RELATIONSHIP BETWEEN THE SUBJECT STATISTICS AND PROBABILITIES

AND

THE STUDENT’S BEHAVIOR OF GRADE 11 STUDENTS

A SENIOR HIGH SCHOOL RESEARCH

PRESENTED TO THE

FACULTY OF HOLY CHILD HIGH SCHOOL, INC.

VILLABA, LEYTE

IN PARTIAL FULFILLMENT

OF THE REQUIREMENTS FOR THE COURSE

STATISTICS AND PROBABILITY

ASMOLO, ISRAEL N.

MONTALBAN, KATE O.

OFAMEN, RHEALYN D.

TANO, JOE CZAR G.

VILLAMOR, REY

JUNE 2023
 TABLE OF CONTENTS
TITLE PAGE i

TABLE OF CONTENTS ii

CHAPTER I: INTRODUCTION

Background of the Study 1

Theoretical/Conceptual Framework of the Study 5

Statement of the Problem 10

Hypotheses 10

Significance of the Study 10

Scope and Delimitations of the Study 11

Definition of Terms 12

CHAPTER II: REVIEW OF RELATED LITERATURE

Related Literature 17

Related Studies 18

CHAPTER III: RESEARCH METHODOLOGY

Research Design 22

Research Environment 22

Research Participants 22

Research Instrument 23

Data Gathering Procedure 23

2
 Statistical Treatment of Data 23

CHAPTER IV: PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA

Result and Discussion 26

CHAPTER V: SUMMARY, FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

Summary 32

Findings 33

Recommendations35

BIBLIOGRAPHY 37

APPENDICES
A. Transmittal Letter 43
B. Research Instrument 44
C. Respondents’ Raw Scores 48
D. Documentation 50

INTRODUCTION

3
Background of the Study
Probability and statistics education are becoming more and more significant in

higher education. Due to the existing shortage of individuals with the necessary skills to

deal with enormous amounts of information that has been handled quickly and with

proficiency in data analysis methods that support based on the inference of a sample of

data. We think that while attitudes endure, people forget what they do not use. And,

taking those figures into account, a statistically literate society may be largely attributed

to coursework and students' perspectives. An emphasis should be placed on statistics.

Research in statistics education over the last decade has emphasized the need for reform

in the teaching of statistics, with a growing body of research in this area. An increasing

number of scientific publications devoted to this topic indicates that statistics education is

developing as a new and emerging discipline (Garfield & Ben-Zvi, 2008).

However, research on the teaching and learning of statistics remains

disconnected, fragmented, and difficult to access (Zieffler, Garfield, Alt, Dupuis,

Holleque, & Chang, 2008). Students' attitudes and opinions may hinder (or help) them

learn statistics and may influence how much they remember. The lecture hall is where

students will gain practical expertise in statistical reasoning and employ what they have

studied outside the classroom. Where students will gain practical expertise in statistical

reasoning and employ what they have studied outside the classroom. Additionally,

according to Gal, Ginsburg, and Schau (1997, p. 38), students' perceptions and attitudes

toward numbers warrant consideration for three reasons: 1. their part in affecting how

teaching and learning are done; 2. the role they play in affecting the statistical behavior of

4
students after they leave the classroom; and 3. their capacity to influence whether or not

students will decide to take a statistics course after their initial experience using statistics.

According to Mazana et al. (2018), several other factors affected the students’

learning and performance in mathematics, including their attitudes towards the subject,

teachers’ instructional practices, and school environment. Moreover, Pilotti et al. (2017)

highlighted three crucial aspects of students’ engagement in order for them to succeed in

mathematics learning

These engagement dimensions include behavioral, cognitive and emotional

engagement. Many research studies in mathematics education suggested that achievement

in this subject is attributable not only to cognitive factors but also to affective variables,

such as attitudes, beliefs, and motivation (Alibraheim, 2021; Ayob & Yasin, 2017;

Capuno et al., 2019; Hannula, 2002; Ignacio et al., 2006; Konarzewski, 2019; Ma &

Kishor, 1997; Mata et al., 2012; Mazana et al.,2018; Motanya, 2018; Panerio, 2020;

Subia et al., 2018).

Meanwhile, to gain knowledge and to ease learning, one must also enjoy the

process of learning. According to Adnan and Haslisa, students' performance in certain

subjects depends on their attitude towards the subject and so, a positive attitude towards

the subjects will encourage a person to learn the subject much better.

Adnan and Haslisa also added that a students’ positive attitude towards learning

motivates active participation, critical thinking, improved interaction and communication

skills. In line with this, Tan et al. stated that positive attitudes about learning mathematics

and probability have a positive effect on developing understanding the subject.

