THESIS Group 1 STEM Final

ST. BLAISE COMMUNITY ACADEMY, INC.
SENIOR HIGH SCHOOL

Poblacion, San Luis, Batangas
SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS i
IMPACTS OF THE DIFFERENT MATHEMATICAL ASSESSMENT

METHODS ON THE ACADEMIC PERFORMANCE OF GRADE
11-STEM STUDENTS AT ST. BLAISE COMMUNITY
ACADEMY, INC.
A research paper Presented to the Faculty of
St. Blaise Community Academy, Inc.
In Partial Fulfillment of the Requirement for
Practical Research II
By:
Abejo, Darrel James R.
Alcayde, Denzl Josh G.
Calanog, Rebeca A.
Encarnacion, Marjoree A.
Hernandez, Kimwell T.
Villavicencio, Carl Andrei M.
2023
SENIOR HIGH SCHOOL
SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS ii
APPROVAL LETTER
In partial fulfillment of the requirements of Practical Research II, research paper
entitled “IMPACTS OF THE DIFFERENT MATHEMATICAL ASSESSMENT
METHODS ON THE ACADEMIC PERFORMANCE OF GRADE 11-STEM
STUDENTS AT ST. BLAISE COMMUNITY ACADEMY, INC.” prepared and
submitted by DARREL JAMES R. ABEJO, DENZL JOSH G. ALCAYDE,
REBECA A. CALANOG, MARJOREE A. ENCARNACION, KIMWELL T.
HERNANDEZ, and CARL ANDREI M. VILLAVICENCIO has been examined and
in hereby recommended for approval and acceptance.
_________________ ROCHELLE MAY G. GAYACAN, LPT

Date Adviser
PANEL OF EVALUATORS
ISABELITA A. ACLAN, MA.ED,RGC

Chairman
ROXANNE MAE M. VILLANUEVA LUZVIMINDA P. LLORCA

Member Member
Approved and accepted as a partial fulfillment of the requirements
for Practical Research II.
_________________ ISABELITA A. ACLAN, MA.ED,RGC

Date Principal
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SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS iii

ACKNOWLEDGEMENT
The researchers convey sincere gratitude and appreciation to the following people
for their assistance and support, which helped to make this study possible.
To our families, thank you for your financial support, and for being our source of
motivation and inspiration to overcome every obstacle to be able to finish this study.
To Mrs. Rochelle May Gayacan LPT, our Practical Research II teacher, Mr. Josh
Bonsol LPT, our thesis adviser, Ms. Monaliza Cabintoy LPT, our grammarian, Ms.
Juvelyn Villostas, our statistician, for all the guide and assistance in constructing,
editing, and approving the manuscript.
To our respondents who answered and supplied the information we needed to
complete the study and to all the people we've encountered while doing the research.
Foremost, to our Almighty God for providing strength during all the challenging
parts of finishing this study and for his unconditional love, mercy, and grace.
D. J. R. A.
D. J. G. A.
R. A. C.
M. A. E.
K. T. H.
C. A. M. V.
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SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS iv

DEDICATION
We deeply dedicate this work with all sincerity to the following people who
provide their best support and wisdom to make and finish this study.
To our beloved parents, classmates, and friends, for supporting and guiding us.
To our teachers and mentors who made an extra effort in helping and assisting us
to complete the research.
To our Grade 11-STEM respondents at St. Blaise Community Academy Inc., for
their wholehearted participation in this study.
And above all to our almighty God, for providing us knowledge, strength and
wisdom, to make this study possible.
D. J. R. A.
D. J. G. A.
R. A. C.
M. A. E.
K. T. H.
C. A. M. V.
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SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS v

TABLE OF CONTENTS
Title Page................................................................................................................i
Approval Letter......................................................................................................ii
Acknowledgement.................................................................................................iii
Dedication..............................................................................................................iv
Table of Contents...................................................................................................v
List of Tables.........................................................................................................vi
List of Figures.......................................................................................................vii
Thesis Abstract.....................................................................................................viii
Research Abstract..................................................................................................ix
I. THE PROBLEM AND ITS BACKGROUND

Introduction..............................................................................................................1
Statement of the Problem.........................................................................................2
Hypothesis of the Study...........................................................................................3
Conceptual Framework............................................................................................3
Theoretical Framework............................................................................................5
Scope and Delimitation............................................................................................6
Significance of the Study.........................................................................................6
Definition of Terms..................................................................................................7
II. REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature..................................................................................................10
Local Literature......................................................................................................11
Foreign Studies......................................................................................................12
Local Studies..........................................................................................................13
Synthesis................................................................................................................15
III. RESEARCH METHODOLOGY

Research Design.....................................................................................................17
Respondents of the Study.......................................................................................18
Research Instrument........................................................................................... ...18
Validity and Reliability of the Instrument.............................................................19
Reliability Test……………………………...........................................................19
Administration and Retrieval of the Instrument....................................................20
Scoring and Interpretation of the Responses.........................................................20
Statistical Treatment of the Data...........................................................................21
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SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS vi

IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA.............24
V. SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Summary................................................................................................................44
Findings.................................................................................................................45
Conclusion.............................................................................................................50
Recommendation...................................................................................................51
Action Plan............................................................................................................52
BIBLIOGRAPHY............................................................................................................58
APPENDICES..................................................................................................................61
CURRICULUM VITAE..................................................................................................66
LIST OF TABLES
Table Title Pages
1 Distribution of Respondents in Terms of Age..................................................24

2 Distribution of Respondents in Terms of Sex...................................................25
3 Distribution of Respondents in Terms of Final Grade in General
Mathematics................................................... ..................................................26
4 Impacts of the Different Mathematical Assessment Methods on the Academic
Performance of Students in terms of Performance Assessment........................27

Performance of Students in terms of Short Investigations................................29

Performance of Students in terms of Open-Response
Questions……………………………………………………....………………31

Performance of Students in terms of Portfolios………………….…………...33
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SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS vii

Performance of Students in terms of Self-
Assessment………………………………………………...……….…………35

Performance of Students in terms of Multiple-Choice
Questions………………………………………………….……….………….37
10 Correlation of Age of the Respondents and the Impacts of the Different

Mathematical Assessment Methods on their Academic Performance……….39
11 Correlation of Sex of the Respondents and the Impacts of the Different

Mathematical Assessment Methods on their Academic Performance………40
12 Correlation of Final Grade in General Mathematics of the Respondents and

the Impacts of the Different Mathematical Assessment Methods on their
Academic Performance………………………………………………………42
LIST OF FIGURES
Figure Title Pages
1 Conceptual Framework of the Study......................................................4

2 Theoretical Framework of the Study......................................................5
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SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS viii
THESIS ABSTRACT
Title : IMPACTS OF THE DIFFERENT MATHEMATICAL

ASSESSMENT METHODS ON THE ACADEMIC
PERFORMANCE OF GRADE 11-STEM STUDENTS
AT ST. BLAISE COMMUNITY ACADEMY, INC.
Researchers : Abejo, Darrel James R.

Calanog, Rebeca A.
Type of Document : Undergraduate Thesis (Senior High)
Adviser : Joshua M. Bonsol, LPT
Name of Institutions : St. Blaise Community Academy, Inc.
Senior High School
Address : Diokno St., Poblacion, San Luis, Batangas,
Philippines, 4210
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SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS ix
RESEARCH ABSTRACT
This study aims to determine the Impacts of the Different Mathematical
Assessment Methods on the Academic Performance of Grade 11-STEM
Students concerning their post-pandemic learning experiences at St. Blaise Community
Academy, Inc. It also sought to identify the main issues facing those students about the
Mathematics subject and find solutions for the unpredictable future, which would help to
guarantee that all students will improve their academic performance. The foundation of
genuine assessment is research which evaluates students' ability to apply the mathematics
they have learned in a "real world" environment.
The researchers employed the quantitative-descriptive research design in this
work, with self-made survey questionnaires acting as the main instrument for gathering
data. The Grade 11-STEM students from St. Blaise Community Academy Inc., who were
asked to respond to survey questions on the impacts of different mathematical assessment
methods on their academic performance were the only participants of the study. The only
replies included in the data analysis and interpretation were the notes on the survey
questionnaires distributed to the respondents.
The majority of the respondents were in the age of 17 years old. Equal numbers of
men and women participated in the study, and the majority of them received a final grade
of 85 to 89 in general mathematics. The respondents revealed that the various

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SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS x

mathematical assessment methods affected their academic performance, with a verbal
interpretation of "often."
To improve the student's academic performance in terms of the different
mathematical assessment methods, suggested activities and proposed programs have been
created.
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SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS 1
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
Mathematics is a great approach to develop mental discipline while also
encouraging logical reasoning and mental rigor. Mathematical assessment methods on
students' learning assessments play a significant role since they frequently define the
mathematics that is valued and worth knowing. However, when faced with a
mathematical task, students are impacted by the task's phrasing. This, in particular, may
have a substantial impact on their performance while dealing with an assessment activity,
such as a word problem.
Assessing a student's aptitude for using what they have learnt in mathematics in a
"real world" setting is the basis of authentic assessment. Math tests that use authentic
assessment place more emphasis on students’ analytical skills, their capacity to integrate
what they have learned, their inventiveness, and their written and spoken communication
abilities than they do on memorization and passive test-taking. The outcomes of group
initiatives that required collaboration are also examined.
In this study, the researchers shall provide a systematic approach to investigate
the impacts of the different mathematical assessment methods on students' academic
performance. They will describe in detail our quantitative approach, providing

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motivations and examples of its statistical relevance and potentiality in revealing such
interesting phenomena.
STATEMENT OF THE PROBLEM
This study is designed to analyze the impacts of the different mathematical
assessment methods on the academic performance of Grade 11-STEM students at St.
Blaise Community Academy, Inc.
Specifically, this study attempts to answer the following questions:
1. What is the demographic profile of respondents in terms of:
1.1. Age;
1.2. Sex; and
1.3. Final Grade in General Mathematics?
2. What are the impacts of the different mathematical assessment methods on the
academic performance of Grade 11-STEM Students at St. Blaise Community Academy,
Inc. in terms of:
2.1. Performance Assessment;
2.2. Short Investigations;
2.3. Open-Response Questions;
2.4. Portfolios;
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2.5. Self-Assessment; and
2.6. Multiple-Choice Questions?
3. Is there a significant relationship between the profile of the respondents and the
impacts of the different mathematical assessment methods on their academic
performance?
4. Based on the findings, what programs may be proposed to amplify the
academic performance of students in terms of the different mathematical assessment
methods?
HYPOTHESIS OF THE STUDY
There is no significant relationship between the profile of the respondents and the
performance.
CONCEPTUAL FRAMEWORK
The conceptual framework of the study uses the IPO Model, which is composed
of the Input, the Process, and the Output.

