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Manelyn L. Mananap Thesis (Chapter 1)

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1 of 17
Chapter 1 INTRODUCTION The Department of Education aims to lead young Filipinos in the discovery of their own potential and enabling them to create their own destiny to the global community. To achieve this vision, the DepEd reaches out responsive efforts for the students’ educational and worthwhile needs. One way to determine the students’ capacity of learning is the conduct of National Achievement Test. The National Achievement Test (NAT) is administered by the Department of Education through the National Educational Testing and Research Center (NETRC) which heads on research and assessment of the education provided for our youth, specifically in the Basic Education. The examination is designed to determine the students’ academic strengths and weaknesses through the five key- major subjects: Mathematics, Science, English, Filipino, HeKaSi(Heograpiya, Kasaysayan at Sibika) in elementary and Araling Panlipunan in high school. Ratings obtained from NAT for Grade VI and Fourth Year would served also as a tool to measure the school’s
2 competency and effectiveness as well as the students’ aptitude and mastery towards the basic learning areas. As stipulated in DepEd Order No. 28, s. 2011 and DepEd Memorandum No. 266, s. 2011, the National Achievement Test was originally designed and administered for Grade Six and Fourth Year Students instead of the sophomores. The seniors shall take the National Achievement Test in the absence of the National Career Assessment Exam which will be administered now for the juniors. These tests determine the mastery of the examinee in the subjects like; Filipino, Mathematics, Science, English, Filipino and HEKASI/Araling Panlipunan. The tests may include: Analysis, Vocabulary, Reading Comprehension, Problem Solving, General Knowledge and other skills. The coverage is mostly the combination of the shallowest and the deepest among the lessons from First Year to Fourth Year/Grade 4 to Grade 6 and a good and efficient review still matters to be addressed. The Critical Thinking Test is more of analysis and reasoning within the given situation. Some are really easy to answer while some items are really tricky. Student should analyze the situation/question given in the item and choose the answer given in the selection only. This does not only test the
3 general knowledge but on how to analyze, reasoning, logic and critical thinking ability. Based on National Achievement Test (NAT, 2008) results, the performance of pupils is far below the expected goal of DepEd to attain Mastery Level in all subject areas particularly in the area of Mathematics. Specifically, the NAT results showed the minimal improvement even interventions have been done to improve their performance. The researcher believes that further improvement on this area should be done so that higher NAT performance in Mathematics shall be achieved in the near future. Thus, this study was conducted to determine factors that contribute to the performance of Grade 6 pupils in Mathematics so that certain measures shall be implemented. This way, learners may be given more attention and motivation to enhance their academic performance for the achievement of the vision, mission and objectives of the Department of Education. Theoretical Framework This study was anchored to the statement of Campbell, et al. (2000), Epstein, (1991), Fennema & Sherman, (1976, 1986) and Fluty, (1997) when they mentioned that a growing body of research provides additional factors which could
4 have an impact on pupils’ achievement such as gender, family structure, parents’ educational level, socio- economic status, parent and student attitudes toward school, and parent involvement. Likewise, there were studies stated that teachers have contribution to the teaching of Mathematics. For instance, Brophy (1990) reported that what teachers know and believe about Mathematics is directly connected to their instructional choices and procedures. Also, Wilson (1990) reported that in Mathematics education research, the teacher's philosophy of mathematics has a significant influence on the structure of Mathematics classes. The teachers need to have skills and knowledge to apply their philosophy of teaching and instructional decisions. Rasmussen & Marrongelle (2006) emphasized the quality of teaching and learning in Mathematics. They believed that new instructional design techniques are needed to produce individuals who can understand and apply fundamental Mathematic concepts. Furthermore, they said that a central and persisting issue is how to provide instructional environments, conditions, methods, and solutions that achieve learning goals for students with different skills and ability levels. There is a need to have innovative
Schools of Valladolid District of Negros Occidental: School A School B School C School D School E School F School G School H 5 instructional approaches and techniques to develop to ensure that students become successful learners. Conceptual Framework The concepts that govern in this study were based on the study of Urquiza (2014) which include the performance of students in Mathematics as the dependent and independent variables include personal profile such as: gender, economic status, study habit, attitude towards Mathematics and technological influence; and the teachers profile such as gender, educational qualifications, length of service, seminars and trainings attended, and styles and strategies in teaching Mathematics. Figure 1 shows the paradigm of the study showing the different concepts and their relationship. National Achievement Test Performance of Grade 6 Pupils in Mathematics S.Y. 2011-2012 S.Y. 2012-2013 S.Y. 2013-2014 Pupils’ Profile • Gender • Economic Status • Study Habit • Attitude Towards Math • Technological Gadgets Teachers’ Profile: • Gender • Educational Qualifications • Length of Service • Seminars and Trainings Attended • Styles and Strategies in Teaching Mathematics