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 This was supported by Oliveira Junior et al. who stated that students’ attitudes

and beliefs can impede (or assist) learning statistics and may affect the extent to which

students will develop useful statistical thinking skills and apply what they have learned

outside the classroom.

Meanwhile, Mata et al., looked into how interrelated variables such as

background, motivation, and social support could lead to an explanation of student

attitudes towards Mathematics and the defining characteristics of these attitudes in the

school environment. It was revealed that students held positive attitudes towards

Mathematics and highlighted the main effects of grade and Math achievement on these

attitudes.

However, according to Judi et al., statistics courses are often considered difficult

because it involves many fundamental concepts and techniques. Also, a study conducted

by Oliveira Junior et al. showed that students have a negative attitude on the Probability

and Statistics subject. They emphasized that there is an indication that students lack

confidence in solving statistical and probabilistic problems.

This was done using the Auzmendi Scale composed of five basic factors (utility,

anxiety, trust, pleasure, and motivation) in investigating the relationship between the

attitude and academic achievement of students. According to Ashaari et al., there are six

factors contributing to the students’ attitude towards statistics course which are affective

factor, cognitive capability, value, difficulty, interest, and student's effort. They added

that the students showed a highly positive attitude in making necessary efforts to

understand the subject better.

6
 In a study conducted by Mills and Raju on the attitude of students towards

Statistics, there were more positive attitudes towards statistics courses, particularly the

introductory statistics courses, compared to negative attitudes. In addition, the results of

Ashaari et al. supported this discovery whereas students have a positive attitude in

learning statistics course but demonstrated some negative attitude towards the said

subject.

Meanwhile, one of the key factors of students having a lower attitude towards

statistics is anxiety. And according to the study conducted by Peiro-Signes et al., negative

attitudes towards statistics increased the levels of anxiety and consequently reduced the

achievement. They also added that attitude towards the said discipline significantly

affects performance among students.

Knowledge gained by and manifestation of positive attitude towards learning of

the students signify the effectiveness of teaching and learning process. Ashaariet al.

emphasized that a study on the student’s attitude towards the statistics subject is

important to encourage students to understand the statistics concept, to improve their skill

in statistics and to appreciate the knowledge in their daily lives.

In this regard, the study at hand would be looking into these aspects and would

determine the knowledge gained by students and their attitude towards the course

Statistics and Probability.

Theoretical/ Conceptual Framework of the Study

Students’ Behavior Theory by Debellis and (Goldin,2006). Research on

mathematical learning and problem solving traditionally highlights cognition, affording

7
less attention to affect or cognitive-affective interactions. One reason may be that

mathematics, unlike the humanities, music, or the arts, is commonly understood as

“purely rational”, with emotion playing no role. Naturally, teachers try to motivate

students by making mathematics enjoyable; but learning mathematics is viewed as

essentially cognitive. Another reason may be the methodological difficulty in designing

and carrying out reliable empirical studies of affect. Such barriers may stem – at least in

part – from the absence of a precise, shared language for describing mathematical affect,

within a theoretical framework permitting its systematic study.

But mathematics education researchers are increasingly treating the affective

domain seriously, while cognitive scientists skeptical of a narrower ‘cognitivism’ have

stressed the importance of theories integrating cognition, emotion, and motivation

(McLeod and Adams, 1994; Dai and Sternberg, 2004). The present article reflects the

authors’ 15-year collaboration on a theoretical framework for affect in the context of

individual mathematical problem solving (DeBellis, 1996, 1998; DeBellis and Goldin,

1997, 1999; Goldin, 2000, 2002).

We see human affect functioning as an internal representational system

exchanging information with cognitive systems. Meta-affect is a construct central to our

theory, standing in relation to affect much as metacognition stands in relation to

cognition, and powerfully transforming individuals’ emotional feelings. Mathematical

intimacy refers to deep, vulnerable emotional engagement an individual may have with

mathematics. Mathematical integrity refers to the individual’s fundamental commitment

to mathematical truth, search for mathematical understanding, or moral character guiding

8
mathematical study. Taken together, these constructs influence the nature of learning and

the depth of knowledge attained.

We seek to infer (internal) affect from (external, observable) behavior in

individual children’s mathematical problem solving during structured task-based

interviews (Goldin et al., 1993; Goldin, 1998b). Here we outline our developing

theoretical framework, describe our methodology, illustrate the concepts of meta-affect,

mathematical intimacy, and mathematical integrity with interview excerpts, and discuss

why the more limited information available for ‘Frank’ does not accommodate this level

of empirical study.

