CHAPTER III

RESEARCH METHODOLOGY
Research Design
Sampling Technique
Respondents of the study
Research Instrument and Questionnaire
Reliability of the Instrument
Scaling and Data Quantification
Data-Gathering Procedure
Statistical Treatment of Data
1
 SAMPLE
INTRODUCTORY
STATEMENT
This chapter includes research
design, sampling, data collection, and
data analysis.

2
SAMPLE RESEARCH
DESIGN
Descriptive-correlational methods will be used in this study.
Ritchie et al. (2013) stated that by using the descriptive method
the researcher will be able to observe a large mass of target
population and make required conclusions about the variables.
The researcher by using descriptive research can effectively
design a pre-structured questionnaire with both open ended and
closed ended questions. The information collected from the
responses can be statistically presented in this type of research
method for the easy interpretation of the report users. Since the
researcher is trying to analyze the students’ media and
information literacy and their critical thinking skills the researcher
should effectively use the descriptive method in order to
statically analyze the data. 

3
 CONTINUATION
According to Calderon (2008), as cited by Alberto et al.
(2011), the descriptive method is also known as statistical
research, it describes data and characteristics about the
population or phenomenon being studied. This research method
is used for frequencies, mean and other statistical calculations.
Correlational research will also be used in this study to
determine the relationship between the variables being studied.
As stated by Calmorin & Calmorin (2007), correlational study on
the other hand, tries to ascertain the degree of the relationship
between the variables to be tested. This is designed to estimate
the extent of which the different variables are related to each
other in the population of interest.

4
SAMPLE RESEARCH
DESIGN
In this study, the researcher utilized the descriptive design.
In a descriptive research design, the researcher is purely
interested in describing the situation or case under his/her
research study. Descriptive research describes the
characteristics and attributes of the population or phenomenon
that is being studied. This provides more emphasis on the “what”
rather than the “why” of the research subject. In other words,
descriptive research primarily focuses on describing the nature
of a demographic segment, without focusing on “why” a certain
phenomenon occurs (Bhat,2019). The level of mathematics
anxiety with academic anxiety, and social anxiety as indicators
and the level of academic performance in terms of final grade in
written work, performance task, and quarterly assessment of
grade seven students in Mathematics are described in the study.
5
SAMPLE RESEARCH
DESIGN
In this study, the researcher utilized the descriptive design.
In a descriptive research design, the researcher is purely
interested in describing the situation or case under his/her
research study. Descriptive research describes the
characteristics and attributes of the population or phenomenon
that is being studied. This provides more emphasis on the “what”
rather than the “why” of the research subject. In other words,
descriptive research primarily focuses on describing the nature
of a demographic segment, without focusing on “why” a certain
phenomenon occurs (Bhat,2019). The level of mathematics
anxiety with academic anxiety, and social anxiety as indicators
and the level of academic performance in terms of final grade in
written work, performance task, and quarterly assessment of
grade seven students in Mathematics are described in the study.
6
 SAMPLING
The process of selecting a small
number of elements from a
larger defined target
group (Population) of elements
such that the information gathered
from the small group will allow
judgments to be made about the
larger groups. 7
OPULATION
Refers to the entire group of
people, events or things of interest
that the researcher wishes to
investigate.
The totality of all the objects,
elements, persons, and
characteristics under consideration8
EXAMPLE
If an organizational consultant is
interested in studying the effects of a
four-day work week on the white-coller
workers in a telephone company in
Manila. Then all white-coller workers
in that company will make up the
population. 9
ARAMETER
Parameter: A number that
describes something about the
whole population.

Example:
500 white-collar workers in the
telephone company in Manila 10
AMPLE
A subset of the population. It
comprises some members from it.

TATISTIC
A statistic or sample statistic is any
quantity computed from values in a sample
which is considered for a statistical purpose.
11
EXAMPLE
All the 240 Senior High School
Students enrolled in Science, Technology,
Engineering, and Mathematics (STEM)
Strand in a school, constitute the
population; 60 of those students constitute
the sample.

12
APPROACHES IN IDENTIFYING THE
SAMPLE SIZE
Heuristics. This approach refers to the rule of the thumb
for sample size. The early-established approach by Gay
(1976) stated by Cristobal and Dela Cruz-Cristobal (2017,
p.172), sample sizes for different research designs are the
following:

Number of
Research Design
Subjects/Participants

Descriptive Research 10% to 20% maybe required

Comparative Research 15 subjects or groups

13
APPROACHES IN IDENTIFYING THE
SAMPLE SIZE
Lunenberg and Irby (2008), as cited by Barrot (2017, p.
107), also suggested different sample sizes for each
quantitative research design.