6 Figure 1. A Conceptual Framework of the Study. Statement of the Problem This study aimed to determine the level of National Achievement Test (NAT) performance of Grade 6 pupils in Mathematics in the District of Valladolid, Division of Negros Occidental from School Year 2011-2012 to 2013-2014. Specifically, this study sought to answer the following specific questions: 1. What is the profile of grade 6 pupils when grouped according to gender, economic status, study habit, attitude towards Mathematics and technological gadgets in
7 the District of Valladolid, Division of Negros Occidental from School Year 2011-2012 to 2013-2014? 2. What is the profile of grade 6 Math teachers when grouped according to gender, educational qualifications, length of service, seminars and trainings attended, and styles and strategies in teaching Mathematics in the District of Valladolid, Division of Negros Occidental from School Year 2011-2012 to 2013-2014? 3. What is the level of the National Achievement Test performance of Grade 6 pupils as a whole and when they are grouped according to pupil’s profile such as gender, economic status, study habit, attitude towards Mathematics and technological gadgets, and teachers’ profile such as gender, educational qualifications, length of service, seminars and trainings attended, and styles and strategies in teaching Mathematics in the District of Valladolid, Division of Negros Occidental from School Year 2011-2012 to 2013-2014? 4. What is the level of the National Achievement Test performance of Grade 6 pupils in Mathematics from School Year 2011-2012 to 2013-2014 when grouped by school in the District of Valladolid, Division of Negros Occidental?
8 5. Is there a significant relationship between the profile of grade 6 pupils when grouped according to gender, economic status, study habit and attitude towards Mathematics and the level of their National Achievement Test performance in the District of Valladolid, Division of Negros Occidental from School Year 2011-2012 to 2013- 2014? 6. Is there a significant relationship between the profile of grade 6 Math teachers when grouped according to gender, educational qualifications, length of service and seminars and trainings attended and the level of National Achievement Test performance of Grade 6 pupils in the District of Valladolid, Division of Negros Occidental from School Year 2011-2012 to 2013-2014? 7. Is there a significant difference between the National Achievement Test performance among eight schools (8) in the District of Valladolid, Division of Negros Occidental as a whole and when they grouped by School Year 2011-2012 to 2013-2014? Hypotheses of the Study Based from the statement of the problem the following hypotheses were formulated:
9 1. There is no significant relationship between the profile of grade 6 pupils when grouped according to gender, economic status, study habit and attitude towards Mathematics and the National Achievement Test performance in the District of Valladolid, Division of Negros Occidental from School Year 2011-2012 to 2013-2014? 2. There is no significant relationship between the profile of grade 6 teachers when grouped according to gender, educational qualifications, length of service and seminars and trainings attended and the National Achievement Test performance in the District of Valladolid, Division of Negros Occidental from School Year 2011-2012 to 2013-2014? 3. There is no significant difference between the National Achievement Test performance among the eight schools (8) in the District of Valladolid, Division of Negros Occidental as a whole and when they grouped by School Year 2011-2012 to 2013-2014? Significance of the Study Aside from the yearly evaluation of DepEd National Achievement Test performance of pupils in Mathematics, the
10 results of this study would be of great help to the following: School Administrators. The findings of this study would guide the administrators and their educational planners in adopting policies and program that would help boost the result of National Achievement Test performance of Grade 6 pupils in the District of Valladolid, Division of Negros Occidental. Education Program Supervisors. The findings of the study would help establish additional programs and activities that would improve the review classes and instructional materials of Mathematics teachers. Guidance Counselors. The result may help the guidance counselors introduce new practices and programs to improve the positive attitude of students in learning Mathematics in order to achieve desired results in the National Achievement Test performance. Mathematics Teachers. The teachers would be benefited from this study because they can improve their management and instruction particularly their teaching styles and strategies in giving emphasis on the increase of National Achievement Test (NAT) performance of Grade 6 pupils. It will also aid teachers in establishing better rapport with
11 pupils’ better performance, love and appreciation in Mathematics Parents. The parents would benefit from this study, since parents will be aware of the problems of their children and the effects of these on their academic performance, they can start to exert an extra effort to talk to their children and help them in their studies in order to achieve higher academic performance. It would also help parents to become aware of their responsibility not only on the financial aspect but as well as on the moral aspect. Pupils. The Grade 5 pupils would be given benefit through this study, the pupils will be given appropriate and enough attention and motivation in the academe. Awareness of self, including one's weaknesses, can lead to self-improvement. Such awareness enables one to identify the cause(s) of maladjusted behaviors for the attainment of mastery level of performance in Mathematics. Future Researchers. This study would serve as a basis for future researchers to undergo similar studies to increase the performance of Grade 6 pupils in Mathematics. Scope and Limitation