In calling our framework “research based”, we do not mean to imply that our

constructs have been validated or our conjectures demonstrated in our empirical study.

Rather, our research provides illustrative examples for each of our major constructs, and

our analysis of affect in specific episodes during task-based problem solving lends

plausibility, in a preliminary way, to our main conjectures.

The focus of this study is the definition of attitudes toward (Hannula, 2002; Ma &

Kishor, 1997) which claimed that attitudes are connected to how one feels or sees

mathematics. This study depends on based on the theoretical framework established by

Debellis and (Goldin, 2006), who examines the emotive as well as mathematical students'

cognitive abilities. learning. Several decades-long studies have shown that, irrespective

of levels and circumstances, Positive correlations existed between the mathematics-

related attitudes of pupils and their Performance in mathematics (Debellis & Goldin,

2006; Lipnevich et al. (2011); Ma & Kishor (2015); Langat (2015); Moenikia &

9
ZahedBabelan, 2010, Ndifor et al., 2017, Randhawa et al., 1984, Minato & Yanase, 1997

1993; Walsh, 1991; Stage & Kloosterman, 1991; Yasar, 2016).

However, recent research studies demonstrated that the relationship between

students’ attitudes toward mathematics and their mathematics performance is negative or

somehow poorly related and could not be considered practical significance. For instance,

the international data from TIMSS 2015 shows that the mean attitude toward

mathematics of the fourth graders among participating countries negatively affected their

mathematics performance (Konarzewski, 2019). In addition, despite positive relation, the

study was conducted by Ma and Kishor. (1997) found that the students’ attitudes toward

mathematics were poorly related.

10
Figure 1: Schematic Diagram of the Conceptual Framework of the Study.

Statement of the Problem

This study aimed to identify the relationship between students' attitudes about

mathematics, statistics, and probability.

Specifically, it seeks to answer the following questions:

1. What is the level of the student’s behaviors in Grade 11?

2. Is there a significant relationship between a student's behavior and their academic

achievement?

3. How do these factors affect student’s academic success?

Research Hypothesis

H1: There is a relationship between statistics and probability to the behavior of Grade 11

Students.

Significance of the Study

This study also has the potential to make significant contributions to various

groups:

11
 Students – This study will help students more understand the info world and be

able to make correct explanations, conclusions or predictions. The offering of statistics

and probability in the Senior High school provides this knowledge to the students and

prepares them for their future learnings in college. Hence, investigating the knowledge

gained by the students in this course is necessary to assess if the goal had been achieved.

Teachers- This study will help the teachers to reform in the teaching of statistics

with a growing body of research in this area and the students’ attitudes and beliefs

regarding statistics deserve attention for three reasons. 1. their role in influencing the

teaching/learning process; 2. their role in influencing students’ statistical behavior after

they leave the classroom; and 3. Their role in influencing whether or not students will

choose to enroll in a statistics course later on, beyond their first encounter with statistics.

Future Researchers- This study would help the student researchers to be aware

of several other factors that affected the students’ learning and performance in statistic

and probability, including their attitudes and behavior towards the subject, teachers’

instructional practices, and school environment. It can be a help as a future reference for

more studies in the future.

Scope and Delimitations

This study attempts to determine the students’ behavior toward mathematics and

the connection between statistics and probabilities among high school students at Holy

Child High School, Inc. The primary subjects of this research study will consist of Grade

11 Students enrolled in the academic year 2022-2023. The respondent will be limited to

12
forty-three (43) Grade 11 Students of Holy Child High School Inc., Poblacion del Sur,

Villaba, Leyte.

As should be highlighted, taking into account the intellectual underpinnings of our

investigation, the link between the pupils' perspectives on mathematics. Monitoring is

necessary because of this interaction. It didn't demonstrate the connection between the

two elements. Further study should concentrate on whether there is a connection between

these two variables and a thoughtful examination of their movement's direction.

Definition of Terms

Statistics- Statistics is a branch of applied mathematics that involves the

collection, description, analysis, and inference of conclusions from quantitative data.

Statisticians are very insistent that those of us who teach mathematics understand that

statistics is not mathematics and is not even a subfield of mathematics. Statistics has its

own tools and ways of thinking. In actuality, statistics is a distinct field with its own

distinct methods of problem-solving and ways of thinking. It deals with data, and because

evidence-based decision making is necessary, both the public and business sectors as well

as academic disciplines have recognized its significance. Since more and more data is

being gathered, stored, analyzed, and reanalyzed in recent years, its significance has

increased.

