
working with classmates on mathematical problems help them understand the concept better;
36.4% of students were strongly agreed while 12.4% of them were neutral about it, and the 0.8%
of the students disagreed. Strongly disagree with 0%, which means no one answered strongly
disagree. To sum up, the majority of the students agreed that working with peers or classmates
helps them understand the concept better in terms of mathematical problem solving.
 2.How much do you agree with the statement: visual aids, such as graph and diagrams,
significantly enhance my understanding of mathematical concepts.

Figure 2

In figure 1.2, 129 of the respondents with a percentage of 48.8% of students agree for visual aids,
such as graphs and diagrams, significantly enhance my understanding mathematics concepts,
while 25.6% of students actually voted in strongly agree, 24.8% of them respondents are actually
cast neutral ballot of statement
 3.On scale of 1 to 5, where 1 is “Much easier at home” and 5 is “Much easier at school”, How
would you rate the ease of learning mathematical concept in a home/school environment

Figure 3

In figure 1.3, As you can see in the table, it is a scale of 1 to 5, where 1 is “much easier at home”
and 5 is “much easier at school.” Most of the respondents answered our questionnaire on a scale
of 3, which is neutral; they are more easily doing it at home and school. While the 1 and 7%
respondent answered are not easy to do at home and the 2 are more like easier at home than
school, the other students answered at 4 and 5 and 13.2% are more easily done in school. The
most frequently answered is the 3 because they are easier to do mathematics at school and at
home. There are also others who would like to do it at school, and there are others who prefer to
do it at home, but the respondent at home has the lowest response from the students, and the
neutral has the highest answer of the respondent.
4. Does learning mathematics at home makes you understand the lesson than doing it at School?

Figure 4

In figure 1.4, 38.2% of 129 respondents agreed that learning mathematics at home makes you
understand it, more than doing it at school, while 15.5% of the respondents disagreed and 14.7%
gives a strongly agreed answer in another hand 1.6% answer that they strongly disagree about the
question or the statement, but the majority of the respondents which the 38% of it answered a
Neutral perspective about the question “Does learning mathematics at home makes you
understand it much better that doing it at school?”
 2.How competent can the student be with motivation/guide

1. On a scale, how motivated do you feel to learn mathematics this school Year?

In figure 2.1, 129 of the responses, with a percentage of 65.1% of students motivated to learn
mathematics this school year, and 22.5% of students are driven by a deep interest in mathematics,
often finding joy in problem solving, exploring concepts, and achieving mastery, which is very
motivating, while 10.9% of students are rarely motivated because they lack interest due to a
perceived lack of relevance or understanding, and 1.5% of students are not motivated because
they may lack interest due to a perception of difficulty, irrelevance to their goals, or past negative
experiences. The majority of students are motivated to learn mathematics, with 65.1% of
motivated students and 22.5% of students who have a strong interest in the subject.
 2. How effective do you feel that you receive guidance or support in your Mathematics
studies?

Figure 2

In figure 2.2, 129 of the respondents, with a percentage of 54.7%, agree that we can effectively
feel or receive guidance, compliments, and support to be active in the subject of mathematics.
10.9% of the 129 respondents agree that it is rarely effective that support from the subject of
mathematics can help us, and 34.4% of the 129 respondents agree that it is very effective that we
feel that we have guidance from the subject of mathematics.
 3.How often do you rewind achievement in mathematics?

Figure 3

In the Figure 2.3,129 of the respondents with a percentage of 41.1% of them were sometimes
rewind mathematics question to Understand and Remember. 31% of student were often that
Study rewind and 19.4% of student always to rewind mathematics, Review what you learn ,7.8%
other student Rarely return mathematic and 0% on Never rewind study mathematics. Most
students the majority are sometimes chosen to prove that even if you rewind sometimes, you will
still understand.
 4.How confident do you feel in your ability to learn and perform well in Mathematics?

Figure 4

In figure 2.4, 129 respondents, 40.3% of the students answered that they are somewhat confident
in their ability to learn mathematics, 31% are neutral and doubt their ability to learn well in
mathematics, while 21.7% feel very confident about their ability them in mathematics, and 6.2%
feel very confident that they can learn and perform well in mathematics. In fact, the majority of
respondents believe that they are capable of learning well in mathematics.
 3.What course of action might be suggested based on the study?

