https://hdl.handle.net/20.500.12852/275 Mon, 13 Apr 2026 19:11:54 GMT 2026-04-13T19:11:54Z https://hdl.handle.net/20.500.12852/2358 Tiered modular instruction as an approach in teaching polynomials Gayola, Mary Joy C. This experimental study was conducted to determine the effects of tiered modular instruction in increasing students' conceptual understanding of polynomials. This study was conducted during the school year 2021-2022, to sixty Grade 10 Junior high school students in one of the public schools in the province of Iloilo. The experimental pretest-posttest control group design was utilized in this study and a validated and a reliability tested researcher-made test instrument composed of multiple choice and performance task items was used in collecting data. The study found that students who were exposed to the tiered modular instruction performed better in conceptual understanding than those who were exposed to the non-tiered modular instruction. Moreover, students who were exposed to the tiered modular instruction were observed to have improved study habits and had increased engagement with the learning materials, more diligent in doing their assigned task, and were able to submit their modules on time. Abstract only Sat, 01 Jan 2022 00:00:00 GMT https://hdl.handle.net/20.500.12852/2358 2022-01-01T00:00:00Z https://hdl.handle.net/20.500.12852/1975 The relationship between computational ability and word-problem solving performance in mathematics Labinghisa, Jessica Salamanca This study determined the relationship between computational ability and word problem solving performance in mathematics of the 251 randomly selected senior high school students of Janiuay National Comprehensive High School, Janiuay, Iloilo, school year 2003-2004. Data were obtained through two sets of tests, one, on computational ability of 40 items and another, on problem solving performance of 10 items. The tests were content and face validated; pilot tested and reliability test was established using Cronbach Alpha. Specifically, this study sought to find out the students' level of computational ability and problem solving performance in general and in their problem-solving sub-skills namely comprehension, equation formulation, solving equation and verification; if students’ level of computational ability and problem solving performance vary when grouped by sex and if computational ability is significantly correlated to problem solving performance. This study also determined the strengths and weaknesses of the students in computational ability based on 50 percent criterion. In problem solving, strengths and weaknesses were determined by sub-skill, which involved problems on number relations, measurement, mixture, age and average problems. Abilities performed by at least 50 percent of the students were categorized as strengths and those performed below the 50 percent criterion were weaknesses of the students. Statistics used were mean, percentages and standard deviation for descriptive analyses, t-test for significant differences between males and females and Pearson-r for significant relationship between computational ability and problem-solving performance. Findings The result of this study revealed that in general, the students' level of computational ability is above the 50 percent criterion. Computational ability for both males and females were above the 50 percent, though comparatively, the females performed significantly better than the males as shown by a significant difference in their mean scores and criterion levels. The strengths of the students in computational ability were on topics evaluating algebraic sentences, number relations and linear equations, systems of linear equations and polynomials and their operations. On the other hand, their weaknesses were on rational expressions, quadratics and writing words and phrases as algebraic expressions. Less than 50 percent of the students performed well on these areas. In problem solving, the students' levels of performance were below the 50 percent criterion; whether as an entire group or when grouped by sub-skill. When students were grouped by sex, levels of performance were better in comprehension. Female students performed significantly better than male students in all sub-skills. Problem solving as a whole was a weakness to most students. Results revealed that computational ability is significantly correlated to problem-solving performance with r= .71. The higher the computational ability, the higher is the problem solving performance. Conclusion In the light of these findings, it is inferred that the students’ level of computational ability was slightly above the 50 percent criterion level. Both the male and female students performed above the 50 percent criterion. The female students performed significantly better than their male counterparts in computational ability. The students have strong computational ability in the areas of systems of linear equations, polynomials and their operations and evaluating sentences, number relations and linear equations, but they are weak on the areas of rational expressions, quadratics and writing words and phrases as algebraic expressions on questions with higher complexity of skills. The students’ level of performance in problem solving was below 50 percent criterion as a whole and by sub-skill. When grouped by sex, the level of performance was better in comprehension than for other sub-skills. Problem solving performance between males and females vary with female students better off than their male classmates. The number of students getting correct responses decreases by sub-skill for errors or incomplete answers on the previous greatly affected answers on the next except on verification where it was performed slightly higher than solving equation since students verified their answers using other methods other than making and solving equations which implies that students have difficulty in solving problems using equations. Computational ability is strength among students while problem solving is their weakness. Computational ability is significantly correlated to problem solving, r= .71. The higher the computational ability, the higher is the problem-solving performance. It is not surprising to know that students got low in problem-solving which entails higher cognitive ability for they only attained slightly above the 50 percent criterion on computational ability which was the lowest level of cognition. Students failed to attain the higher thinking skills as shown by their performance in problem solving, which was below the 50 percent criterion. Findings imply that students will graduate in high school with inadequate abilities needed of them to face the next level of higher education. At their age level, as described by Piaget (1971), they are supposed to be at the abstraction level, however, as seen in their scores, they failed to attain the level. Students failed to exhibit analytical thinking. Though the tests were similar to the exercises found in their textbooks, yet, they got low in their performance in mathematics, which affirmed the findings of Penuela (1996; Palmares, 1998; Calizo, 2000) that students are poor on problem solving. This is also affirmed by Bagaforo (1999) in her study on competencies of prospective teachers where she found them poor in problem solving. Recommendations 1. It is highly recommended that Mathematics be taught seriously at its early stage, starting from elementary grades where children took the basics. 