Number of
Research Design Subjects/Participants

Survey 800
Correlational 100 to 200
Ex post facto 30+
Experimental 30 or more

14
APPROACHES IN IDENTIFYING THE
SAMPLE SIZE
Slovin’s Formula. Formulas are also being established
for the computation of an acceptable sample size. The
common formula is Slovin’s Formula.

Slovin’s Formula:

where: n is the sample size

N is the population size
e is the desired margin of error

15
 EXAMPLE

  n

16
DETERMINE THE SAMPLE SIZE GIVEN THE
PARAMETER

1. 329
2. 2101
3. 543
4. 121
17
 SAMPLING
METHOD

NON-
ROBABILITY
PROBABILITY
SAMPLING
SAMPLING
18
 PROBABILITY
SAMPLING
In probability sampling, each
unit in the population has an
equal chance of being
selected for the sample.

19
 TYPES OF
PROBABILITY
SAMPLING
SIMPLE RANDOM SAMPLING
SYSTEMATIC SAMPLING
STRATIFIED SAMPLING
CLUSTER SAMPLING 20
 SIMPLE RANDOM
SAMPLING
Every item in the population has an equal
and likely probability of being chosen for
inclusion in the sample. As a result, this
method is referred to as the “Method of
Luck Selection” because the item selection is
entirely dependent on chance.
The term “Representative Sampling” refers
to the fact that the sample size is large and
that the item is picked at random. 21
A survey is conducted in a
company of 100 employees for
determining their satisfaction
level. 20 of them are selected at
random.

22
23
 SYSTEMATIC
SAMPLING
Similar to simple random sampling,
but it is usually slightly easier to
conduct. Every member of the
population is listed with a number, but
instead of randomly generating numbers,
individuals are chosen at regular
intervals.
24
 All employees of the company are
listed in alphabetical order. From the
first 10 numbers, you randomly select a
starting point: number 6. From number
6 onwards, every 10th person on the list
is selected (6, 16, 26, 36, and so on), and
you end up with a sample of 100 people.

25
26
 STRATIFIED
SAMPLING
Involves dividing the population into
subpopulations that may differ in
important ways. It allows you draw more
precise conclusions by ensuring that
every subgroup is properly
represented in the sample.
27
 The company has 800 female
employees and 200 male employees. You
want to ensure that the sample reflects
the gender balance of the company, so
you sort the population into two strata
based on gender. Then you use random
sampling on each group, selecting 80
women and 20 men, which gives you a
representative sample of 100 people.
28
29
 CLUSTER SAMPLING
Involves dividing the population into
subgroups, but each subgroup should
have similar characteristics to the whole
sample. Instead of sampling individuals
from each subgroup, you randomly
select entire subgroups.
30
 The company has offices in 10 cities
across the country (all with roughly the
same number of employees in similar
roles). You don’t have the capacity to
travel to every office to collect your data,
so you use random sampling to select 3
offices – these are your clusters.

31
32
 NON-PROBABILITY
SAMPLING
In a non-probability sample,
individuals are selected
based on non-random
criteria, and not every
individual has a chance of
being included. 33
 TYPES OF
NON-PROBABILITY
SAMPLING
CONVENIENCE SAMPLING
PURPOSIVE SAMPLING
QUOTA SAMPLING
SNOWBALL SAMPLING 34
 CONVENIENCE
SAMPLING
A convenience sample simply includes
the individuals who happen to be most
accessible to the researcher.

This is an easy and inexpensive way to

gather initial data, but there is no way to
tell if the sample is representative of the
population, so it can’t produce
generalizable results. 35
 You are researching opinions about
student support services in your
university, so after each of your classes,
you ask your fellow students to
complete a survey on the topic.

This is a convenient way to gather data, but as

you only surveyed students taking the same
classes as you at the same level, the sample is
not representative of all the students at your
university. 36
 PURPOSIVE
SAMPLING
This type of sampling, also
known as judgement sampling,
involves the researcher using their
expertise to select a sample that is
most useful to the purposes of
the research.
37
 You want to know more about the
opinions and experiences of disabled
students at your university, so you
purposefully select a number of
students with different support needs
in order to gather a varied range of data
on their experiences with student
services.

