Performance and Difficulties

of Grade 10 Students in Solvin

g
the Fundamental Operations
on Integers
NEZA MAE B. SALUTAN
Reseaecher
Research Objectives
1.To determine the socio- demographic profile of Grade 10 students in te
rms of:
1.1 Sex
1.2 School Currently Attended
1.3 Distance of Home from School
1.4 Family Monthly Income
1.5 Mother’s Educational Attainment
1.6 Father’s Educational Attainment

2.To determine the level of performance of Grade 10 students in performi

ng fundamental operation on integers.

3.To determine the significant difference on the level performance of grad

e 10 students when analyzed according by socio- demographic profile.
Research Objectives
4.To explore the factors that contribute to the difficulties of the stud
ents in solving the fundamental operations on integers.

5.To explore the coping mechanisms of Grade 10 students in dealin

g with the difficulties in solving the fundamental operations on integ
ers.

6. To explore students’ insights to improve the teaching of integers

from
Grade 10 students.
Conceptual Framework
Hypothesis

The following null hypothesis was subjected to statistical test

at 0.05 significance level:

Ho: There is no significant difference on the level of performa

nce of Grade 10 students when analyzed according to socio-
demographic profile.
Data Analysis Tools
1.Appropriate measures of central tendency, spread or dispersion an
d normality were used to describe the data. Since the data were foun
d to be approximately normal, mean and standard deviation were us
ed. These estimates were used to describe the level of performance
of Grade 10 in integer operations.
Data Analysis Tools
2.Based on the behavior of the data possible parametric and non-par
ametric test of difference was used to determine the significant differ
ence in the performance of the Grade 10 students in solving the four
fundamental operation on integers when classified according to their
profile. Since data were found to be approximately normal, T-test for
independent samples and one-way Analysis of Variance were emplo
yed. These tests were used to compare the performance levels of st
udents of varied sex, school, distance, family income and parents’ ed
ucation.
3. In analyzing the gathered data for the qualitative phase, the resear
cher made used of the Collaizi (1978) phenomenological method of
data analysis. This method provides distinctive methodological proce
ss wherein it includes rigorous analysis.Collaizi’s method of data ana
lysis includes extracting significant statements from in-depth focused
group discussion, then formulating of meanings, shortening the scop
e of the concepts by clustering the formulated meaning into brief and
concise phrases, and lastly by coming up with different major themes
per question as the end of the result of the analysis.
Data Gathering

Examination of Grade 10
Students on the Fundamental
Operations of Integers
Data Gathering

FGD with the Grade 10

Students
Results and Discussion

Table 2. Socio-demographic
profile of Grade 10 students
On the demographic profile of the Grade 10 students majorit
y are female and many are currently attended at Tamban Nati
onal Highs School. As to their distance of home from school
many were came from less than 1 kilometer comprises of 31
%. Many of them have a family income of 5,000 pesos to less
than 7,000 pesos. Their mother’s educational attainment indi
cated that many are only in elementary level and few were co
llege graduate. Moreover, in terms of their father’s education
al attainment, majority were only elementary level and few ar
e college graduate.
Table 3. Descriptive statistics of performance of Grade
10 students in the fundamental operations on integers
The level of performance of the Grade 10 students
with respect to ordering, addition, subtraction, multi
plication, and division of integers is interpreted as l
ow. Among those test given, subtraction of integers
had the lowest mean score (3.73) and their performa
nce was described as very low.
Figure 2. Histogram showing the frequen
cy distribution of performance of grade 1
0 students in Ordering integers

Figure 2 reveals that majority of the sc

ores to concentrate around and below
4, which is consistent with the descripti
ve measures found earlier. It can be fo
und also that very few have a score gr
eater that 8. It further shows that the sc
ores are approximately normally distrib
uted with an average score of 4.22 and
a standard deviation of 2.31.
Figure 3. Histogram showing the frequen
cy distribution of performance of grade 1
0 students in Addition of integers