The study of data gathering, analysis, interpretation, presentation, and

organization is known as statistics. It is a technique for gathering and analyzing data. This

has numerous uses on both a local and large scale. Statistics are utilized in all such data

research, whether it is for studying a nation's population or its economy.

13
 Statistics is a highly interdisciplinary field; research in statistics finds

applicability in virtually all scientific fields and research questions in the various

scientific fields motivate the development of new statistical methods and theory. In

developing methods and studying the theory that underlies the methods statisticians draw

on a variety of mathematical and computational tools.

Two fundamental ideas in the field of statistics are uncertainty and variation.

There are many situations that we encounter in science (or more generally in life) in

which the outcome is uncertain. In some cases, the uncertainty is because the outcome in

question is not determined yet (e.g., we may not know whether it will rain tomorrow)

while in other cases the uncertainty is because although the outcome has been determined

already, we are not aware of it (e.g., we may not know whether we passed a particular

exam).

Probability- Probability is simply how likely something is to happen. Whenever

we’re unsure about the outcome of an event, we can talk about the probabilities of certain

outcomes—how likely they are.

Probability is a number between 0 and 1 that describes the chance that a stated

event will occur. An event is a specified set of outcomes of a random variable. Mutually

exclusive events can occur only one at a time. Exhaustive events cover or contain all

possible outcomes. The two defining properties of a probability are, first, that 0 ≤ P(E) ≤

1 where P(E) denotes the probability of an event E), and second, that the sum of the

probabilities of any set of mutually exclusive and exhaustive events equals 1.

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 A probability estimated from data as a relative frequency of occurrence is an

empirical probability. A probability drawing on personal or subjective judgment is a

subjective probability. A probability obtained based on logical analysis is an a priori

probability.

Student Behavior- Students are expected to conduct themselves in an appropriate

and respectful manner. There is no running, screaming, or horseplay allowed. Students

should refrain from touching the mirrors, hanging from the barres, or disrespecting staff

or peers. Since data on student behaviors (ABC performance) are readily available at the

school level, identifying the students most at risk for dropping out became significantly

easier for school-level practitioners. Once identified, determining the specific difficulties

facing each student and the intervention that best suits their needs remained challenging.

The better targeting afforded by the ABC indicators meant that educator time and school

resources could be focused on the students who would benefit most and early enough to

increase the odds of success. Identifying students who are struggling in school and

helping them do better is work that makes sense to educators. The value of regular

attendance, good course performance, and good behavior are clear for student success

and directly influence the effectiveness of educators. They are also areas where educators

can in short periods of time potentially see firsthand the impact of their efforts (Davis,

Mac Iver, & Fox, 2017). It is clearly visible when students, as the result of intervention

efforts, begin to attend more regularly, stop getting in trouble, and do better in their

courses. Thus EWSs are relatively easy to implement, modest in cost, make sense to

educators, address real needs, and are visible and rewarding to educators.

15
 Thus while the challenge of increasing graduation rates is in itself a large and

daunting task, states, districts, and schools found at their disposal a highly feasible tool

through which they could start to make inroads in tackling the dropout problem. Student

behavior and academic attainment. Pupil behavior is better in schools in which teachers

spend more time on the subject matter of the lesson, as opposed to organizing or

disciplining the class or distributing material. A higher proportion of teacher time spent

with the whole class, as opposed to individual pupils, correlates with better outcomes in

attendance, behavior, and academic achievement. Similarly, the prompt starting of

lessons is found to correlate with better student behavior. In contrast, children display

worse behavior in schools characterized by frequent disciplinary interventions in the

classroom.

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 CHAPTER 2

REVIEW OF RELATED OF LITERATURE

The study concluded that the students’ background knowledge in mathematics in

general Education played a significant role in shaping the students’ performance in

probabilities and statistics in higher education. It shaped their achievement, but the

students’ mathematics background knowledge also played a significant role in their

attitudes. toward mathematics in general. High achievement Students in BacII

mathematics performed better in the probabilities and statistics course and had more

positive attitudes toward mathematics However, the results were not conclusive because a

few pairs of Their BacII math grades contributed to the findings. Gender has no

significant contribution to the two variables or constructs of study, which may be due to

the study context, ITC, where males and females Students had similar learning capacities

or attitudes. toward mathematics.