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INPUT PROCESS OUTPUT

Profile of respondents in terms of
a. Age;
b. Gender; and
c. Final Grade in General Mathematics Mathematical
programs and
Impacts of the different mathematical 1. Construction
activities that
assessment methods on students’ of the
will amplify
questionnaire.
academic performance in terms of: students’
a. Performance Assessment; mathematics
b. Short Investigations; subject
c. Open-Response Questions; 2. Validation of
proficiency and
d. Portfolios; the questionnaire.
will help them
e. Self-Assessment; and to effectively
f. Multiple-Choice Questions deal with the
3. Administration
impacts of the
Significant relationship between the of the students’
different
profile of the respondents and the responses.
mathematical
impacts of the different mathematical assessment
assessment methods on their academic methods on
performance. 4. Statistical
their academic
treatment of data.
performance.
Programs that may proposed to amplify
the academic performance of students in
terms of the different mathematical
assessment methods.
FEEDBACK
Figure 1: Conceptual Framework of the Study
The input states the profile of the respondents and the impacts of the different
mathematical assessment methods on students’ academic performance.
The process represented the construction and distribution of statistical tools such
as surveys and questionnaires and its validation, administration of responses, and the
statistical treatment of data.

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The output focuses to the proposed plan of action on how students will amplify
their mathematics subject proficiency and will help them to effectively deal with the
performance.
THEORETICAL FRAMEWORK
1. Surface
Representation
The Three
Impacts on
Levels of
Variations in 2. Textbase
Discourse
Problem-solving
Representation
Procedures
3. Situation
Model
Figure 2: Theoretical Framework of the Study
A detailed analysis of word problems that is relevant from this point of view has
been carried out by Frank, Koppen, et., al. (2007). According to the authors: “A broad
model of text comprehension should not only simulate how information is extracted from
the text itself, but also how this information is interpreted in light of the reader’s
knowledge.” This is explains the distinction among three levels of discourse
representation: the first level is the surface representation, consisting of the text’s literal
wording; the second level called the textbase, where the meaning of the text is
represented as a network of concepts and propositions from the text; the third level of
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representation, named situation model, in which textbase elements are combined with
elements from the reader’s general knowledge.
SCOPE AND DELIMITATION
This study focuses on the impacts of the different mathematical assessment
methods on the academic performance of Grade 11-STEM Students at St. Blaise
Community Academy, Inc.
The researchers used the descriptive technique of research, with survey
questionnaires serving as the primary data collection tools.
The participants of this study is limited to the Grade 11-STEM students of St.
Blaise Community Academy, Inc. who were asked to fill out survey questionnaires about
the impact of the different mathematical assessment methods on their academic
performance.
Finally, the data analysis and interpretation were limited only to the responses
recorded on the survey questionnaires given to the respondents.
SIGNIFICANCE OF THE STUDY
This study is significant and beneficial to the following sectors and people to be
able to identify and evaluate the impact of the different mathematical assessment methods
on students’ academic performance.

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To the Students, this study can help them gain more knowledge on what might
be the impact of the different mathematical assessment methods to their academic
performance, and for them to identify some coping mechanisms to effectively deal with
these methods.
To the Mathematics Teachers and Coordinators, this study can aid them to be
more aware of what can be the impact of the different mathematical assessment methods
they give to the students, and for them to formulate an action plan towards it.
To the School, the result of this study will give ideas to the administration on
how to effectively provide mathematical exercises on students’ learning modules with the
help of the different mathematical assessment methods. It can provide the sector a more
effective way of building mental discipline and help them promotes logical reasoning and
mental rigor for their students.
To the Future Researchers, the ideas presented in this study may be used as
future references or literature in conducting new researches related in this field. This
study can also serve as a backgrounder or an interview regarding this emerging
phenomena.
DEFINITION OF TERMS
For clarifying purposes and for the better understanding of the context, the
following significant terms are defined conceptually and operationally.

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Analytical Skills. It refers to the ability to collect and analyse information,
problem-solve, or make decisions (Doyle, 2020). In this study, this term was used as one
of the emphasized parts of math tests that uses authentic method of assessment.
Assessment. It involves the use of empirical data on student learning to refine
programs and improve student learning (Allen, 2004). In this study, this term was used as
a mathematical activity, or printed hand outs, which can be used to measure the students’
knowledge about the mathematics subject.
Authentic. It is used either in the strong sense of being of undisputed origin or
authorship, or in a weaker sense of being faithful to an original, or a reliable, accurate
representation (Stanford Encyclopedia of Philosophy, 2014). In this study, this term
described the accurate way or method a mathematical assessment should be given to the
students.
Logical Reasoning. It is also called as deductive reasoning, which involves using
a given set of facts or data to deduce other facts by reasoning logically (Chen, 2020). In
this study, this term was used as one of the skill or ability that mathematics can develop
to a student.
Mental Rigor. It is the discipline to work hard in an effort to analyze, interpret,
and achieve a deep understanding of complex material (California Academic Press,
2022). In this study, this term was used as one of the individual’s skill that can enhanced
by dealing with mathematics.

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Portfolios. It is a learning method that can encourage students to take more
ownership and responsibility over the learning process (The Glossary of Education
Reform, 2016). In this study, this term was used as one of the mathematical assessment
methods that can affect students’ academic performance.
Proficiency. It most commonly in reference to levels of expertise, scales, and cut-
off scores on standardized tests and other forms of assessment (The Glossary of
Education Reform, 2014). In this study, this term was used to identify the students’
capability or level of knowledge about the mathematics subject.

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CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter includes the pertinent studies and literature following an extensive
search by the researchers. The studies and literature cited in this chapter cover a variety
of theories, notions, generalizations, and conclusions about the different mathematical
assessment methods. Additionally, the content in this chapter aids in familiarizing readers
with information that is pertinent to and comparable to the current study.
FOREIGN LITERATURE
According to Back and Hwang (2005), performance assessment has a positive
effect on the educational values of teaching and learning activities in schools in South
Korea. They reported that performance assessment has positive effects on the
improvement of students’ intellectual abilities in areas such as achievement, learning
attitude, creativity and inquiring ability. Assessing performance in schools promotes
innovation and creativity among both teachers and students. In align with this,
performance assessment requires teachers to give tasks that are useful for life according
to Etsey (2005).
Short investigations provide students with opportunities to engage in the authentic
practices of mathematicians as they discover, invent and use mathematics to understand
the world. Inquiry-based approaches in mathematics like doing short investigations,