38
 QUOTA SAMPLING
A sample is formed using the
quota sampling method by the
researcher, who selects the
individuals who will be used to
represent the community based
on specified characteristics or
features.
39
 A study is done for collecting reviews
of people about the cosmetic brand.
Two categories are defined by the
researcher i.e. male and female. Thus,
placing a quota that the sample unit
should be between 25-45 years old, the
sample of 100 people is selected.

40
 SNOWBALL
SAMPLING
If the population is hard to access,
snowball sampling can be used to recruit
participants via other participants. The
number of people you have access to
“snowballs” as you get in contact with
more people.

41
 You are researching experiences of
homelessness in your city. Since there is
no list of all homeless people in the city,
probability sampling isn’t possible. You
meet one person who agrees to
participate in the research, and she puts
you in contact with other homeless people
that she knows in the area.
42
 RESEARCH
INSTRUMENT,
VALIDITY AND
RELIABILITY
Research Instruments
Basic tools researchers used to gather data for
specific research problems.

Examples:
Performance Tests
Questionnaires
Interviews
Observation Checklist 43
 CHARACTERISTICS OF A
GOOD
RESEARCH INSTRUMENT
Concise. A good research instrument is concise in
length yet can elicit the needed data.
Sequential. Questions or items must be arranged
well. It is recommended to arrange it from simplest
to the most complex.
Valid and reliable. The instrument should pass the
tests of validity and reliability to get more
appropriate and accurate information.
44
 CHARACTERISTICS OF A
GOOD
RESEARCH INSTRUMENT
Easily tabulated. Since you will be constructing an
instrument for quantitative research, this factor
should be considered. Hence, before crafting the
instruments, the researcher makes sure that the
variable and research questions are established.
These will be an important basis for making items in
the research instruments.

45
 WAYS IN DEVELOPING
RESEARCH INSTRUMENT
1. Adopting an instrument from the already
utilized instruments from previous related
studies.
2. Modifying an existing instrument when the
available instruments do not yield the exact
data that will answer the research problem.
3. When the researcher made his own instrument
that corresponds to the variable and scope of
his current study.
46
 COMMON SCALE USED IN
QUANTITATIVE RESEARCH
Likert Scale. This is the most common scale used in quantitative
research. Respondents were asked to rate or rank statements
according to the scale provided.

Example: A Likert scale that measures the attitude of students

towards distance learning.

Strongly Agree Disagree Strongly

Items Agree Disagree
(4) (3) (2) (1)
There would be difficulty in        
communicating our concerns to our
teacher.
There would be many distractions        
when learning at home than in school. 47
 Strongly Agree Disagree Strongly
Items Agree Disagree
(4) (3) (2) (1)

I know how to download the different        

game-based learning applications such
as Kahoot, Jamboard, and Quiziz.

I can install and uninstall these        

game-based applications.
I can use the tools found in the
game-based learning applications.
I am aware of the features of these
game-based learning applications
I can easily navigate the interface of
these e-learning applications
I can create an account to use the
game-based applications
I know how to use the game-based
applications in English and Math
Online classes 48
Reliability of the Instrument (example)

Reliability testing will be done by administering the

questionnaire to selected Grade _____ STE students for the

schoolyear 2021-2022 of OMNHS who will not be part of

this study. Cronbach Alpha will be used to determine the

reliability of the test. An alpha value of greater than or equal

to 0.7 is the target for the reliability test to ensure an

49

acceptable reliability of the questionnaire.

Reliability of the instrument (example)

Test-retest of the instrument was administered to ten (10)

students who are not included as respondents to determine

the reliability of the instrument via Google Form. The result

of the test-retest yielded r-value of 0.970878 for items under

academic anxiety and 0.957711 for items under social

anxiety which are considered significant and reliable.