1.Which of the following actions do you think would be most effective in enhancing Your
enthusiasm for mathematics and reducing passivity in math subjects? (Select all that apply)

Figure 1

In figure 3.1, 129 of the respondents with a percentage of 55%, agree to more engaging lesson
plan and activities, the students are more motivated or active in the lesson or subject if the lesson
is engaging and they become more active if it helps to apply what is learned in real life and it also
helps if the teacher focuses more individually on the students who students of math and if they
have friends or other students teaching them who are their friends, 28.7% agree to opportunities
for real world application of mathematics concepts, 8.5% agree to increased individual attention
and support from teacher, and 7.6% agree to collaborative learning opportunities with peers.
 2.What is the most effective way to study the math subjects well?

Figure 2

In the Figure of 3.2,129 of the respondents with a percentage of 41.1% is the highest respondents
vote 38%of student agreed that prepare for class,attend class,Review what you learn;14.7% of
student were strongly agreed that Study and Asses your learn;5.2%of them were neutral about
enhancing Create,Evaluate,Synthesize,Analyze,Apply,Understand and Remember. To sum up,
the majority of the students agreed That all of the suggested way to study math subject in the
choices are effective.
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS,

AND RECOMMENDATIONS

This chapter contains the overall findings, conclusions and recommendations that will
support the researcher’s study that is based on the data analyzed in the previous chapter.

Summary of Findings

In this part of the chapter V, we present the key findings from our research on STEM 12
STUDENT UNRESPONSIVENESS TOWARDS MATHEMATICAL ACTIVITY AT ICI
BALAGTAS. Our research aimed to find why students are unresponsiveness of learning
mathematics This study was conducted in Immaculate Conception Institution, San Juan Balagtas
Bulacan, with a total of 129 Grade 12 Stem Students in ICI Balagtas. We organized our findings
into several themes:

FINDINGS

PROBLEM 1. How convenient is it for the learners to study in home/school?

• Studying at home can be convenient for many. It allows flexible schedules and a comfy
environment. However, it requires self-discipline, a quiet space, and good time management.

• Studying at school offers structure, resources, and teacher support. It also allows
socializing.

In 129 respondents, almost students want to study at home because of more inspired and
enhance. Student are agreeing with working with classmates on solving mathematical problems
and they help each other to understand the concept better, and students want a flexible schedule
and comfy environment. Some students want to study at school because they prefer what their
teacher teaches them, or some students are weak in solving mathematics, so they prefer to study
at school instead of at home.

PROBLEM 2. How competent can the students be with

•Students learn mathematics more successfully when they receive external motivation
from others, such as encouragement. They also perform better when someone has faith in their
abilities and does not harbor any doubts about them. And if they get compliments, advice, and
support.
 •They will learn mathematics more effectively if they have a guide that will get better
with more experience; otherwise, it will get better if the student is guided more effectively.

•Most of the 129 respondents are more motivated to work harder when others are
cheering them on or complimenting them on their abilities. In order to learn mathematics properly
and without having any doubts about their aptitude, some students prefer to be guided.

PROBLEM 3. What course of action might be suggested based on the study’s objectives?

•the students are more liked and they become active and motivated to answer and learn
math if the class is engaging and they learn better if they have motivation and not fear inside the
class

•students like it more if what they learn in class they can apply in their lives even in their
daily activities, they become more active if they see the application and purpose if they can use it
every day not only at school even at home and in what they do every day wherever they go

•most of the 129 respondents like that they can use it properly without a doubt and that
they will apply what they learn not only at school but also inside the home and take it wherever
they go.

Conclusions

As the conclusion presented, this study revealed the unresponsiveness of 12 stem students
towards mathematics activity at ICI Balagtas. Thus, the following recommendations are hereby
presented:

CONCLUSION 1. How convenient is it for learners to study at home and school.

In conclusion, studying from home and school are both convenient for students. The
result of this study supports the idea that studying from home and school are convenient for the
students. Many students find it convenient to study at home. It permits flexible schedules and a
comfortable setting. While studying and attending class provide structure and teachers assistance.
Additionally, a group of participants in this study responded to our survey and pooled their ideas.
Majority of 129 respondents agree that studying at home and school are convenient.