2. Since students only obtained mediocre results in their tests in computational ability, concepts and skills should therefore be strengthened since these are the basic abilities and skills needed to a successful problem solving. 3. In the teaching of Mathematics, especially problem solving, the male students should be given attention for they performed much lower than the female students. Often they should be asked to participate in classroom activities. 4. The beginning of Mathematics abstraction is symbols; hence the language of symbols should be prioritized and taught with various levels of difficulty. More drills should be given to mathematical translations; equation formulation and solving equation for these are essential to problem solving. 5. Since topics in finding the least common denominator, simplifying, finding the roots of rational expressions and quadratics are weaknesses of the students, these topics should be given more examples. Presentations should be logical starting from whole numbers to fractions, then to algebraic expressions. Teachers should also emphasize among students that in finding the roots of perfect numbers, no radical signs are placed on the answers. 6. More attention should be given to problems on rational expressions and quadratics for these were the topics students’ were found very weak. They should be given series of realistic examples, assignments and activities to be performed. They should be drilled on how mathematics problems should be presented and described in worded form or vice versa. Students should create their own problems based on their daily life activities for them to realize applications of mathematics in their actual living. They should provide solutions and strategies to problems they made so that they will develop mastery of mathematical skills, critical and analytical as well. 7. Verification should not be taken for granted for this skill make students reflect on the correctness of their answers. 8. Research on strategies and techniques of teaching students of diverse mental abilities and educational background should be encouraged. Abstract only Sat, 01 Jan 2005 00:00:00 GMT https://hdl.handle.net/20.500.12852/1975 2005-01-01T00:00:00Z https://hdl.handle.net/20.500.12852/1268 Mathematics achievement, math self-efficacy and attitude towards mathematics: their influence on K-12 career preferences of grade 10 students Alavata, Roger Antonio This study investigated the influence of mathematics achievement, math self- efficacy and attitude towards mathematics on the K-12 career preferences of Grade 10 students. This is a descriptive-relational study which made use of the one-shot survey design. One hundred twenty eight (128) randomly selected Grade 10 students of a private school in Iloilo City enrolled during school year 2015-2016 served as the research subjects. The Mathematics Self-Efficacy Scale (MSES) and Mathematics Attitude Scale were administered to measure the students’ mathematics self-efficacy and attitude towards mathematics respectively. The mean of the students’ final grades in their Grade 8 and 9 math subjects was used as the measure of their mathematics achievement. The Chi-square test and Phi Correlation Coefficient were used to determine if there exist a significant relationship among the variables of the study. The Cramer’s V was used to describe the magnitude or strength of the relationship between variables and the test of significance was set at 5% level. The findings showed that the Grade 10 students had satisfactory math achievement. They had low math self-efficacy and unfavorable attitude towards mathematics. The findings of this study revealed that there is a significant relationship between mathematics self-efficacy and attitude towards mathematics. A significant relationship was also found between mathematics achievement and attitude towards mathematics. However, no significant relationships was found between attitude towards mathematics and K-12 career preferences of Grade 10 students, between math self- efficacy and K-12 career preferences, between mathematics achievement and K-12 career preferences, and between math self-efficacy and K-12 career preferences when their attitude towards math was controlled, and between math achievement and K-12 career preferences when their attitude towards mathematics was controlled. Abstract only Fri, 01 Jan 2016 00:00:00 GMT https://hdl.handle.net/20.500.12852/1268 2016-01-01T00:00:00Z https://hdl.handle.net/20.500.12852/1033 The effect of concept mapping in the performance of students in mathematics Quindor, Nolina D. This experimental study investigated the effect of concept mapping in the performance of students in mathematics particularly in the topic rational expressions. This study tried to ascertain whether the use of concept mapping in teaching is better than the use of the traditional method in improving the performance of students in mathematics. Furthermore, the study also determined the perception of students on the use of concept mapping as a teaching strategy. The participants of the study were 80 purposively selected first year Bachelor of Science in Accountancy students of the Garcia College of Technology during the second semester school year 2005-2006. There are two sets of 40 students which are more or less similar in high school average in mathematics and score in college evaluation test in mathematics. The two sets were randomly assigned to the experimental group and the control group. Each group were assigned a number 1 and 2 written on two pieces of paper and placed in a container. The first piece of paper drawn was assigned as experimental group and the remaining sections as the control group. The experimental group was taught using concept mapping approach while the control was taught using the traditional method. Fifty items multiple choices teacher made, test was constructed and used before and after the introduction of the experimental treatment. A perception questionnaire was administered to determine the students’ perception on the use of concept mapping in teaching. Statistical tools used were the mean and standard deviation for descriptive statistics and the t-test and z-test both set at .05 level of significance, for the test of difference between means. The findings of the study revealed that the experimental group and the control group performed equally before the treatment, both had the same level of performance. Both the experimental and control groups significantly improved their performance after the treatment. Although both the experimental and the control groups significantly improved the performance after the treatment, comparison of the mean gains showed that the students in the experimental scored significantly higher than those in the control group. Thus, concept mapping is more effective than the traditional method in helping students understand mathematical concepts and their relationships. Students perceived concept mapping as a useful tool in teaching mathematics. Abstract only Sun, 01 Jan 2006 00:00:00 GMT https://hdl.handle.net/20.500.12852/1033 2006-01-01T00:00:00Z