Without specifically referring to any attitude factors, it was evidenced that the

more the students feel positive about mathematics; there was tendency they will perform

better in mathematics. The finding was in consistent with several literatures whose

findings also indicated the positive relationships between the students’ attitudes toward

mathematics and their achievement in this subject (Adamu & Garba, 2018; Capuno et al.,

2019; Mensah et al., 2013; Moenikia & Zahed Babelan, 2010; Subia et al., 2018)

although there was inconsistent with the strength of the relation.

17
 Comparing the strength of the relationship between the mentioned variables, the

research conducted by Capuno et al. (2019) also found similar strengths in the

relationship. However, this study used a different instrument compared to the present

study. Capuno et al. (2019) used a tool measuring the students study habits, which they

referred to as students’ attitudes, and the result revealed that the relationship was weak (𝑟

= .227). About this, the studies conducted by Mensah et al. (2013) and Moenikia &

Zahed-Babelan. (2010) found that the relationship between the students’ attitudes toward

mathematics and their performance was between .419 to .455. In addition to positive

relation, Subia et al. (2018) found that the link between the students’ attitudes toward

mathematics was strong, 𝑟 = .792.

RELATED STUDIES

The association between students' attitudes toward mathematics and the

conceptual framework of this study should be taken into account, as this relationship did

not show a causal relationship between the two variables. As noted by Lipnevich et al.,

future research should concentrate on the causal relationship between these two variables

while carefully taking into account the direction of their interaction. (2011). Practically

speaking, we could conclude that attitudes toward mathematics may produce success (or

failure) in mathematics or that attitudes toward mathematics are causing mathematics

achievement Lipnevich et al. (2011). The effects of other factors on the pupils'

mathematical success should also be the subject of future investigation.

It was well recognized that student attitudes toward mathematics played a

significant role in whether or not they were successful in studying the subject. Students

who are more enthusiastic about mathematics tend to score better than those who are less

18
enthusiastic. The findings of this study's second objective revealed that, in general,

engineering students had favorable attitudes about mathematics. Numerous works of

literature (A.K. et al., 2006; Anokye-Poku & Ampadu, 2020; Mohamed & Waheed,

2011; Thapa & Paudel, 2020), which also revealed that the students' sentiments regarding

were viewed as being good, concurred with the findings.

The study also showed that there were no significant variations in the students'

opinions toward gender. This result ran counter to some prior studies by Drzewiecki and

Westberg. (1997), A.K. According to research by et al. (2006) and Hargreaves et al.

(2008), male students exhibited more favorable general attitudes toward mathematics

than their female counterparts. The findings of these studies, however, ran counter to

Adamu and Garba's investigation. (2018) discovered that female students had a more

favorable perception of mathematics than male pupils. The results of this study, however,

presented evidence that was similar to those of Anokye-Poku and Ampadu's work while

being in contradiction to the earlier literature. Karjanto (2020). Mohamed and Waheed

(2017) Opolot-Okurut (2011). Siregar et al. (2019); Thapa & Paudel (2005) & Yavuz

Mumcu & Aktas (2020). (2015). These latter studies discovered that although students'

attitudes toward mathematics were favorable, there was no discernible gender difference

in those opinions.

The current study discovered that the students' general views about mathematics

were significantly different based on their BacII Math Grades. The differences, however,

were only apparent in BacII Math Grades A&E. The results of the extended study for

Factor 2, which is related to students' mathematical confidence, also revealed that there

were variances between the two pairings of BacII Math Grades, A&E and B&E. Opolot-

19
Okurut, in reference to these discoveries. (2005) discovered that kids in high-performing

school Their level of knowledge prior to joining university life or higher grades do have a

significant influence in their views in higher education, even though this study did not

particularly include mathematics backgrounds typically had positive attitudes regarding

mathematics.

Previous research has examined the variables influencing students' attitudes

toward mathematics (Davadas & Lay, 2018; Marchis, 2011; Orozco-Guzmán et al.,

2020), but those studies concentrated on variables like parental factors, teacher factors,

school factors, and students' mental or emotional factors, such as self-esteem, self-

efficacy, self-confidence, etc. This study discovered that the students' background

knowledge in mathematics, but solely their confidence in mathematics, had contributed to

their attitudes toward mathematics. The study's presentation of the link between students'

prior math knowledge and attitudes toward math was merely a surface observation.

Future research on this issue could benefit from a thorough analysis.

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 CHAPTER 3

METHODOLOGY

Research Design

The descriptive-correlational research design is being used in this study to determine

the Relationship between the subject Statistics and Probabilities and the students'

behavior of Grade 11 Students. A descriptive-correlational research design is a

comprehensive approach to research that focuses on assessing the correlation of naturally

occurring variables. The main goal of the study is to characterize the situation of the

variables in the study.