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encourage students to engage in divergent or creative thinking processes which result in
the proposition of multiple solution paths. In this situation, they find productive ways to
adapt, modify, and build on prior knowledge, rather than just to apply learned techniques
to overcome a lack of knowledge or understandings, according to the study of Lesh and
Doerr (2000).
The study of Lin, et., al. (2013) shows that when open-response question
approach is used as a teaching method, it leads to the development of both conceptual and
procedural understanding in prospective teachers. It also contributes to the development
of communication, connectivity, mathematical thinking and conceptual understanding as
according to Munroe (2015). This is supported by Al-Absi's study (2013), showing that
the use of open-ended activities had a positive effect on the development of students’
mathematical achievements.
LOCAL LITERATURE
Self-evaluation factor is attributed to students’ academic performance. Study
conducted by Murray (2013) have confirmed that self-assessing beliefs influence
achievement in mathematics subject. However, Simbulas (2014) supported the notion that
self-efficacy does not directly affect students’ achievement in mathematics because he
found a negative correlation between students’ self-assessment and academic
performance in Algebra among private non-sectarian schools.
Japay (2016) stressed that data from different researches should be viewed as
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multifaceted data points, to point in a single study, and make it more understandable even
without the full utilization of statistical analysis. However, in 2017, Visible Learning Plus
published Hattie’s (2017) updated list of factors influencing students’ achievement.
These factors include the things that teachers, school leaders, and students can control or
influence and its corresponding impact value in each method. Despite the determination
of each factor effect size, there were no recorded studies that would synthesize the
interaction or the combination of these hierarchical factors in mathematics achievement
in the Philippines.
In this context, the need to determine the prevailing methods that greatly affect
students’ performance is indispensable. The inconsistencies of the preceding research
findings need to be resolved to find out what factors influence students’ achievement in
the mathematics field. According to Andaya (2014), since teachers play an important role
in the success and failure of students in school, it is worth noting that teachers must be
mindful of the mathematical assessment methods contributory to lifelong learning.
FOREIGN STUDIES
Portfolios is one possible formative assessment strategy although it has received
little attention in the formative assessment literature according to Tierney and Charland
(2007). Gronlund and Waugh (2009) also states that a portfolio is a collection of student
work that captures progress in learning with respect to a particular learning domain.
Meaning, it can provide the platform for the students to talk about their strengths and
weaknesses with their peers as well as to reflect on their own learning. Portfolio use can
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help students improve their self-assessment skills and thus lead to improvements in other
related areas such as communication and problem solving as stated by Klenowski (2002).
According to Boud, et., al. (2018), self-assessment has been regarded as a
valuable assessment process that allows students to understand the expectations, criteria
and standards used in assessment, to regulate their own learning and acquire skills for
lifelong learning. The use of self-assessment in mathematics has been shown to improve
student motivation and engagement as stated by Andrade and Du (2007), as well as self-
efficacy and overall academic performance. Asikainen and Gijbels (2017) proves that
self-assessment activities can nourish students’ way of studying, namely, to enhance
novice mathematic students to adopt deep approach to learning.
The University of South Wales (2014) has stated that multiple-choice question
assessments can be designed to test higher order cognitive skills, such as problem
solving, creative thinking, and synthesis. Morton, et., al. (2012) reveal that multiple-
choice questions assessments are currently a popular method of assessment with several
benefits such as automated marking, reliable scores, reduced marking time, and
consistency between different assessors. In addition, Al-Sadi and Al Halabi (2010)
indicate that multiple-choice question assessments are an easy and effective way of
assessing large groups.
LOCAL STUDIES
Some studies regarding the use of Filipino as the first language of mathematics
students in the Philippines created discussions because it led to a negative result. In the
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study of Bernardo (2002), the effect of solving worded problems in Mathematics using
the first language first (Filipino) is the same as when the second language (English) is
used. In the study of Ong, Liao, and Alimon (2009), a correlation exists between problem
solving and learning strategies; problem tests written in the first language can facilitate
learning. This occurs when students use more learning strategies when they are given
problem-solving tests written in their native language, Filipino. This means that they are
able to allocate more cognitive resources for comprehension of the problem test rather
than for understanding the language in answering the mathematical problems.
The study of Suan (2014) agrees as it was concluded that student factors, like
study habits, attitudes, interest towards a variety of mathematical methods, and time
management, significantly contribute to academic success in mathematics field. This is
the same as the study conducted by Dela Cruz (2018). The study claims that students who
manifest a positive attitude and belief towards the subject tend to perform better in
dealing with the various mathematical assessments.
Enriquez (2001) made a study on Mathematics and Science Education in two
public school in Metro Manila. In the study, teacher motivation, through providing
effective mathematical assessment methods, and students’ achievement were correlated.
The results indicated a significant relationship between student achievement in
Mathematics and Science field and students motivational attitude. It was further
explained that motivation made a difference in students learning and academic success.
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SYNTHESIS
The collection of some foreign and local literature and studies adds to the study's
concept or purpose and offers information on a variety of subjects linked to the current
research. This chapter uses literature and studies from a variety of authors to discuss the
important and related information topics for the study. In the literature and studies, the
subjects of the impact of the different mathematical assessment methods are thoroughly
covered. This part focuses on the parallels and discrepancies between the studies and the
chosen literary works.
The foreign literature above clearly defined the similarities of some works to the
current study. The study of Back and Hwang (2005) highly supported the present study
since it shows the effect on the educational values of learning using the performance
assessment method. The study conducted by Lesh and Doerr (2000) is also relevant to the
present study because it describes the benefits of conducting a short investigation method
in answering mathematical assessments. Furthermore, Al-Albi’s study (2013) reveals the
contribution of open-response questions to the academic success of students in the
mathematics field.
The local literary work of Murray (2013) have proved the positive influence of
self-assessment beliefs in achieving success in mathematics. In addition, the study of
Andaya (2014) also supported the current study because it clearly discusses that teachers
play an important role in the achievement of students, so they must be knowledgeable

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enough in providing different mathematical assessment methods that are advantageous to
students’ learning capability.
The foreign study conducted by Gronlund and Waugh (2009) is highly connected
to the present study since it discusses the role of portfolios in mathematical assessments
to the learning domain of learners. Also, the study of Andrade and Du (2007) states how
self-assessment method guide students in improving their motivation and engagement in
mathematics. Lastly, Morton, et., al. (2012) highly supported the current research by
revealing the benefits of dealing with multiple-choice question assessments in the
knowledge acquisition of learners.
The local study of Suan (2014) showed its relevance to the current study by
stating the various student factors, especially the interest towards a variety of
mathematical methods, which highly contributes to the academic success in mathematics
field. Enriquez (2001) claimed that teacher innovation or the process of providing
effective mathematical methods on students’ assessment and the learners’ achievement
were relevant to each other.
According to the relevant literature and studies, in order for learners and teachers
to be successful and to produce better academic result, they must use the appropriate
mathematical assessment strategy or method for their preferred learning style.

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CHAPTER III
RESEARCH METHODOLOGY
This chapter includes a discussion of the methods and procedures used by the
researchers for the completion of the study. To be specific, this part of the study briefly
outlines the research design, the population and sample, the instrument used for data
collection, the several data gathering procedures, and the statistical treatment of data. It
will serves as a basis in measuring the main focus of the study.
RESEARCH DESIGN
The researchers used descriptive research design in order to gather necessary data
and information from the respondents. It includes techniques that are used to summarize
and described numerical data for the purpose of easier interpretation (Kazmier, 2004).
The descriptive method in research takes the form of closed-ended questions, which
limits its ability to provide unique insights (FluidSurveys, 2014).
The researchers also employed a quantitative approach that placed a focus on the
precise measurements and statistical, mathematical, or numerical data gathered using a
self-made questionnaire. Quantitative research focuses on gathering data and generalizing
it across groups of people or explaining a particular phenomenon (Lebaree, 2009).
The quantitative method and descriptive design was used to measure the impacts
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of the different mathematical assessment methods on the academic performance of Grade
11-STEM students at St. Blaise Community Academy Inc. This was highly used to
highlight objective measurement techniques.
RESPONDENTS OF THE STUDY
The study was conducted in St. Blaise Community Academy Inc. The target
respondents were the 36 students from Grade 11-STEM, which is the 90% of the total
population of Grade 11 students enrolled under the STEM strand. The data and responses
that will gather from the respondents are one of the essential processes to make this study
complete and successful.
RESEARCH INSTRUMENT
The researchers used a self-made survey questionnaire, and it is the primary
instrument or tool used to gather data and information needed for the study. The research
instrument was distributed to the respondents through printed copies and it is divided into
two parts. Part I refers to the demographic profile of the respondents such as their age,
sex, and final grade in General Mathematics subject. Part II includes the different
mathematical assessment methods such as the performance assessment, short
investigations, open-response questions, portfolios, self-assessment, and multiple-choice
questions, which affects the academic performance of Grade 11-STEM students.

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VALIDITY AND RELIABILITY OF THE INSTRUMENT
The researchers carefully prepared a questionnaire through an in-depth
observation and by browsing different pre-existing studies and surveys from the internet,
which are connected to the present study. The researchers therefore easily organized the
data and constructed an instrument that is suitable for the given topic and made the first
draft of the questionnaire. Then, the researchers asked for the help of some professionals
to validate the questionnaire such as the research adviser, grammarian, and statistician.
The comments, corrections, and suggestions were all incorporated into the questionnaire's
final draft. After such changes, it will be incorporated and finalization will be made to
assure the reliability of the questionnaire.
In conclusion, the questionnaire’s qualification was carefully checked and
validated before distributing it to the Grade 11-STEM respondents.
RELIABILITY TEST
A test is seen as being reliable when it can be used by a number of different
researchers under stable conditions, with consistent results and not varying ones.
Reliability reflects consistency and replicability over time.
To test the reliability of the research instrument, the researchers seeks the help
and assistance of a statistician. The reliability test used was the Cronbach's alpha. This is
a test to see if multiple-question Likert scale surveys are reliable. These questions
measure latent variables—hidden or unobservable variables like a person’s

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conscientiousness, neurosis, or openness. These are very difficult to measure in real life.
Cronbach’s alpha will tell you how closely related a set of test items are as a group.
Based on the result of the reliability test, the instrument is reliable because they
gain a higher than 0.70 reliability coefficient which is considered acceptable and reliable.
ADMINISTRATION AND RETRIEVAL OF THE INSTRUMENT
The researchers use the simple random technique to select the respondents or
sample. After selecting, the researchers conducted the survey through printed copies and
personally distributed it in the classroom of the respondents. Once all the participants
responded and submit the survey form, the researchers collected the copies. The
responses of the participants will be analyzed and tallied to better get the result of the
study.
SCORING AND INTERPRETATION OF THE RESPONSES
To determine the impacts of the different mathematical assessment methods on
the academic performance of Grade 11-STEM students at St. Blaise Community
Academy Inc., the Four-Point Likert-Scale was used in the questionnaire with the
following verbal interpretation:
Range Scale Verbal Interpretation
4 3.50 – 4.00 Always

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3 2.50 – 3.49 Often
2 1.50 – 2.49 Sometimes
1 1.00 – 1.49 Never
STATISTICAL TREATMENT OF THE DATA
The data gathered from the questionnaire were compiled and tallied and
underwent statistical treatment.
Frequency and Percentage. This was used to determine the sample size and the
demographic profile of the respondents such as their age, sex, and the final grade in
General Mathematics.
𝒇
% = 𝑵 × 𝟏𝟎𝟎
whereas:
𝑓 = Frequency
𝑁 = Total Number of Respondents
100 constant values
Weighted Mean/Composite Mean. This was used to determine the frequency of the
responses in each mathematical assessment methods that affects the academic
performance of the respondents. The responses were given equivalent weighted values
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wherein 1 was the lowest and 4 was the highest. Corresponding verbal descriptions for
each value were also provided.
Weighted Mean = ∑ 𝑤𝑥/ ∑ 𝑤
Whereas:
∑ = Summation
𝑤 = the weights
𝑥 = the value
Slovin’s Formula. It was used in order to determine the ideal sample size for the
population.
𝑵
𝒏= (𝟏+𝑵𝒆𝟐 )
whereas:
𝒏 = sample size
𝑵 = total population
𝒆 = margin of error
Cronbach's Alpha. It was used to test if multiple-question Likert scale surveys or the
instrument used in the study is reliable.

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Fisher’s Exact Test. It was used to determine if there is a significant relationship
between the profile of the respondents and the impacts of the different mathematical
assessment methods on their academic performance.