CONCLUSION 2. How competent can the students be with motivation and guide?

In conclusion, the study underscores the significant impact of motivation and guidance on
a student’s educational experience, particularly in the realm of math. The data reveals that over
half of the students (54.7%) find it beneficial to receive encouragement, positive reinforcement,
and direction. This suggests that when students are motivated, it sparks their interest and boosts
their self-assurance, making them more engaged learners. On the other hand, while only 34.1% of
students felt that guidance is occasionally effective, this doesn’t lessen its importance. Instead, it
highlights the value of having someone with more experience to steer their learning journey. This
helps students to concentrate better and absorb more knowledge. In a nutshell, the interplay of
motivation and guidance is crucial to boost a student’s abilities. Motivation fuels interest and self-
confidence, while guidance offers a structured path for learning. It’s this blend of motivation and
guidance that truly empowers students to reach their full potential.

CONCLUSION 3. What course of action might be suggested based on the study’s?

It will also help students to participate in more lessons when planning and being active, if
they can apply what they are studying, and if they can evaluate what they know and have learned
in the subject of mathematics. According to the data that we have gathered, 55% of the 129
respondents agreed that joining or participating in school activities related to the subject of math
is more effective in improving their math skills or being active in the subject of math. In this way,
it is easier for them to learn and be interested in the task or subject of math. The preparation for
that subject will also help them because they can check their mind on what they are learning. On
the other hand, 28% agree that it improves them or their math skills if they can use it on a daily
basis because they can better evaluate their knowledge because they use it every day, and
creativity is also one of the things that will help them be active, and they can improve themselves
as well by constantly checking our knowledge and what we are learning.

Recommendations

RECOMMENDATION 1

Researchers recommend studying at home will help you because you have your own time
and you can study anytime you want and no one will stop you and you can improve your study
concentration because you are free and you have a long time to study and be taught to yourself to
discipline it and be organized in your time And also learning inside the school will help more be
easier because your teacher is ready to guide you and correct your mistakes because they know
the lessons better and they studied and have their own experience in particular subjects and then
they can manage you in the subject that you have difficulties and your classmates are ready to
help you because some of the task are by group so need to work as a team help each other school
is the best place to study and to learn mathematics activity.

RECOMMENDATION 2

Provide personalized guidance. Recognizing that every student has unique learning styles
and sets of skills, it is important to provide personalized guidance that can support them. Offering
individualized tutoring, mentoring, or online platforms that provide additional practice exercises
and tutorials, which can help students who are struggling with mathematical activities.
Additionally, providing a variety of ways, such as school programs, events, and entertaining
games, that math teachers should come up with to render them in different learning preferences
and allow students to explore mathematical concepts with enjoyment and feeling motivated.
RECOMMENDATION 3

Based on the conclusion and respondents, a teacher and a family who teach and support students
will be more motivated and productive if you are an instructor, a teacher, or a family that is
teaching and supporting you. On the other hand, if you feel that guidance is effective because you
are less motivated by their knowledge, we should give more guidance and motivate our
respondents for the future to be more productive, not that they will be able to respond or
participate in the class. We must give the students excitement in math class so that they may not
be motivated when they come to class.
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 APPENDICES

APPENDIX A

TITLE OF DOCUMENT

The Appendices section should contain scanned copies of the most important
documents used in the conduct of your study. Letters should have complete signatures.
Examples of documents to be included in this section are the following (Please remove
those that are not applicable.):

Appendix A. Letter of Request to Conduct the Study

Appendix B. Research Instrument (Questionnaire)

Appendix C. Research Instrument (Interview Guide)

Appendix D. Gantt Chart/Timetable for the Conduct of Research

Appendix E. Originality Report Generated by Anti-Plagiarism Software

 ABOUT THE RESEARCHERS

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Write a short paragraph that would tell something about yourself

here. Start with the author whose surname appears first in the
title page. Write details about your college education, relevant
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include your contact information.

Write a short paragraph that would tell something about yourself

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academic experiences, honors or awards, and interests. Do not
include your contact information.