Research Environment

The study's instruments were administered to Grade 11 students at Holy Child

High School, which is located in A. Gervacio St Población Del Sur, Villaba Leyte,

Philippines. Students at Holy Child High School had a positive learning experience and

were found to be more motivated, engaged, and have a greater overall learning ability.

Research Participants

The researchers selected the Grade 11 students of Holy Child High School

Incorporated to be the respondents of the study. The researchers had come up with 43

21
students, (14) each section who will be picked randomly using the simple random

technique.

Research Instrument

In this study, Survey Questionnaires were used to find insights about their English

performance. Totally agree, partially agree, neutral neither agree nor disagree, partially

agree were the responses to the questionnaire utilized in this study.

Data Gathering Procedure

The researchers will thoroughly explain the instructions to the Grade 11 students

before they complete the survey. The study's data is gathered in a variety of settings. The

researchers hand out the survey questionnaires to the students. They must first obtain

permission from the principal before beginning their investigation.

Statistical Treatment

The statistical tools used in analyzing the data of this study were Weighted Mean/

Pearson (r) was used to determine the attitude of Grade 11 students towards English

Performance.

Weighted Mean. To determine the level of the students' perceptions of

the importance of studying statistics and probability and the impact of the subject

on their academic performance. This will be used to compute the average scores

of the respondents.

The scores will be interpreted as follows:

Table 1

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Rating Scale and Interval with the Verbal Description

Scale Interval Interpretation

1 1 – 1.80 Totally Disagree

2 1.81 – 2.6 Partially Disagree

3 2.61 – 3.4 Neither

4 3.41 – 4.2 Partially Agree

5 4.21 - 5 Totally Agree

Table 2

Grading Scale and Descriptors

Grading Scale Descriptor

90-100 Outstanding

85-89 Very Satisfactory

80-84 Satisfactory

75-79 Fairly Satisfactory

Below 75 Did Not Meet Expectations

23
 Pearson r. This is used to determine if there is a significant relationship of

Studying Statistics and Probability to the Academic Performance of the Grade 11

students.

Table 3

Interpretation of the Pearson’s Correlation

Size of Correlation Interpretation

+.90 to + 1.00 Very High Positive (Negative)

Correlation

+.70 to +.90 High Positive (Negative) Correlation

+.50 to +.70 Moderate Positive (Negative)

Correlation

+.30 to +.50 Low Positive (Negative) Correlation

.00 to +.30 Negligible Correlation

CHAPTER 4

PRESENTATION ANALYSIS, AND INTERPRETION OF DATA

This chapter presents the analysis, interpretation of the data gathered, as well as

the answers to the research questions on the Relationship Between the Subject Statistics

24
and Probability and the Students Behavior of the randomly selected Grade 11 students of

Holy Child High School Inc.

Result and Discussion

The discussion that follows provides answers to the three specific research

questions, which were to ascertain the degree to which the Relationship Between the

Subject Statistics and Probability and the Students Behavior impacts students'

understanding and retention of statistics and probability concepts, as well as to explore

how students' perspectives on learning statistics and probability can be affected and

overcame to encourage effective learning.

I. Demographic Profile of the Participants

Table 1
Age of the Participants
Range of Age Number of Participants

15-16 years old 19

25
 17-18 years old 24

Total: 43

As shown in table 1, it shows that the range of 17- 18 years old has the higher

number of participants, with twenty-four (24) out of forty-three (43) participants falling

into this category. And the range of 15-16 years old has a low number of participants,

with nineteen out of Forty-three (43) participants.

Table 2
Gender of the Participants
Male Female Total

15 28 43

As shown in table 2, it demonstrates that female participants have the higher

number of participants than Male participants. The number of female participants is

twenty-eight (28), while the number of male participants is fifteen (15).

II. Level of Statistics and Probability Proficiency of the Grade 11 Students

Table 3
Participants’ Grade Point Average in Statistics and Probability for this Year’s Academic
Performance
Respondents Mean Interpretation

Randomly Selected Grade 87.3 Very Satisfactory

11 Students

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 In table 3, it shows that the mean of the students of their average grade is 87.3,

which means the Students’ Academic Performance in Statistics and Probability is in Very

Satisfactory Level. This result also showed that the students performed very satisfactory

in Statistics and Probability which means they had good quality performance.