Figure 3 reveals that most of the score

to concentrate around and below 3, wh
ich is consistent with the description m
easure found earlier. It can also be fou
nd that very few have score greater tha
n 4. Also, the frequency distribution of t
he respondents in addition of integers,
is skewed right. The mean score is 3.3
7 with a standard deviation of 2.839.
Figure 4. Histogram showing the frequen
cy distribution of performance of grade 1
0 students in Subtraction of integers

In figure 4, it tells that majority of the sc

ores to concentrate and below 2, which
is consistent with the description with th
e descriptive measures found earlier. It
can be found also that very few have s
core greater than 4. It also shows that t
he frequency distribution of the perform
ance of the respondents in subtracting i
ntegers, is skewed right. The mean is 1
.85 with a standard deviation of 1.67.
Figure 5. Histogram showing the freque
ncy distribution of performance of grade
10 students in Multiplication of integers

Figure 5 tells that most of the score to

concentrate around and below 6, whic
h is consistent with the descriptive mea
sures found earlier. It can be found als
o that very few have score greater than
9. The mean score is 4.89 with a stand
ard deviation of 2.843.
Figure 6. Histogram showing the frequen
cy distribution of performance of grade 1
0 students in Division of Integers

Figure 6 shows that the most score to

concentrate around and below 7, whic
h is consistent with the descriptive mea
sures found earlier. The figure 6, which
shows the frequency distribution of per
formance of the respondents in divisio
n of integers, slightly skewed left.
Figure 7. Histogram showing the frequen
cy distribution of the overall performanc
e of grade 10 students in integer operati
ons
Figure 7 reveals that majority of the sc
ores to concentrate around and below
20, which is consistent with the descrip
tive measure found earlier. It can be al
so found that very few have score grea
ter than 30.
Table 4. Test of Difference of Grade
10 levels of performance in ordering
of integers
There is no significant difference on the level of performance
of the respondents when ordering integers in terms of sex, dis
tance of home to school and father’s educational attainment o
f the Grade 10 Students.

On the contrary, in terms of school, family monthly income an

d mother’s educational attainment, the null hypothesis is rejec
ted since the computed F-value obtained probability values le
ss than 0.05. This mean that this variables is significant on the
level of performance of the respondents when ordering intege
rs.
Table 5. Test of Difference of Grade
10 levels of performance in addition
of integers
The table shows that in terms of sex, school, distance o
f school, family monthly income, mother’s educational a
ttainment and father’s educational attainment, the comp
uted T-value and F-values attained probability values of
exceeding 0.05. This accepts the null hypothesis which
means sex, school, distance of school, family income,
mother’s educational attainment and father’s education
al attainment are not significant on the level of perform
ance of the Grade 10 students when adding of integers.
Table 6. Test of difference of Grade 10
levels of performance in subtraction
of integers
The table reveals that in terms of sex, school, distance of home from s
chool, mother’s educational attainment and father’s educational attain
ment, the computed T-value and F-values obtained probability values
exceeding 0.05. This accept the null hypothesis which means that sex,
school, distance of home from school, mother’s educational attainme
nt and father’s educational attainment are not significant on the level
of performance of the Grade 10 students when subtracting integers.

Oppositely, when it comes to the family monthly income, the null hypo
thesis is rejected since the computed F-value obtained probability val
ues less than 0.05. This means that this variable is a significant on the
level of performance of Grade 10 students when subtracting integers.
Table 7. Test of Difference of Grade
10 levels of performance in
multiplication of integers
It is found out that in terms of sex, school, distance of home from sch
ool, mother’s educational attainment and father’s educational attainm
ent, the computed T-value and F-values obtained probability values m
ore than 0.05. This accepts the null hypothesis which means that sex,
school, distance of home from school, mother’s educational attainme
nt and father’s educational attainment are not significant on the level
of performance of the grade 10 students when multiplying integers.