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CHAPTER IV
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of data collected from the
respondents through the survey questionnaire. Textual discussions and illustration tables
in the order of the subtopics stated in the statement of the problem are also included.
1. DEMOGRAPHIC PROFILE OF THE RESPONDENTS
The following tables show the demographic profile of the respondents in terms of
age, sex, and final grade in General Mathematics.
1.1 Age. The respondents were classified according to their age and the results are
presented below:
Table 1
Distribution of Respondents in Terms of Age
AGE FREQUENCY PERCENTAGE
16 Years Old 2 5.6
17 Years Old 28 77.8
18 Years Old 6 16.7
TOTAL 36 100
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Based on the data presented, 77.8% of the total respondents are in the age of 17
years old and 16.7% are in the age of 18 years old. Moreover, it is integrated that the
remaining 5.6% of the total respondents are clustered in the age of 16 years old.
1.2 Sex. The respondents were classified in terms of their sex and the results are
as follows:
Table 2
Distribution of Respondents in Terms of Sex
SEX FREQUENCY PERCENTAGE
Male 18 50
Female 18 50
TOTAL 36 100
Based on the data presented, 50% of the total respondents are male students while
the other 50% are female students.
1.3 Final Grade in General Mathematics. To identify their mathematics subject
proficiency, the respondents were classified according to their final grade in General
Mathematics subject and the results are presented below:

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Table 3
Distribution of Respondents in Terms of Final Grade in General Mathematics
FINAL GRADE IN
FREQUENCY PERCENTAGE
GENERAL MATHEMATICS
74 and below 0 0
75 – 79 0 0
80 – 84 5 13.9
85 – 89 20 55.6
90 and above 11 30.6
TOTAL 36 100
Based on the data presented, 55.6% of the total respondents attained a final grade
of 85-89. 30.6% of the respondents attained a 90 and above final grade, while 13.9%
attained 80-84 final grade. The result also shows that no respondents got a final grade of
75-79, and 74 and below.
2. IMPACTS OF THE DIFFERENT MATHEMATICAL ASSESSMENT
METHODS ON THE ACADEMIC PERFORMANCE OF STUDENTS
The impacts of the different mathematical assessment methods on the academic
performance of the Grade 11-STEM students at St. Blaise Community Academy Inc.
during the school year 2021-2022 in terms of performance assessment, short

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questions were explored and the results are presented below:
Table 4
Impacts of the Different Mathematical Assessment Methods on the Academic
Performance of Students in terms of Performance Assessment
WEIGHTED VERBAL
ITEMS
MEAN INTERPRETATION
1. I can demonstrate what I have 2.86 Often
learned in mathematics through a
collaborative effort.
2. I evaluate my performance and 3.19 Often
participation after doing a group or
team activity.
3. I can brainstorm and share my ideas 3.08 Often
when I have colleagues who were
helping me to complete a certain
mathematical task.
4. I do my best performance during the 3.33 Often
teacher’s discussion to benefit the
whole class.
5. I can improve my overall knowledge 3.19 Often
about the mathematics subject after
socializing with others through group or
collaborative activities.
COMPOSITE MEAN 3.13 OFTEN
From the table above, it is observable that the performance assessment method
often have an impact on the academic performance of Grade 11-STEM students as
evidenced by its composite mean of 3.13.

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Data revealed that the students often do their best performance during the
teacher’s discussion to benefit the whole class as evidenced by its weighted mean of 3.33
and verbally interpreted as often. Students who evaluate their performance and
participation after doing a group or team activity and students who can improve their
overall knowledge about the mathematics subject after socializing with others through
group or collaborative activities have a weighted mean of both 3.19 and were verbally
interpreted as often.
However, as presented by a weighted mean of 3.08, and verbally interpreted as
often, students can brainstorm and share their ideas when they have colleagues who were
helping them to complete a certain mathematical task. Finally, with a weighted mean of
2.86 and verbal interpretation often, students can demonstrate what they have learned in
mathematics through a collaborative effort.
These results were highly supported by the study of Back and Hwang (2005), in
which they have concluded that performance assessment has a positive effect on the
educational values of teaching and learning activities in schools in South Korea. They
reported that performance assessment has positive effects on the improvement of
students’ intellectual abilities in areas such as achievement, learning attitude, creativity
and inquiring ability.

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Table 5
Performance of Students in terms of Short Investigations
WEIGHTED VERBAL
ITEMS
MEAN INTERPRETATION
1. I can master basic concept and skills 3.00 Often
through self-made investigations.
2. I can interpret ideas by doing short 2.94 Often
researches about a specific
mathematical topic.
3. I like to answer mathematical 2.91 Often
exercises written in an investigative
form.
4. I can describe and explain a basic 2.81 Often
math problem by executing a short
investigation about the whole text.
5. I can predict an answer to a certain 2.78 Often
mathematical problem or question
through self-investigations.
From the given table above, it is noticeable that the short investigation method
often have an impact on the academic performance of Grade 11-STEM students as
evidenced by its composite mean of 2.89.
Data shows that students can often master basic concept and skills through self-
made investigations as evidenced by its weighted mean of 3.00 and verbally interpreted
as often. Students who can interpret ideas by doing short researches about a specific
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mathematical topic have a weighted mean of 2.94 and were verbally interpreted as often.
With a weighted mean of 2.91, students like to answer mathematical exercises written in
an investigative form and were verbally interpreted as often.
often, students can describe and explain a basic math problem by executing a short
investigation about the whole text. Finally, with a weighted mean of 2.78 and verbal
interpretation often, students can predict an answer to a certain mathematical problem or
question through self-investigation.
These results were highly supported by the study of Lesh and Doerr (2000), in
which they have concluded investigations provide students with opportunities to engage
in the authentic practices of mathematicians as they discover, invent and use mathematics
to understand the world. Inquiry-based approaches in mathematics like doing short
investigations, encourage students to engage in divergent or creative thinking processes
which result in the proposition of multiple solution paths.

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Table 6
Performance of Students in terms of Open-Response Questions
WEIGHTED VERBAL
ITEMS
MEAN INTERPRETATION
1. I like to answer in a brief written 2.92 Often
form in a quiz setting.
2. I prefer to answer mathematical 2.53 Often
questions in an oral way.
3. I can easily answer problems with 3.00 Often
mathematical formulas and solutions.
4. I can interpret ideas about a certain 2.92 Often
mathematical task with drawing and
images.
5. I want to answer mathematical tasks 3.03 Often
with diagrams, charts, or graphs.
From the provided table above, it is evident that the open-response question, as
one of the mathematical assessment methods, often have an impact on the academic
performance of Grade 11-STEM students as evidenced by its composite mean of 2.88.
Data conveys that the students often want to answer mathematical tasks with
diagrams, charts, or graphs as evidenced by its weighted mean of 3.03 and verbally
interpreted as often. Students who can easily answer problems with mathematical
formulas and solutions have a weighted mean of 3.00 and were verbally interpreted as
often.
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However, as presented by a weighted mean of both 2.92, and verbally interpreted
as often, students like to answer in a brief written form in a quiz setting and students can
interpret ideas about a certain mathematical task with drawing and images. Finally, with a
weighted mean of 2.53 and verbal interpretation often, students prefer to answer
mathematical questions in an oral way.
These results were highly supported by the study of Munroe (2015), which shows
that open-response question approach contributes to the development of communication,
connectivity, mathematical thinking and conceptual understanding. This is also connected
by Al-Absi's study (2013), showing that the use of open-ended activities had a positive
effect on the development of students’ mathematical achievements.

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Table 7
Performance of Students in terms of Portfolios
WEIGHTED VERBAL
ITEMS
MEAN INTERPRETATION
1. I like to make a documentation of my 2.61 Often
mathematical tasks through a journal
writing.
2. I like to borrow my classmates’ 3.00 Often
works and portfolios to have a better
review of a mathematical lesson.
3. I like to engage in group reports and 3.03 Often
documentations to better understand
mathematical lessons.
4. I create notes and outlines of the 3.08 Often
important concepts when studying a
certain mathematical lesson.
5. I get several drafts and revisions 3.08 Often
before I finish a certain mathematical
task.
From the table above, it is observable that the portfolios assessment method often
have an impact on the academic performance of Grade 11-STEM students as evidenced
by its composite mean of 2.96.
Data revealed that the students often create notes and outlines of the important
concepts when studying a certain mathematical lesson and students get several drafts and
revisions before they finish a certain mathematical task as evidenced by its weighted
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mean of both 3.08 and verbally interpreted as often. Students who like to engage in group
reports and documentations to better understand mathematical lessons have a weighted
mean of 3.03 and were verbally interpreted as often.
often, students like to borrow their classmates’ works and portfolios to have a better
review of a mathematical lessons. Finally, with a weighted mean of 2.61 and verbal
interpretation often, students like to make a documentation of their mathematical tasks
through a journal writing.
These results were highly supported by the study of Gronlund and Waugh (2009),
which states that a portfolio is a collection of student work that captures progress in
learning with respect to a particular learning domain. Meaning, it can provide the
platform for the students to talk about their strengths and weaknesses with their peers as
well as to reflect on their own learning.