III. Level of Academic Performance in Statistics and Probability of the Grade 11

Students and their Perceptions of studying the subject

Table 4
Impact of the subject to the students’ Academic Performance
Statements Mean Interpretation
1 I regard Statistics and Probability as much-needed 2.07 PA
matters in my career.
2. Statistics and Probability issues leave me bad 2.10 PA
3. Studying or working with Statistics and Probability does 2.72 PA
not scare me
4. Statistics and Probability are topics that I'm afraid of the 3.14 PA
most.
5. I have confidence in myself when I face statistical and 2.60 PA
probabilistic problems.
6. I have fun talking to others about Statistics and 2.40 PA
Probability.
7. When I come across a statistical or probabilistic 2.81 PA
problem, I cannot think clearly.
PA
8. I calm down when I am solving a statistical or 2.65
probabilistic problem PA
9. Working with Statistics and Probability makes me very 2.91
nervous.
10. I do not change my behavior when I have to work with 2.67 PA
statistics and probability problems.
11. I have great satisfaction in solving statistical and 2.56 PA
probabilistic problems
PA
12. Carrying statistics makes me uncomfortable and 3.19
nervous PA
13. Statistics and Probability is fascinating and fun 2.14
14. Statistics and Probability is very interesting to me, and 2.33 PA

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 I enjoy it.
15. I do not like Statistics and Probability, and it scares me 3.60 PA
to have to take it.
PA
16. I do not like Statistics and Probability, and it scares me 3.51
to have to take it.
Overall Mean: 2.71 PA

As shown in table 4, it shows the mean score of the Relationship Between the

Statistics and Probability to the Academic Performance of the Students was 2.71 which

indicate that it partially agrees on the behavior of students in studying Statistics and

Probability.

Table 5
Students’ Perception about Between studying Statistics and Probability to their
Academic Performance and their Perception of the Importance of Studying Statistics and
Probability
Respondents Mean Interpretation

Randomly Selected Grade 2.8 PA

11 Students

As shown in table 6, it shows the mean score of Students’ perception about the

Relationship Between the Studying Statistics and Probability to their Academic

Performance and their Perception of the Relationships Between Statistics and Probability

was 2.8 which indicate that it partially agrees on the behavior in studying Statistics and

Probability.

Pearson r of Effectiveness of Studying Statistics and Probability for the Academic

Performance of the Grade 11 Students

28
 The discussion that follows answered the fourth specific research problem which

was to determine the significant relationship of Studying Statistics and Probability for the

Academic Performance of the Grade 11 Students of Holy Child High School, Inc.

Table 6

Relationship of Studying Statistics and Probability to the Academic Performance of

Grade 11 Students

Participants r-value p-value Interpretation Decision

Randomly Selected 0.02 .889 Negligible Not Significant

Students positive
correlation

As shown in Table 6, the computed r value of studying Statistics and Probability

of Grade 11 Students was 0.02284 which indicate a Negligible Positive Correlation

towards the Behavior of the Students. The critical value of Pearson r-correlation is 0.990

which is higher than the probability of Pearson r-correlation of 0.889 This leads to the

acceptance of the null hypothesis. From the result, the researchers inferred that there is no

relationship between the behavior of the students and the subject Statistics and

Probability of the Grade 11 students of Holy Child High School, Inc.

29
.

CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the totality of the entire study which includes the summary

with the statement of the problem of methodology, findings, conclusions, and

recommendations derived from the results of this descriptive-correlational study of the

Relationship Between the Subject Statistics and Probabilities and the Student’s Behavior

to the Academic Performance of the Grade 11 Students of Holy Child High School, Inc.

Summary

This study aims to know the Relationship Between the Subject Statistics and

Probabilities and the Student’s Behavior to the Academic Performance of the Grade 11

Students of Holy Child High School, Inc.

Specifically, the following questions were tried to be clarified by this study: What

is the level of the student’s behaviors in Grade 11? Is there a significant relationship

between a student's behavior and their academic achievement? And lastly, How do these

factors affect student’s academic success?

30
 This study utilized the descriptive-correlational design. It puts emphasis on

collecting, organizing, and presenting the target population which was the Forty-three

(43) randomly selected Grade 11 students of Holy Child High School Inc. through two

variables. This study uses a standardize research instrument. This study will be using a

research instrument entitled Relationship Between the Subject Statistics and Probabilities

and the Student’s Behavior to the Academic Performance of the Students’

Questionnaires.

The collected data were tabulated, analyzed and subjected to appropriate

statistical treatment. It typically used measures such as Weighted Mean and Pearson r to

describe the data gathered.