50
Scaling and Data Quantification (example)

TABLE ___
Scaling for the Interpretation of the level of ICT Competence

Scale Description Interpretation

4 SA – Strongly Agree Very High

3 A - Agree High
2 D - Disagree Low

1 SD – Strongly Disagree Very Low

51
Scaling and Data Quantification (example)

TABLE ___
Scaling for the Interpretation of the level of Academic Performance

Scale
Description Interpretation
(Range)

94 - 100 Very Satisfactory Very High Performance

85 - 93 Satisfactory High Performance

75 - 84 Fairly Satisfactory Low Performance

Did Not Meet
Below 75 Very Low Performance
Expectations 52
Scaling and Data Quantification (example)

TABLE ____
Reliability and Internal Consistency

Cronbach’ Alpha Internal Consistency

Excellent
Good
Acceptable
Questionable
Poor
Unacceptable
53
Scaling and Data Quantification (example)

Table ___
Interpretation for Pearson’s Product Moment
Correlation Coefficient

Yates Correlation
±1 Perfect Correlation
±0.81-±0.99 Very High Correlation
±0.61-±0.80 High Correlation
±0.41-±0.60 Medium Correlation
±0.21-±0.40 Low Correlation
±0.01-±0.20 Very Low Correlation
54

0 No correlation
Discussion of Cronbach’s Alpha
and
Test-Retest Reliability

55
 CRONBACH’S ALPHA

∑
[ ]
2
𝐾 𝑠 𝑦
𝛼= 1−
𝐾 −1 2
𝑠 𝑥

K= is the number of test item

=sum of the item variance
= variance of total score
56
 PEARSON’S r

r=
where :
n= the number of samples
= summation of the product of x and y

= summation of the squares of y

57
 CHAPTER III
RESEARCH METHODOLOGY
Research Design
Sampling Technique
Respondents of the study
Research Instrument and Questionnaire
Reliability of the Instrument
Scaling and Data Quantification
Data-Gathering Procedure
Statistical Treatment of Data
58
 PLANNING DATA COLLECTION
PROCEDURE

Techniques in Collecting Quantitative Data

Observation. It is gathering information

about a certain condition by using senses. The
researcher records the observation as seen
and heard. This is done by direct observation
or indirect observation by the use of gadgets or
apparatus. An observation checklist aid the
researcher in recording the data gathered.
59
60
 Techniques in Collecting
Quantitative Data
Survey. Data gathering is done
through interview or questionnaire.

By means of questionnaire, you use

series of questions or statements that
respondents will have to answer.
Respondents write or choose their
answer from given choices. 61
 Techniques in Collecting
Quantitative Data
Survey. Data gathering is done through
interview or questionnaire.

Interview is when you ask respondents

orally to tell you the responses. Since you
are doing quantitative research, it is
expected that responses have numerical
value. 62
PLANNING DATA COLLECTION PROCEDURE

Experiment. When your study is an

experimental design, it would use
treatment or intervention. After the
chosen subjects, participants, or
respondents undergone the intervention,
the effects of such treatment will be
measured.

63
 THREE PHASES IN DATA COLLECTION

The data gathering procedure is presented in a

paragraph format in your research paper.
Basically, the contents are the steps you are going
to follow:
(1) before you will gather the data
(2) what to do during the actual gathering of data and
(3) the things to consider after data has been
gathered.
The following are the suggested steps but not
limited to it, are the procedures in gathering
quantitative data.
64
 Before During After
• Prepare the research • Clear the instructions • Summarize the data
instruments provided to the gathered, in a tabular
• Identify the authorities respondents. form
that will be involved and • Administer the research • Analyze the summarize
need to ask permission instrument or implement data corresponding to
• Determine the samples the research intervention, the research questions.
size and corresponding if applicable.
respondents; per group if • Collect or gather or take
applicable. note of the responses.
• Ask consent form (if
respondents are 18 years
old above) or parent's
consent (if minor).
• Pilot test the research
instrument if needed.

65
 PLANNING DATA ANALYSIS
Data analysis in research is a process in which gathered
information are summarized in such a manner that it will yield
answers to the research questions. During quantitative data
analysis, gathered information were break down and ordered
into categories in order to draw trends or patterns in a certain
condition. In quantitative research, the numerical data
collected is not taken as a whole. In order to understand it
better, it is analyzed into components based on the chosen
research variables and research questions you are going to
answer.
These numerical data are usually subject to statistical
treatment depending on the nature of data and the type of
research problem presented. The statistical treatment makes
explicit the different statistical methods and formulas needed to
analyze the research data. 66
 PLANNING DATA ANALYSIS
Statistics

Descriptive Inferential
• Measures of Central Tendency • Correlational
-Mean -Pearson’s r
-Median -Spearman’s rho
-Mode -Chi-square test
• Measures of Variation -Regression
-Range • Comparative
-Standard deviation -t-test
-Variance -z-test
-F-test