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Table 8
Performance of Students in terms of Self-Assessment
WEIGHTED VERBAL
ITEMS
MEAN INTERPRETATION
1. I evaluate the result of my own 3.11 Often
mathematical projects after spending a
lot of time doing it.
2. I rate my performance after doing a 2.75 Often
mathematical report or presentation.
3. I evaluate the remarks or score I get 2.83 Often
after answering mathematics-related
activity.
4. I recall the learnings I get after going 2.92 Often
through a complicated mathematical
activity.
5. I improved my skills and abilities by 3.17 Often
assessing myself after dealing with
numerous mathematical tasks.
From the given table above, it is noticeable that the self-assessment method often
have an impact on the academic performance of Grade 11-STEM students as evidenced
by its composite mean of 2.96.
Data shows that students can improved their skills and abilities by assessing
themselves after dealing with numerous mathematical tasks as evidenced by its weighted
mean of 3.17 and verbally interpreted as often. Students who can evaluate the result of
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their own mathematical projects after spending a lot of time doing it have a weighted
mean of 3.11 and were verbally interpreted as often. With a weighted mean of 2.92,
students can recall the learnings they get after going through a complicated mathematical
activity and were verbally interpreted as often.
often, students can evaluate the remarks or score they get after answering mathematics-
related activity. Finally, with a weighted mean of 2.75 and verbal interpretation often,
students can rate their performance after doing a mathematical report or presentation.
These results were highly supported by the study of Boud, et., al. (2018), stating
that self-assessment has been regarded as a valuable assessment process that allows
students to understand the expectations, criteria and standards used in assessment, to
regulate their own learning and acquire skills for lifelong learning. The use of self-
assessment in mathematics has been shown to improve student motivation and
engagement as stated by Andrade and Du (2007), as well as self-efficacy and overall
academic performance.
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Table 9
Performance of Students in terms of Multiple-Choice Questions
WEIGHTED VERBAL
ITEMS
MEAN INTERPRETATION
1. I prefer to answer mathematical 3.28 Often
examinations written in a multiple-
choice form.
2. I use the elimination method when 3.09 Often
answering multiple-choice type of
questions to easily get the correct
answer.
3. I can immediately recall a 2.92 Often
mathematical concept or topic just by
looking at the choices.
4. I focus more on reviewing and 3.19 Often
studying the possible terms that might
become the choices to the multiple-
choice assessments.
5. I get high score when dealing with 2.94 Often
math examinations that are consists of
multiple-choice type of questions.
From the provided table above, it is evident that multiple-choice questions, as one
of the mathematical assessment methods, often have an impact on the academic
performance of Grade 11-STEM students as evidenced by its composite mean of 3.08.
Data conveys that the students often prefer to answer mathematical examinations
written in a multiple-choice form as evidenced by its weighted mean of 3.28 and verbally
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interpreted as often. Students focus more on reviewing and studying the possible terms
that might become the choices to the multiple-choice assessments have a weighted mean
of 3.19 and were verbally interpreted as often.
often, students use the elimination method when answering multiple-choice type of
questions to easily get the correct answer. Students who get high score when dealing with
math examinations that are consists of multiple-choice type of questions ranked have a
weighted mean of 2.94 and verbally interpreted as often. Finally, with a weighted mean
of 2.92 and verbal interpretation often, students can immediately recall a mathematical
concept or topic just by looking at the choices.
These results were highly supported by the study of The University of South
Wales (2014), which stated that multiple-choice question assessments can be designed to
test higher order cognitive skills, such as problem solving, creative thinking, and
synthesis. Morton, et., al. (2012) also reveal that multiple-choice questions assessments
are currently a popular method of assessment with several benefits such as automated
marking, reliable scores, reduced marking time, and consistency between different
assessors.
3. RELATIONSHIP BETWEEN THE DEMOGRAPHIC PROFILE OF THE
RESPONDENTS AND THE IMPACTS OF THE DIFFERENT MATHEMATICAL
ASSESSMENT METHODS ON THEIR ACADEMIC PERFORMANCE

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Table 10
Correlation of Age of the Respondents and the Impacts of the Different
Mathematical Assessment Methods on their Academic Performance
Different Fisher’s Decision On

P-
Mathematical Exact Interpretation Null
Value
Assessment Methods Test Hypothesis
Performance Accept Null
17.904 .498 Not Significant
Assessment Hypothesis
Accept Null
Short Investigations 16.803 .961 Not Significant
Hypothesis
Open-Response Accept Null
Questions Hypothesis
Accept Null
Portfolios 20.701 .553 Not Significant
Hypothesis
Accept Null
Self-Assessment 17.806 .478 Not Significant
Hypothesis
Multiple-Choice Accept Null
The table above presents the relationship between the age and the impacts of the
different mathematical assessment methods on the academic performance of Grade 11-
STEM students at St. Blaise Community Academy Inc. during the school year 2021-
2022.
The age and performance assessment p-value of .498 is higher than the .05 level
of significance and the computed value is 17.904 is found to be not significant. The age
and short investigations p-value of .961 is higher than the .05 level of significance and
the computed value is 16.803 is found to be not significant. The age and open-response
questions p-value of .699 is higher than the .05 level of significance and the computed
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value is 21.531 is found to be not significant. The age and portfolios p-value of .553 is
higher than the .05 level of significance and the computed value is 20.701 is found to be
not significant. The age and self-assessment p-value of .478 is higher than the .05 level of
significance and the computed value is 17.806 is found to be not significant. The age and
multiple-choice questions p-value of .890 is higher than the .05 level of significance and
the computed value is 17.483 is found to be not significant.
Since the p-value computed between the age and performance assessment, short
questions are all higher than .05 level of significance, then using Fisher’s exact test
correlation it was found to be not significant, and the null hypothesis is accepted.
Table 11
Correlation of Sex of the Respondents and the Impacts of the Different
Mathematical Assessment Methods on their Academic Performance

P-
Value
Performance Accept Null
Accept Null
Short Investigations 9.346 .547 Not Significant
Hypothesis
Open-Response Reject Null
16.795 .040 Significant
Accept Null
Portfolios 8.918 .618 Not Significant
Hypothesis
Accept Null
Self-Assessment 9.622 .405 Not Significant
Hypothesis
Multiple-Choice Accept Null
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The table above presents the relationship between the sex and the impacts of the
different mathematical assessment methods on the academic performance of Grade 11-
STEM students at St. Blaise Community Academy Inc. during the school year 2021-
2022.
The sex and performance assessment p-value of .487 is higher than the .05 level
of significance and the computed value is 8.929 is found to be not significant. The sex
and short investigations p-value of .547 is higher than the .05 level of significance and
the computed value is 9.346 is found to be not significant. The sex and open-response
questions p-value of .040 is lower than the .05 level of significance and the computed
value is 16.795 is found to be significant. The sex and portfolios p-value of .618 is higher
than the .05 level of significance and the computed value is 8.918 is found to be not
significant. The sex and self-assessment p-value of .405 is higher than the .05 level of
significance and the computed value is 9.622 is found to be not significant. The sex and
multiple-choice questions p-value of .375 is higher than the .05 level of significance and
the computed value is 10.836 is found to be not significant.
Since the p-value computed between the sex and performance assessment, short
investigations, portfolios, self-assessment, and multiple-choice questions are all higher
than .05 level of significance, then using Fisher’s exact test correlation it was found to be
not significant, and the null hypothesis is accepted. However, the p-value computed
between the sex and open-response questions is lower than .05 level of significance, then
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using Fisher’s exact test correlation it was found to be significant, and the null hypothesis
is rejected.
Table 12
Correlation of Final Grade in General Mathematics of the Respondents and the
Impacts of the Different Mathematical Assessment Methods on their Academic
Performance

P-
Value
Performance Not Significant Accept Null
16.223 .551
Not Significant Accept Null
Short Investigations 23.245 .085
Hypothesis
Open-Response Significant Reject Null
28.619 .012
Portfolios 17.696 .646
Hypothesis
Self-Assessment 17.373 .392
Hypothesis
Multiple-Choice Not Significant Accept Null
20.105 .305
The table above presents the relationship between the final grade in General
Mathematics and the impacts of the different mathematical assessment methods on the
academic performance of Grade 11-STEM students at St. Blaise Community Academy
Inc. during the school year 2021-2022.
The final grade and performance assessment p-value of .551 is higher than the .05
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level of significance and the computed value is 16.223 is found to be not significant. The
final grade and short investigations p-value of .085 is higher than the .05 level of
significance and the computed value is 23.245 is found to be not significant. The final
grade and open-response questions p-value of .012 is lower than the .05 level of
significance and the computed value is 28.619 is found to be significant. The final grade
and portfolios p-value of .646 is higher than the .05 level of significance and the
computed value is 17.696 is found to be not significant. The final grade and self-
assessment p-value of .392 is higher than the .05 level of significance and the computed
value is 17.373 is found to be not significant. The final grade and multiple-choice
questions p-value of .305 is higher than the .05 level of significance and the computed
value is 20.105 is found to be not significant.
Since the p-value computed between the final grade and performance assessment,
short investigations, portfolios, self-assessment, and multiple-choice questions are all
higher than .05 level of significance, then using Fisher’s exact test correlation it was
found to be not significant, and the null hypothesis is accepted. However, the p-value
computed between the final grade and open-response questions is lower than .05 level of
significance, then using Fisher’s exact test correlation it was found to be significant, and
the null hypothesis is rejected.