On the other hand, family monthly income, the null hypothesis is rejec
ted since the computed F-value obtained probability value less than 0.
05. This means that this variable is significant on the level of performa
nce of the Grade 10 students when multiplying integers.
Table 8. Test of Difference of Grade
10 levels of performance in the
division on integers
The table tells that in terms of sex, school, distance of ho
me from school, family monthly income, mother’s educatio
nal attainment and father’s educational attainment, the co
mputed T-value and F-values attained probability values o
f exceeding 0.05. This accepts the null hypothesis which m
eans sex, school, distance of school, family income, moth
er’s educational attainment and father’s educational attain
ment are not significant on the level of performance of the
Grade 10 students when adding of integers.
Table 9. Test of Difference of Grade 10
levels of performance in the overall on
integers
The table reflects that in terms of sex, school, distance
of home from school and father’s educational attainme
nt there is no significant difference on the level of overa
ll performance in solving the fundamental operations o
n integers.

There is a significant difference in terms of varied famil

y monthly income and mother's educational attainment
of Grade 10 on the performance in solving the fundame
ntal operations on integers.
Table 10. Themes and Core Ideas on the Factors that Contrib
ute to the Difficulties in Solving Integers using the Fundame
ntal Operations
Table 10 bears the themes and core ideas on the fac
tors that contribute to the difficulties of Grade 10 st
udents in solving integers using the fundamental o
perations. The major themes are the following: Stud
ent Family Relationship, Parents Educational Attain
ments, Teachers Teaching Strategy, and Teacher Te
aching Attitude.
Table 11. Theme and Core Ideas of the Learners’ Coping
Mechanism
Table 11 bears the major theme and ideas of the stu
dent’s coping mechanism on the difficulties in solvi
ng integers using the fundamental operations. Peer
tutoring was the formulated major theme with its co
re ideas which are asking the friends for tutoring an
d asking other teacher for tutoring as well.
Table 12. Themes and Core Ideas of Student’s Insight t
o Improve the Teaching of Integers
Table 12 presents the themes and core ideas of the l
earners’ suggestion to improve the teaching of inte
gers. This holds the major themes which is improve
teaching strategy with its core ideas provide equal
opportunity for the learners to participate, provide a
ctivity to better understand the lesson and provide t
he hardest example during class discussion.
Conclusion

1.The demographic profile of the Grade 10 students majority ar

e female and many are currently attended at Tamban National
Highs School. As to their distance of home from school many w
ere came from less than 1 kilometer comprises of 31%. Many o
f them have a family income of 5,000 pesos to less than 7,000
pesos. Their mother’s educational attainment indicated that ma
ny are only in elementary level and few were college graduate.
Moreover, in terms of their father’s educational attainment, maj
ority were only elementary level and few are college graduate.
Conclusion

2.The Grade 10 students were found to have a poor performan

ce in solving the fundamental operations on integers, specificall
y in subtracting integers.
3.There were no significant difference on the performance of G
rade 10 students in terms of sex, school currently attended, dis
tance of home from school, and father’s education attainment.
On the contrary, there were significant difference on the perfor
mance of Grade 10 students to their varied family monthly inco
me and mother’s educational attainment.
Conclusion

4. The factors that contribute to the difficulties in solving the fun

damental operations on integers are the following: student famil
y relationship, parent’s educational attainment, teacher teaching
strategy, and teacher’s teaching attitude.
5.The coping mechanism of Grade 10 students in dealing with t
heir difficulties was peer tutoring only.
6.The suggestion given by the Grade 10 students to improve te
aching of integers are as follow: improving of teacher’s teaching
strategy and providing learner’s resource material.
Recommendation
1.The Senior DepEd Officials may peruse this study and lay do
wn relevant programs, seminar/ trainings and other pertinent act
ivities that will enhance the student’s performance in solving int
egers.
2.School administrators should plan, evaluate, and redirect their
program to facilitate the teaching of integers and to improve the
level of performance of students in integer.
3.Teachers should attended in-service training seminar on the s
trategies and approaches for teaching to stimulate pupils to part
icipate and experience varied activities on integers.
4.Parents should assist and monitor the activities of their childre
T H A N K

Y O U !