67
MEAN FOR UNGROUPED DATA

68
MEAN FOR GROUPED DATA

69
MEDIAN FOR UNGROUPED DATA

Arrange the scores from lowest to highest or

highest to lowest.
Median for Odd Sample
The median is the middle number when the data are
arranged in order
Median for Even Sample
When there are even samples, the median is the mean
of the two middle numbers

70
MEDIAN FOR GROUPED DATA

71
MODE FOR UNGROUPED DATA

The mode is the most

frequently occurring value

72
MODE FOR GROUPED DATA

73
RANGE

74
VARIANCE

75
STANDARD DEVIATION

76
Pearson’s r

r = Pearson’s correlation coefficient

n= number of samples
x = score of the first variable
y= score of the second variable
Σx = summation of the values of x
Σy = summation of the values of y
Σxy = summation of the product of x and y
Σ = summation of
Σy2 = summation of 77
Spearman Rank Correlation
(Spearman’s Rho)

78
Chi Square Test

79
T- Test Independent Samples

80
T- Test Dependent Samples

𝑑
𝑡=
𝑠 s=SD of the difference
n=no. of samples
√𝑛

81
F-Test/ANOVA

82
 Source Degrees of Sum of Squares Mean of F ratio F critical
Freedom Sum of
Squares

Row/Sample (R-1) MSR=

Column (C-1) MSC= , (n-1)]

Group/ (C-1)(R-1) MSG= , (n-1)]

Interaction

Error/Within (C)(R)(n-1) MSE=

TOTAL
83
(N-1)
TIMELINE
November 28-December 2- Date of First Meeting
Submission of the letter of approval and questionnaire.

December 5-9
Data Collection and Tabulation

December 12-15
Submission of revised Chapter I and ALL the parts of
Chapter III
84
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Tabulation is a process of arranging data.

In many studies, table is used to do this
process. Tabulation can be done manually or
electronically using MS Excel. Again,
organize the data based on your research
questions.
85
 Example Introductory Statement

This chapter presents the findings, analysis, and

interpretation of the data gathered whose main
objective is to determine the relationship between
the level of mathematics anxiety and level of
academic performance of grade 7 students of
Community Vocational High School enrolled
during School Year 2019-2020.
86
 Example research title

IMPLEMENTATION OF PROJECT GAME -BASED

ACTIVITIES (GAMEe) TO MAXIMIZE ENGLISH AND
MATHEMATICS E-LEARNING AND THE ACADEMIC
PERFORMANCE OF (respondents)

87
Conceptual Framework

   
Level of competence of Level of Performance of
(respondents) in using (respondents) in English
Project GAMEe and Mathematics
 

 
Improved Project GAMEe
  88
Statement of the Problem
1. What is the level of competence of (respondents) in using Project GAMEe?

2. What is the level of performance of (respondents) in online classes in

2.1 English?

2.2 Mathematics?

3. Is there a relationship between the level of competence of (respondents) in using

the e-learning web applications and level of performance in:

 
 Level of competence of
3.1 English? (respondents) in using
Level of Performance of
(respondents) in
Project GAMEe
English and
3.2 Mathematics? Mathematics
 

 
Improved Project GAMEe 89
1. What is the level of competence of (respondents) in using Project GAMEe?

Scaling and Data Quantification

TABLE ___
Scaling for the Interpretation of the level of Competence

Statistical
Statistical Verbal
Verbal
Scale
Scale Interpretation
Interpretation
Limits
Limits Description
Description
44 3.5-4.0
3.5-4.0 Strongly
Strongly Agree
Agree Very
Very High
High
33 2.5-3.49
2.5-3.49 Agree
Agree High
High
22 1.5-2.49
1.5-2.49 Disagree
Disagree Low
Low
Strongly
Strongly
11 0.5-1.49
0.5-1.49 Very
Very Low
Low
Disagree
Disagree
90
1. What is the level of competence of (respondents) in using Project GAMEe?
Table 1 Frequency and Percentage Distribution on Level of Competence of
(respondents) in Using Project GAMEe