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CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter includes the summary of objectives and methodology, the findings,
the conclusions and recommendations drawn, and the proposed action plan.
SUMMARY
The study was conducted to assess the impacts of the different mathematical
assessment methods on the academic performance of Grade 11-STEM students at St.
Blaise Community Academy, Inc.
The researchers determined the demographic profile of the respondents such as
age, sex, and final grade in General Mathematics. More so, they determined the impacts
of the different mathematical assessment methods on the academic performance of the
students in terms of performance assessment, short investigations, open-response
questions, portfolios, self-assessment, and multiple-choice questions. They also
determined the significant relationship between the profile of the respondents and the
performance, and formulated a null hypothesis. Thus, aligning with the findings of the
study, an action plan was crafted.
The researchers used the descriptive and quantitative method. Using the Slovin’s
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formula, the number of samplings was determined, and the study was participated by 36
Grade 11-STEM students from St. Blaise Community Academy, Inc. The instrument
utilized by the researchers is a self-made survey questionnaire validated by the
researchers’ adviser, statistician, and grammarian. The reliability and validity of the
instrument is statistically tested using the Cronbach’s alpha test. However, the Fisher’s
Exact Test is used to determine the correlation of the profile of the respondents to the
different mathematical assessment methods. The remaining data gathered were tabulated,
analysed, and interpreted using statistical treatments like Frequency and Percentage, and
Weighted Mean/Composite Mean.
FINDINGS
After the data were tabulated, statistically treated, analysed, and interpreted, the
following findings are formulated.
1. DEMOGRAPHIC PROFILE OF THE RESPONDENTS
1.1 Age. In terms of age, majority of the respondents are 17 years old, with a
frequency of 28 or 77.8% of the total respondents. 6 or 16.7% of the total respondents are
18 years old while 2 or 5.6% of the total respondents are 16 years old.
1.2 Sex. In terms of sex, 50% of the total respondents or 18 students are male
while the other 50% or 18 students are female.
1.3 Final Grade in General Mathematics. In terms of final grade in general
mathematics, most of the respondents attained a final grade of 85-89 with a frequency of
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20 or 55.6% of the total respondents. 11 or 30.6% of the total respondents obtained a
final grade of 90 and above while 5 or 13.9% of the total respondents achieved a final
grade of 80-84. It is found out that no respondents attained a final grade of 75-79, and 74
and below.
2. IMPACTS OF THE DIFFERENT MATHEMATICAL ASSESSMENT
METHODS ON THE ACADEMIC PERFORMANCE OF STUDENTS
2.1 Performance Assessment. In terms of performance assessment, the gathered
composite mean is 3.13 with a verbal interpretation of often. The item “I do my best
performance during the teacher’s discussion to benefit the whole class” got the highest
weighted mean of 3.33 with a verbal interpretation of often while the item “I can
demonstrate what I have learned in mathematics through a collaborative effort” got the
lowest weighted mean of 2.86 with a verbal interpretation of often.
2.2 Short Investigations. In terms of short investigations, the gathered composite
mean is 2.89 with a verbal interpretation of often. The item “I can master basic concept
and skills through self-made investigations” attained the highest weighted mean of 3.00
with a verbal interpretation of often while the item “I can predict an answer to a certain
mathematical problem or question through self-investigations” attained the lowest
weighted mean of 2.78 with a verbal interpretation of often.
2.3 Open-Response Questions. In terms of open-response questions, the
computed composite mean is 2.88 with a verbal interpretation of often. The item “I want
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to answer mathematical tasks with diagrams, charts, or graphs” got the highest weighted
mean of 3.03 with a verbal interpretation of often while the item “I prefer to answer
mathematical questions in an oral way” got the lowest weighted mean of 2.53 with a
verbal interpretation of often.
2.4 Portfolios. In terms of portfolios, the computed composite mean is 2.96 with
a verbal interpretation of often. The items “I create notes and outlines of the important
concepts when studying a certain mathematical lesson” and “I get several drafts and
revisions before I finish a certain mathematical task” got the highest weighted mean of
both 3.08 with a verbal interpretation of often while the item “I like to make a
documentation of my mathematical tasks through a journal writing” got the lowest
weighted mean of 2.61 with a verbal interpretation of often.
2.5 Self-Assessment. In terms of self-assessment, the gathered composite mean is
2.96 with a verbal interpretation of often. The item “I improved my skills and abilities by
assessing myself after dealing with numerous mathematical tasks” got the highest
weighted mean of 3.17 with a verbal interpretation of often while the item “I rate my
performance after doing a mathematical report or presentation” got the lowest weighted
mean of 2.75 with a verbal interpretation of often.
2.6 Multiple-Choice Questions. In terms of multiple-choice questions, the
gathered composite mean is 3.08 with a verbal interpretation of often. The item “I prefer
to answer mathematical examinations written in a multiple-choice form” got the highest
weighted mean of 3.28 with a verbal interpretation of often while the item “I can
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immediately recall a mathematical concept or topic just by looking at the choices” got the
lowest weighted mean of 2.92 with a verbal interpretation of often.
3. RELATIONSHIP BETWEEN THE DEMOGRAPHIC PROFILE OF THE
RESPONDENTS AND THE IMPACTS OF THE DIFFERENT MATHEMATICAL
ASSESSMENT METHODS ON THEIR ACADEMIC PERFORMANCE
3.1 Between the age and the impacts of the different mathematical assessment
methods in terms of performance assessment, short investigations, open-response
questions, portfolios, self-assessment, and multiple-choice questions, the computed p-
value are all higher than .05 level of significance. Thus, the null hypothesis that there is
no significant relationship between the profile of the respondents and the impacts of the
different mathematical assessment methods was accepted.
3.2 Between the sex and the impacts of the different mathematical assessment
methods in terms of performance assessment, short investigations, portfolios, self-
assessment, and multiple-choice questions, the computed p-value are higher than .05
level of significance. Thus, the null hypothesis that there is no significant relationship
between the profile of the respondents and the impacts of the different mathematical
assessment methods was accepted. However, between the sex and open-response
questions, the computed p-value is lower than .05 level of significance. Thus, the null
hypothesis that there is no significant relationship between the profile of the respondents
and the impacts of the different mathematical assessment methods was rejected.
SENIOR HIGH SCHOOL

3.3 Between the final grade in General Mathematics, and the impacts of the
different mathematical assessment methods in terms of performance assessment, short
investigations, portfolios, self-assessment, and multiple-choice questions, the computed
p-value are higher than .05 level of significance. Thus, the null hypothesis that there is no
significant relationship between the profile of the respondents and the impacts of the
different mathematical assessment methods was accepted. However, between the final
grade in General Mathematics and open-response questions, the computed p-value is
lower than .05 level of significance. Thus, the null hypothesis that there is no significant
relationship between the profile of the respondents and the impacts of the different
mathematical assessment methods was rejected.
4. PROPOSED PROGRAMS TO AMPLIFY THE ACADEMIC PERFORMANCE
OF STUDENTS IN TERMS OF THE DIFFERENT MATHEMATICAL
ASSESSMENT METHODS
Based on the results of the conducted study, the researchers came up with a
proposed program for amplifying the students’ academic performance in terms of the
different mathematical assessment methods.

SENIOR HIGH SCHOOL
CONCLUSION
The following are the conclusions drawn by the researcher all throughout the
study.
1. Majority of the respondents are in the age range of 17 years old. The study was
participated by an equal number of males and females, and most of them have attained a
final grade of 85-89 in general mathematics.
2. The respondents perceived that the different mathematical assessment methods,
with a verbal interpretation of “often”, have an impact on their academic performance in
terms of performance assessment, short investigations, open-response questions,
portfolios, self-assessment, and multiple-choice questions.
3. There is no significant relationship between the age of the respondents and the
performance. Except for open-response questions, there is also no significant relationship
between the sex and the final grade of the respondents and the impacts of the different
mathematical assessment methods on their academic performance.
4. Proposed activities and programs have been produced to amplify the students’
academic performance in terms of the different mathematical assessment methods.

SENIOR HIGH SCHOOL
RECOMMENDATION
The following are the recommendations drawn by the researchers based on the
findings and conclusions of the study.
1. Since majority of the respondents are in the age of 17 years old, with an equal
number of males and females, mostly with a final grade in general mathematics of 85-89,
the researchers recommend that a similar study might be carried out using high school
students in different age bracket, more female students as respondents, with higher final
grade or level of proficiency in Mathematics.
2. The researchers recommend that students should engage and be familiar with a
huge variety of mathematical assessment methods to suit their differing learning
characteristics about the mathematics subject.
3. The researchers recommend that in giving different mathematical assessments
or activities with open-response questions, teachers or facilitators should consider the
profile of students in terms of their sex and final grade on the subject since it was found
out that these are highly significant on their academic performance.
4. The researchers advise to use this study as a foundation for a mathematical-
related enhancement programs and activities.

SENIOR HIGH SCHOOL
PROPOSED PROGRAMS TO AMPLIFY THE ACADEMIC PERFORMANCE
OF STUDENTS IN TERMS OF THE DIFFERENT MATHEMATICAL
ASSESSMENT METHODS
Variables Objectives Activities Time Persons Success

Frame Involved Indicator
Perfor- 1. It aims to As a Every Math The set of task
mance help motivation school Teachers will be
Assessment students activity, the day and successfully
demonstrate students Students completed with
their will worked professionally
knowledge in small trained teachers
and groups to applying each
problem- complete a learning
solving set of tasks assessment
skills located at with a positive
through a various impact on
group effort stations students.
to solve a around the
complex room.
problem.
2. It aims to Students Once a Math With the help
guide will look at week Teachers of their
students in a set of and teachers and
explaining sample Students their students'
how they answers that analytical
arrived at had been minds, the set
their graded of tasks will be
solutions according to accomplished.
and their a certain
reasoning. standards.
SENIOR HIGH SCHOOL

3. It aims Students Once a Math With the
to reveal will record week Teachers recorded grade
various the grade and students' gave,
levels of they gave, Students different levels
mathemati- write of students'
cal material justification understanding
comprehen- for that of the
sion. grade and mathematical
offer material will be
suggestions revealed.
to enhance
the
response.
Short 1. It aims Students Once a Math Every
Investi- to provide will work week Teachers given situation
gations students a on several and will receive a
systematic mathemati- Students thorough
exploration cal standard explanation
of the given exercises. using those
math specified
situation. standard
exercises.
2. It aims to Students Once a Math Complex issue
help will engage week Teachers resolution is
students be on problem- and greatly
familiar solving Students facilitated by
with activities hypothesis-
mathemati- before the driven
cal issues day of new approach.
and build discussion
hypotheses. through
self-
investiga-
tions.
3. It aims to Doing Once a Math Students will
provide research year Teachers cultivate
mathema- paper about and mathematical
tical mathema- Students habits of mind
justifica- tical by doing
tions for the concepts. mathematical
conjectures. investigations.
SENIOR HIGH SCHOOL

Open- 1. It aims to Teachers Every Math For students, a
Response allows will make a school Teachers problem that
Questions various word day and prompts a real-
interpreta- problem Students world scenario
tions or that will have a
acceptable simulates a significant
responses real-world impact on their
from the math range of
students. scenario interpretations
with or appropriate
multiple responses.
possible
solutions,
approaches,
and
represen-
tations.
2. It aims to Teachers Every Math Multiple
enables will school Teachers approaches to a
multiple examine the day and problem are
approaches ability of Students made possible
to a students to by carefully
problem. calculate examining
accurately one's capacity
and to for calculation
flexibly and flexible
apply many application of
strategies. numerous
strategies.
3. It aims to Through Once a Math The
permit the full group week Teachers development of
formulation conversa- and new or
of new or tions or Students following
subsequent companion problems is
problems to talks, made possible
improve the teachers can by students'
students' enhance continuous
knowledge. students' improvement.
learning and
help them
examine
their own
thinking.
SENIOR HIGH SCHOOL