12 This study deals on the level National Achievement Test (NAT) performance of Grade 6 Pupils in Mathematics in the District of Valladolid, Division of Negros Occidental for S.Y. 2011-2011-2012, S.Y. 2012 – 2013 and S.Y. 2013 – 2014. It included independent variables for pupils’ profile such as: gender, economic status, study habit, attitude towards Mathematics and technological gadgets and teachers’ profile such as: gender, and styles and strategies in teaching Mathematics. This study covers eight (8) elementary schools in the District of Valladolid, Division of Negros Occidental such as: Alijis Elementary School (School A), Ayungon Elementary School (School B), Batuan Elementary (School C), Emelio Infante Elementary School (School D), Pacol Elementary School (School E), Palacios Elementary School (School F), Tabao Elementary School (School G), and Valladolid Elementary School (School H). There were six hundred eighty six (686) total enrollment of Grade 6 pupils that comprised of thirty (35) sections. The study was limited only to Grade 6 pupils from the thirty five (35) sections with two hundred fifty three (253) sample-respondents and eleven (11) Mathematics teachers.
13 In the analysis and interpretation of data, the statistical tools used were: frequency and percent distribution, weighted mean, chi-squared test and F test. Definition of Terms The terms used in the study were defined both conceptually and operationally: Attitude Towards Mathematics. Conceptually, the term refers to the attitudes that can be seen as more or less positive. A positive attitude towards mathematics reflects a positive emotional disposition in relation to the subject and, in a similar way, a negative attitude towards mathematics relates to a negative emotional disposition (R. Zan and P. Martino, 2008). Operationally, the term refers to the range of attitude displayed by pupils such as: Strongly Agree, Agree, Undecided, Disagree, or Strongly Disagree (International Association for the Evaluation of Educational Achievement, 2007). Economic Status. Conceptually, the term refers to wages, salaries, profits, rents, and any flow of earnings received. It is dependent on specialized labor done by family members (Parente, Rogerson, R. & Wright, R., 2000). Operationally, the term refers to the range of income
14 received and gained by the family such as: above average, average, low, very low and poor. Educational Qualifications. Conceptually and operationally, the term refers to the educational attainment of teachers as categorized as to; Doctoral Degree; Doctoral Units, Master’s Degree, Master’s Units and Bachelor’s Degree. Gender. Conceptually and operationally, the term refers to socially constructed roles, behaviours, activities, and attributes that a given society considers appropriate for men and women. It is considered as biological and physiological characteristics that define men and women (Gender Women and Health, 2001). Length of Service. Conceptually and operationally, the term refers to the tenure rendered by teachers in teaching which categorized as to; 20 years and above, 19 – 15 years, 10 – 14 years, 9 - 5 years and 4 years and below. Likert Scale. Conceptually, refers to unidimensional scaling method. Operationally, the term refers to strongly agree which means one is strongly favorable to the concept, agree refers to somewhat favorable to the concept, undecided means cannot decide for the concept, disagree refers to somewhat unfavorable to the concept, and strongly
15 disagree means strongly unfavorable to the concept ( William, 2008). Mathematics. Conceptually and operationally, the term refers to Mathematics in Grade 6 where the child is expected to have mastered the four fundamental operations of whole numbers, performs skills in decimals and fractions, conceptualize the meaning of ratio and proportion, percent, integers, simple probability, polygons, spatial figures, measurement and graphs. Simple concepts in Algebra is also introduced to be articulated in the high school (Basic Education Curriculum, 2000). National Achievement Test (NAT). Conceptually and operationally, the term refers to The National Achievement Test is an annual examination given to Grade sixth and tenth students in the Philippines. The students' knowledge and mastery over the subjects English, Mathematics, Science, Filipino, and HEKASI are measured using a multiple choice type test. The examination is administered by the Department of Education's National Educational Testing and Research Center (National Educational Testing and Research Center - DepEd Philippines, 2000). National Educational Testing and Research Center (NETRC). Conceptually and operationally, the term refers
16 to a center that leads in research, evaluation and assessment of the effectiveness of education which provide information vital of the formulation of educational policies geared towards the realization of an empowered and globally competitive Filipino. It analyzes and interprets data for policy formulation and recommendation (Department of Education Educational Development Projects Implementing Task Force, 2000). Seminars and Trainings Attended. Conceptually and operationally, the term refers to the level of seminars and trainings attended by teachers related to the subject in Mathematics as conducted by; National Level, Regional Level, Provincial Level, District Level and School Level. Study Habit. Conceptually, it refers to the ways and the habits that formed during school years and it can be good ones, or bad ones. Good study habits include being organized, keeping good notes, reading your textbook, listening in class, and working every day. Bad study habits include skipping class, not doing your work, watching TV or playing video games instead of studying, and losing your work (Learning Tips and Study Habits, 2002). Operationally, the term refers to the frequency of practices of good study habits such as: Always, Sometimes, Frequently, Poor.