SA - 4 A- 3 D-2 SD - 1
Items Interpretation
f (%) f (%) f (%) f (%)
1. I know how to download the
different game-based learning 56 6 0 0
Very High
applications such as Kahoot, (90.32%) (9.68%) (0.00%) (0.00%)
Jamboard, and Quiziz.
2. I can install and uninstall these 59 3 0 0
Very High
game-based applications. (95.16%) (4.84%) (0.00%) (0.00%)
3. I can use the tools found in the 47 13 2 0
Very High
game-based learning applications. (75.81%) (20.97%) (3.23%) (0.00%)
4. I am aware of the features of
37 24 0 1
these game-based learning Very High
(59.68%) (38.71%) (0.00%) (1.61%)
applications.
5. I can easily navigate the
39 22 1 0
interface of these e-learning Very High
91
(62.90%) (35.48%) (1.61%) (0.00%)
applications.
92
From the excel

Created by Alice Frye, Ph.D., Department of Psychology, University of Massachusetts,

93
Lowell
 Textual Interpretation

In the survey administered to 62 students, fifty-six (56) or 90.32% answered SA

(Strongly Agree) for survey question number one (1). This result revealed that majority of the

respondents have very high competence in downloading the different game-based learning

applications such as Kahoot, Jamboard, and Quizziz. For survey question number two (2),

fifty-nine (59) or 95.16% answered SA (Strongly Agree) which suggests that majority of the

respondents have very high competence in installing and uninstalling game-based applications

used in project GAMEe. For survey question number three (3), forty-seven (47) or 75.81%

answered SA (Strongly Agree) which implies that most of the respondents have very high

competence in using the different tools found in these game-based learning applications.

Created by Alice Frye, Ph.D., Department of Psychology, University of Massachusetts,

94
Lowell
Textual Interpretation continuation

The survey result as presented in the table revealed that

the mode or the overall interpretation is VERY HIGH,

which signifies that most of the respondents have VERY

HIGH competence in using these game-based applications

such as Kahoot, Jamboard, and Quizziz.

Created by Alice Frye, Ph.D., Department of Psychology, University of Massachusetts,
95
Lowell
Statement of the Problem

1. What is the level of competence of (respondents) in using Project GAMEe?

2. What is the level of performance of (respondents) in online classes

2.1 English?

2.2 Mathematics?

3. Is there a significant relationship between the level of competence of

(respondents) in using the e-learning web applications and level of performance in:

3.1 English?

3.2 Mathematics?

96
2.What is the level of performance of respondents in online
classes
2.1 English?
2.2 Mathematics?

Scaling and Data Quantification

Scale
Description Interpretation
(Range)

94 - 100 Very Satisfactory Very High Performance

85 - 93 Satisfactory High Performance

75 - 84 Fairly Satisfactory Low Performance

Did Not Meet
Below 75 Very Low Performance
Expectations 97
2. What is the level of performance of (respondents) in
online classes
2.1 English?
2.2 Mathematics?

Scale
Frequency Percentage Description Interpretation
(Range)

Very Very High

94 - 100 44 70.97%
Satisfactory Performance
85 - 93 18 29.03% Satisfactory High Performance
Fairly
75 - 84 0 0.00% Low Performance
Satisfactory

Did Not Meet Very Low

Below 75 0 0.00%
Expectations Performance
Textual Interpretation

Table 2.1 shows the frequency and percentage distribution of the

respondents’ level of performance in their English online class for the

school year 2021-2022. Out of 62 students, forty-four (44) or 70.97%

obtained grades ranging from 94 -100. This result revealed that most

of the respondents have VERY HIGH performance in their English

online class for the school year 2021-2022.

100
Table 1. Frequency and Percentage Distribution of Student’s Overall Performance in Pre-
Calculus Pretest

Student’s Overall Performance f %

Outstanding 2 5
Very Satisfactory 15 30
Satisfactory 33 66
Unsatisfactory 0 0
Poor 0 0
Total 50 100

Table 1 shows the summary of the overall adjectival rating in frequency and
percentage of students in their pretest in Pre-calculus at Oriental Mindoro National
High School for S.Y. 2019-2020. Results reveal that 66% of the students have
satisfactory rating. Only 5% have outstanding rating. Overall, the data showed that the
students at Oriental Mindoro National High School have fair ratings based on their
pretest scores. This implies that most of the students do not have prior mastery on the
concepts of this subject. Hence, teacher is expected to apply teaching strategies that
will increase students’ concepts of the subject. This result is supported by Ignacio
(2016) that pretest scores especially if it is valid and reliable shows prior knowledge of
the learners of the subject matter. 101