Portfolios 1. It aims to Teachers Once a Math Connections
give will month Teachers between math
students the formulate and and other
chance to contest that Students subjects offer a
actively ties between powerful
participate math and method for
in their own other developing
evaluation disciplines mental rigor
and or subjects. and logical
develop- thinking.
ment
toward the
course
objectives.
2. It aims to Developing Once a Math Having positive
encourage positive month Teachers outlook on the
the mindset attitudes and topic of
of students toward the Students mathematics
that it is subject supports the
essential to through idea that doing
finish the doing the allotted
assigned mathema- homework is
mathematical very important.
tical portfolios.
homework.
3. It aims to Teachers Once a Math Each of the
provide the will month Teachers aforementioned
means to implement a and objectives
achieve teamwork Students will be
each of the collabo- accomplished
afore- rating by working
mentioned activities together as a
goals. with other team to
students to accomplish a
achieve a shared purpose.
mathema-
tical
common
objective.
Self- 1. It aims With a Every Math The students'
Assessment to give varying school Teachers level of
students a difficulty of day and confidence will
variety of math Students rise as they
SENIOR HIGH SCHOOL

assignments assignments gradually
from poor students' become more
to good- responses adept at
quality. paint a more responding to
complete general and
picture of specialized
their level queries.
of
confidence
when
questions
are asked.
2. It aims to Teachers Once a Math Allowing
help will create a week Teachers students to lead
students quick and the learning
practice concise Students will be taken
relying on lesson into
descriptive covering the consideration
feedback subject, and as a method
they can use then let the that relies on
to improve students descriptive
their work. direct the feedback that
learning. students may
utilize to
enhance their
work.
3. It aims to Give Once a Math Students are
encourage students an week Teachers encouraged to
students to exponential and track their
keep track growth Students development
of their equation to everyday by
progress on write in a being given an
a daily notebook, exponential
basis. and have growth
them equation to
describe the write.
parameter
in the
overall
model.
Multiple- 1. It aims to Give Once a Math The capacity to
Choice use open- students the month Teachers test a larger
Questions ended option to and range of
SENIOR HIGH SCHOOL

questions a choose the Students content than
tool to "best constructed-
gauge response" response type
student's rather than items will be
under- the "right acquired by the
standing of answer." on pupils.
math mathematic
concepts. al
examination
s.
2. It aims to Having an Once a Math Students'
test examination month Teachers acquisition of
fundamental rule for and essential skills
skills and teachers Students and
knowledge that information,
of students, encourage such as
such as students to vocabulary
vocabulary double- word or fact
word or fact check their knowledge,
knowledge. work will be aided by
because a being
mistake encouraged to
could cause double-check
them to their work.
revert to a
problem
they have
already
solved.
3. It aims to Having a Once a Math Providing
put higher rule for month Teachers students with
order teachers and the opportunity
abilities like that let Students to evaluate the
compre- students course material
hension and assess the will help them
application material, improve their
to think about understanding
mathema- what they and application
tical tests. understand skills.
and don't,
and choose
appropriate
test items.
SENIOR HIGH SCHOOL
BIBLIOGRAPHY
Tips for Teachers and Classroom Resources - Authentic Assessment Methods for
Mathematics by the SHARE team. https://resilienteducator.com/classroom-
resources/authentic-assessment-methods-for-mathematics/
Giorgio Bolondia, Laura Branchettib, & Chiara Gibertic (2018) - A Quantitative

Methodology for Analyzing the Impact of the Formulation of a Mathematical Item on
Students Learning Assessment.
https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.sciencedirect.co
m/science/article/pii/S0191491X18300014&ved=2ahUKEwjV2Pmxqdn1AhVCM94KHf
huAI0QFnoECAQQAQ&usg=AOvVaw0bD7VoiyhNoKx0UZuRR3wE
Ato Kwamina Arhin (2015) - College of Technology Education, University of Education,

P.O. Box 1277 Kumasi, Ghana - The Effect of Performance Assessment-Driven
Instruction on the Attitude and Achievement of Senior High School Students in
Mathematics in Cape Coast Metropolis, Ghana.
https://files.eric.ed.gov/fulltext/EJ1083838.pdf
Sun-Geun Back - Seoul National University & Eun-Hui Hwang - Baekhyun Middle
School (2005) - A Quasi-Experimental Research on the Educational Value of
Performance Assessment. https://files.eric.ed.gov/fulltext/EJ728839.pdf
Diezmann, Carmel M. and Watters, James J. & English, Lyn D. (2001) - Implementing
Mathematical Investigations with Young Children - In Proceedings 24th Annual
Conference of the Mathematics Education Research Group of Australasia, pages 170-
177, Sydney. https://core.ac.uk/download/pdf/10873701.pdf
SENIOR HIGH SCHOOL

Hurrell, D. P. (2021) - Conceptual Knowledge OR Procedural Knowledge OR
Conceptual Knowledge AND Procedural Knowledge: Why the Conjunction is Important
for Teachers - Australian Journal of Teacher Education, 46(2).
https://files.eric.ed.gov/fulltext/EJ1296887.pdf
VanScoy, A. (2019) - Conceptual and Procedural Knowledge: A Framework for

Analyzing Point-of-Need Information Literacy Instruction. Communications in
Information Literacy, 13 (2), 164-180. https://files.eric.ed.gov/fulltext/EJ1242209.pdf
Callaman, R. A. & Itaas, E. C. (2020) - Students’ Mathematics Achievement in

Mindanao Context: A Metaanalysis. JRAMathEdu (Journal of Research and Advances in
Mathematics Education), 5(2), 148-159. https://files.eric.ed.gov/fulltext/EJ1267489.pdf
Peteros E., Gamboa A., Etcuban J. O., Dinauanao A., Sitoy R., & Arcadio R. (2020) -
Factors Affecting Mathematics Performance of Junior High School Students.
https://www.iejme.com/download/factors-affecting-mathematics-performance-of-junior-
high-school-students-5938.pdf
Val Klenowski (2002) - Queensland University of Technology - Developing Portfolios

for Learning and Assessment.
https://www.researchgate.net/publication/319393738_Developing_Portfolios_for_Learni
ng_and_Assessment
Dayal, H. C., & Cowie, B. (2019) - Professional Learning Interventionn in Mathematics:

A Case of Developing Portfolio Assessment - Australian Journal of Teacher Education,
44(2). https://files.eric.ed.gov/fulltext/EJ1207752.pdf
David Boud (1995) - Deakin University - Enhancing Learning Through Self-Assessment.

https://www.researchgate.net/publication/239969990_Enhancing_Learning_Through_Sel
f-Assessment
SENIOR HIGH SCHOOL

Palmer, E. J., & Devitt, P. G. (2007) - Assessment of Higher Order Cognitive Skills in
Undergraduate Education: Modified Essay or Multiple Choice Questions? Research
Paper. https://bmcmededuc.biomedcentral.com/articles/10.1186/1472-6920-7-49
Allan B I Bernardo. J Psychol. (2002) - Language and Mathematical Problem Solving

among Bilinguals. https://pubmed.ncbi.nlm.nih.gov/12206277/
Capuno, R., Necesario, R., Etcuban, J. O., Espina, R., Padillo, G., Manguilimotan, R.
(2019) - Attitudes, Study Habits, and Academic Performance of Junior High School
Students in Mathematics. https://files.eric.ed.gov/fulltext/EJ1227082.pdf
Carlo Magno (2003) - Ateneo De Manila University - Relationship between Attitude

towards Technical Education and Academic Achievement in Mathematics and Science of
the First and Second Year High School Students, Caritas Don Bosco School,
SY: 2002 – 2003. https://files.eric.ed.gov/fulltext/ED505870.pdf
SENIOR HIGH SCHOOL
APPENDICES

Performance of Grade 11-STEM Students at St. Blaise Community
Academy, Inc.
QUESTIONNAIRE
Dear respondents,
We, the Grade 12-STEM students of St. Blaise Community Academy, Inc., in the
present academic year, are conducting a survey on the “Impacts of the Different
Mathematical Assessment Methods on the Academic Performance of Grade 11-
STEM Students at St. Blaise Community Academy, Inc. during the School Year
2021-2022”. The following will ask your thoughts about the impacts of the different
authentic mathematical methods on your academic performance, in terms of different
aspects. Please remember that there is no right or wrong answer. Just answer the
questions as honestly as possible. Thank you in advance!
To answer every question, you have to put a check from four options, (1) Never,
(2) Sometimes, (3) Often, and (4) Always.
I. Personal Information
1. Name: (optional) ___________________
2. Age:
o 16
o 17
o 18
3. Sex:
o Male
o Female
SENIOR HIGH SCHOOL