Findings

The analysis and interpretation of data gathered resulted to following findings:

In table 1, it shows that the range of 17-18 years old has the higher number of

participants, with Twenty-Four (24) out of Forty-three (43) participants falling into this

category. And the range of 15-16 years old has a low number of participants, with two

out of Forty-three (43) participants.

In table 2, it demonstrates that female participants have the higher number of

participants than Male participants. The number of female participants is Twenty- eight

(28), while the number of male participants is Fift-teen (15).

In table 3, it shows that the mean of the students of their average grade is 87.3,

which means the Students’ Academic Performance in Statistics and Probability is in Very

31
Satisfactory Level. This result also showed a positive effect to students’ performance in

which students performed very satisfactory in Statistics and Probability which means

they had good quality performance.

In table 4, it shows the mean score of the Relationship Between the Subject

Statistics and Probabilities and the Student’s Behavior to the Academic Performance of

the Students was 2.71. Thus, these findings answer the Level of Academic Performance

in Statistics and Probability of the Grade 11 Students and their Perceptions of studying

the subject which indicate that it partially agrees on the effects in terms of studying

Statistics and Probability.

In table 5, it shows the mean score of Students’ feelings about the Relationship

Between the Subject Statistics and Probabilities and the Student’s Behavior to their

Academic Performance and their Perception of the Importance of Studying Statistics and

Probability was 2.8 which indicate that it partially agrees on the behavior in studying

Statistics and Probability. This also means that the students partially agrees that studying

Statistics and Probability affects their Academic Performance

In table 7, it shows that the computed r value of Modular Distance Learning of

Grade 11 Students was 0.02284 which indicate a Negligible Positive Correlation towards

the Behavior of the Students . The critical value of Pearson r correlation is 0.990 higher

than the probability of Pearson r-correlation of 0.889. This leads to the acceptance of the

alternative hypothesis. From the result, the researchers inferred that there is no significant

relationship of Modular Distance Learning to the Mathematics Proficiency of the Grade

11 students of Holy Child High School, Inc.

32
Recommendations

From the findings, conclusions, and insights derived from this study, the

following recommendations are proposed.

1. The school must encourage or advice the teachers to apply a method in which

would enhance and improve the students’ academic performance specifically in

Statistics and Probability.

2. Since all students have been studying Statistics and Probability and they have

used to it, which is effective to their Academic Performance, it is very much

advisable to students to give themselves an opportunity to learn even more better,

particularly in Statistics and Probability.

3. It is recommended for other researchers to conduct similar studied to verify the

result of this study or to find other variables that may affect the Academic

Performance of the students.

4. The head of the school should work with students to develop a variety of teaching

methods that would enhance the current learning environment.

33
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 APPENDICES

Appendix A

Transmittal Letter

39
 Republic of the Philippines
HOLY CHILD HIGH SCHOOL
A. Gervacio., St. Poblacion Del Sur, Villaba, Leyte

40
 Grade 12 Students

“In God’s Mercy, We Serve With Joy”

________________________________________________________________________
“Effects of Sleep Deprivation in the Academic Performance of Grade 11

Students”

Survey Questionnaire

Name: ______________________________________ (Optional) Strand: ____

Year / Section: ________________________________

 Age: ____
 Gender:
 Male
 Female
I.
1. Approximately how many hours do you get each night?
 Less than 4 hours
 4-6 hours
 7-8 hours
 More than hours

II.
Direction: Please indicate your answer by checking ( ) the column of your
best choice.
Legend:
A.
1-Totally 2-Partially 3- Neutral 4-Partially 5-Totally
Agree Agree neither agree Disagree Disagree
or disagree

41
 Proposals Totally Partially Neutral Partially Totally
Agree Agree neither Disagree Disagree
agree
nor
disagree
1. Sleep
deprivation
negatively
affects my
academic
performance
2. Sleep
deprivation
negatively
affects my mood
3. Stress of mid-
term exams
leads me to
sleep
deprivation
4. Stress of final
exams leads me
to sleep
deprivation
5. The demanding
medical
curriculum leads
me to sleep
deprivation
6. I'm interested in
curricular
individual
courses about
healthy sleep
patterns
7. I'm interested in
extracurricular
activities about
healthy sleep
patterns

42
8. My academic
advisor
counsels me
about sleep
patterns
9. I am knowledge
about the
healthy sleep
patterns
10. I am
psychologically
not fresh and
active
11. I start to panic
when critical
deadlines are
near
12. I get frequent
migraines and
headaches

13. I am unable to
sustain a
long/hectic day

14. I lack
concentration
towards studies

43
 Appendix C
Respondent’s Raw Scores

44
45
 Appendix D
Documentation

46
47
48