4. Final Grade in General Mathematics:
o 74 and below – Did Not Meet Expectations

o 75 – 79 – Fairly Satisfactory
o 80 – 84 – Satisfactory
o 85 – 89 – Very Satisfactory
o 90 and above – Outstanding
II. Questions
Kindly put a check (/) on the table corresponding to your answer.
Option Interpretation
4 Always
3 Often
2 Sometimes
1 Never
A. Performance Assessment 4 3 2 1
Always Often Sometimes Never
1. I can demonstrate what I have learned in
mathematics through a collaborative effort.
2. I evaluate my performance and
participation after doing a group or team
activity.
3. I can brainstorm and share my ideas
when I have colleagues who were helping
me to complete a certain mathematical
task.
4. I do my best performance during the
teacher’s discussion to benefit the whole
class.
5. I can improve my overall knowledge
about the mathematics subject after
socializing with others through group or
collaborative activities.
SENIOR HIGH SCHOOL
B. Short Investigations 4 3 2 1
1. I can master basic concept and skills
through self-made investigations.
2. I can interpret ideas by doing short
researches about a specific mathematical
topic.
3. I like to answer mathematical exercises
written in an investigative form.
4. I can describe and explain a basic math
problem by executing a short investigation
about the whole text.
5. I can predict an answer to a certain
mathematical problem or question through
self-investigations.
C. Open-Response Questions 4 3 2 1
1. I like to answer in a brief written form
in a quiz setting.
2. I prefer to answer mathematical
questions in an oral way.
3. I can easily answer problems with
mathematical formulas and solutions.
4. I can interpret ideas about a certain
mathematical task with drawing and
images.
5. I want to answer mathematical tasks
with diagrams, charts, or graphs.
SENIOR HIGH SCHOOL
D. Portfolios 4 3 2 1
1. I like to make a documentation of my
mathematical tasks through a journal
writing.
2. I like to borrow my classmates’ works
and portfolios to have a better review of
a mathematical lesson.
3. I like to engage in group reports and
documentations to better understand
mathematical lessons.
4. I create notes and outlines of the
important concepts when studying a
certain mathematical lesson.
5. I get several drafts and revisions
before I finish a certain mathematical
task.
E. Self-Assessment 4 3 2 1
1. I evaluate the result of my own
mathematical projects after spending a
lot of time doing it.
2. I rate my performance after doing a
mathematical report or presentation.
3. I evaluate the remarks or score I get
after answering mathematics-related
activity.
4. I recall the learnings I get after going
through a complicated mathematical
activity.
5. I improved my skills and abilities by
assessing myself after dealing with
numerous mathematical tasks.
SENIOR HIGH SCHOOL
F. Multiple-Choice Questions 4 3 2 1
1. I prefer to answer mathematical
examinations written in a multiple-choice
form.
2. I use the elimination method when
answering multiple-choice type of
questions to easily get the correct
answer.
3. I can immediately recall a
mathematical concept or topic just by
looking at the choices.
4. I focus more on reviewing and
studying the possible terms that might
become the choices to the multiple-
choice assessments.
5. I get high score when dealing with
math examinations that are consists of
multiple-choice type of questions.
SENIOR HIGH SCHOOL

CURRICULUM VITAE
Abejo, Darrel James R.
San Isidro, San Luis, Batangas
0918-440-5937
darreljamesabejo@gmail.com
PERSONAL INFORMATION
Age : 17 years old

Address : San Isidro, San Luis, Batangas
Date of Birth : May 31, 2005
Civil Status : Single
Religion : Roman Catholic
Citizenship : Filipino
Sex : Male
Father’s Name : : Brian S. Abejo
Mother’s Name : Baby Jane R. Abejo
EDUCATIONAL BACKGROUND
Primary : San Isidro Elementary School
San Isidro, San Luis, Batangas
(2010-2017)
Secondary : St. Blaise Community Academy Inc.
(2017-2023)
SENIOR HIGH SCHOOL

Strand : SCIENCE, TECHNOLOGY, ENGINEERING,
AND MATHEMATICS (STEM)
CHARACTER REFERENCE
Mrs. Rochelle May G. Gayacan, LPT
St. Blaise Community Academy, Inc. - Senior High School
Subject Teacher in Research Project
Ms. Kristine Jail Mandigma
Adviser
Hon. German Cortez
Barangay San Isidro, San Luis, Batangas
Barangay Captain
I hereby certify that the above information is true and correct to the best
of my knowledge and skill.
_________________________________
SIGNATURE OVER PRINTED NAME

SENIOR HIGH SCHOOL
Abiacao, San Luis, Batangas
0948-057-4508
alcaydedenzljosh@gmail.com
Age : 18 years old

Address : Abiacao, San Luis, Batangas
Date of Birth : October 30, 2004
Sex : Male
Father’s Name : : Dominador M. Alcayde
Mother’s Name : Melody G. Alcayde
Primary : Abiacao Elementary School
Abiacao, San Luis, Batangas
(2010-2017)
(2017-2023)
SENIOR HIGH SCHOOL

CHARACTER REFERENCE
Adviser
Hon. Julieta B. Mirano
Barangay Abiacao, San Luis, Batangas
Barangay Captain
_________________________________

SENIOR HIGH SCHOOL
Calanog, Rebeca A.
Bagong Tubig, San Luis, Batangas
0910-927-9288
calanogrebeca@gmail.com
Age : 17 years old

Address : Bagong Tubig, San Luis, Batangas
Date of Birth : January 15, 2005
Sex : Female
Father’s Name : : Arnolfo S. Calanog
Mother’s Name : Crisanta A. Calanog
Primary : San Luis Central School
(2010-2017)
Secondary : Banoyo National High School
Banoyo, San Luis Batangas
(2017-2021)
SENIOR HIGH SCHOOL

St. Blaise Community Academy Inc.
(2021-2023)

CHARACTER REFERENCE
Adviser
Hon. Eduardo B. Gatbonton
Barangay Bagong Tubig, San Luis, Batangas
Barangay Captain
_________________________________

SENIOR HIGH SCHOOL
Talon, San Luis, Batangas
0965-803-8830
marjoreeencarnacion27@yahoo.com
Age : 18 years old

Address : Talon, San Luis, Batangas
Date of Birth : September 1, 2004
Sex : Female
Father’s Name : : Arniel Encarnacion
Mother’s Name : Rosie Encaranacion
Primary : Talon Elementary School
Talon, San Luis, Batangas
(2010-2017)
Poblacion, San Luis Batangas
(2020-2023)
SENIOR HIGH SCHOOL

CHARACTER REFERENCE
Ms. Lielanie Navarro, LPT
Adviser
Hon. Jesus Mirano Jr.
Barangay Talon, San Luis, Batangas
Barangay Captain
_________________________________

SENIOR HIGH SCHOOL
0965-766-2105
kimherandez740@gmail.com
Age : 17 years old

Address : Poblacion, San Luis, Batangas
Date of Birth : September 8, 2005
Sex : Male
Father’s Name : : Leonardo A. Hernandez
Mother’s Name : Imelda T. Hernandez
Primary : San Luis Central School
(2010-2017)
(2017-2023)
SENIOR HIGH SCHOOL

CHARACTER REFERENCE
Adviser
Hon. Robelito Vergara
Barangay Poblacion, San Luis, Batangas
Barangay Captain
_________________________________

SENIOR HIGH SCHOOL
Taliba, San Luis, Batangas
0948-562-0311
villavicencioandrei0@gmail.com
Age : 17 years old

Address : Taliba, San Luis, Batangas
Date of Birth : November 1, 2005
Sex : Male
Father’s Name : : Gilbert P. Villavicencio
Mother’s Name : Jenifer M. Villavicencio
Primary : Taliba Elementary School
Taliba, San Luis, Batangas
(2010-2017)
(2017-2023)
SENIOR HIGH SCHOOL

CHARACTER REFERENCE
Adviser
Hon. Roy M. Bonsol
Barangay Taliba, San Luis, Batangas
Barangay Captain
_________________________________

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ST. BLAISE COMMUNITY ACADEMY, INC.

SENIOR HIGH SCHOOL

SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS i

IMPACTS OF THE DIFFERENT MATHEMATICAL ASSESSMENT

A research paper Presented to the Faculty of

St. Blaise Community Academy, Inc.

Poblacion, San Luis, Batangas

In Partial Fulfillment of the Requirement for

Abejo, Darrel James R.

Alcayde, Denzl Josh G.

Villavicencio, Carl Andrei M.

SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS ii

_________________ ROCHELLE MAY G. GAYACAN, LPT

ISABELITA A. ACLAN, MA.ED,RGC

ROXANNE MAE M. VILLANUEVA LUZVIMINDA P. LLORCA

Approved and accepted as a partial fulfillment of the requirements

for Practical Research II.

_________________ ISABELITA A. ACLAN, MA.ED,RGC

SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS iii

editing, and approving the manuscript.

To our respondents who answered and supplied the information we needed to

SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS iv

to complete the research.

their wholehearted participation in this study.

wisdom, to make this study possible.

SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS v

I. THE PROBLEM AND ITS BACKGROUND

II. REVIEW OF RELATED LITERATURE AND STUDIES

III. RESEARCH METHODOLOGY

SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS vi

V. SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Table Title Pages

1 Distribution of Respondents in Terms of Age..................................................24

5 Impacts of the Different Mathematical Assessment Methods on the Academic

6 Impacts of the Different Mathematical Assessment Methods on the Academic

7 Impacts of the Different Mathematical Assessment Methods on the Academic

SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS vii

9 Impacts of the Different Mathematical Assessment Methods on the Academic

10 Correlation of Age of the Respondents and the Impacts of the Different

11 Correlation of Sex of the Respondents and the Impacts of the Different

12 Correlation of Final Grade in General Mathematics of the Respondents and

Figure Title Pages

1 Conceptual Framework of the Study......................................................4

SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS viii

Title : IMPACTS OF THE DIFFERENT MATHEMATICAL

Researchers : Abejo, Darrel James R.

Alcayde, Denzl Josh G.

Type of Document : Undergraduate Thesis (Senior High)

Adviser : Joshua M. Bonsol, LPT

Name of Institutions : St. Blaise Community Academy, Inc.

Senior High School

Address : Diokno St., Poblacion, San Luis, Batangas,

SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS ix

This study aims to determine the Impacts of the Different Mathematical

Assessment Methods on the Academic Performance of Grade 11-STEM

Students concerning their post-pandemic learning experiences at St. Blaise Community

they have learned in a "real world" environment.

The researchers employed the quantitative-descriptive research design in this

asked to respond to survey questions on the impacts of different mathematical assessment

questionnaires distributed to the respondents.

of 85 to 89 in general mathematics. The respondents revealed that the various

SCIENCE TECHNOLOGY ENGINEERING AND MATHEMATICS x

To improve the student's academic performance in terms of the different