17 Styles and Strategies in Teaching Mathematics. Conceptually and operationally, the term refers to provide specific, style-based help and information to classroom teachers as they develop academic performance of pupils in Mathematics to achieve curriculum standards. Technological Gadgets. Conceptually, it refers to a relevant factor in order to achieve competitive advantage and the use of technology as competitive advantage inside the organization is making possible to adapt human necessities at par with technological innovation development ratio; for that, it is precise to generate a body of knowledge that allows to incursion in the technological change field in a secure manner. Although it is true that there are technological changes that generate authentic revolutions in society, as multidisciplinary and multi-sector participation can be a decisive factor in the process of adoption. Operationally, the term refers to the range of the usage of technology in learning Mathematics and its influence such as Strongly Agree, Agree, Undecided, Disagree, or Strongly Disagree.

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Manelyn L. Mananap Thesis (Chapter 1)

  • 1. Chapter 1 INTRODUCTION The Department of Education aims to lead young Filipinos in the discovery of their own potential and enabling them to create their own destiny to the global community. To achieve this vision, the DepEd reaches out responsive efforts for the students’ educational and worthwhile needs. One way to determine the students’ capacity of learning is the conduct of National Achievement Test. The National Achievement Test (NAT) is administered by the Department of Education through the National Educational Testing and Research Center (NETRC) which heads on research and assessment of the education provided for our youth, specifically in the Basic Education. The examination is designed to determine the students’ academic strengths and weaknesses through the five key- major subjects: Mathematics, Science, English, Filipino, HeKaSi(Heograpiya, Kasaysayan at Sibika) in elementary and Araling Panlipunan in high school. Ratings obtained from NAT for Grade VI and Fourth Year would served also as a tool to measure the school’s
  • 2. 2 competency and effectiveness as well as the students’ aptitude and mastery towards the basic learning areas. As stipulated in DepEd Order No. 28, s. 2011 and DepEd Memorandum No. 266, s. 2011, the National Achievement Test was originally designed and administered for Grade Six and Fourth Year Students instead of the sophomores. The seniors shall take the National Achievement Test in the absence of the National Career Assessment Exam which will be administered now for the juniors. These tests determine the mastery of the examinee in the subjects like; Filipino, Mathematics, Science, English, Filipino and HEKASI/Araling Panlipunan. The tests may include: Analysis, Vocabulary, Reading Comprehension, Problem Solving, General Knowledge and other skills. The coverage is mostly the combination of the shallowest and the deepest among the lessons from First Year to Fourth Year/Grade 4 to Grade 6 and a good and efficient review still matters to be addressed. The Critical Thinking Test is more of analysis and reasoning within the given situation. Some are really easy to answer while some items are really tricky. Student should analyze the situation/question given in the item and choose the answer given in the selection only. This does not only test the
  • 3. 3 general knowledge but on how to analyze, reasoning, logic and critical thinking ability. Based on National Achievement Test (NAT, 2008) results, the performance of pupils is far below the expected goal of DepEd to attain Mastery Level in all subject areas particularly in the area of Mathematics. Specifically, the NAT results showed the minimal improvement even interventions have been done to improve their performance. The researcher believes that further improvement on this area should be done so that higher NAT performance in Mathematics shall be achieved in the near future. Thus, this study was conducted to determine factors that contribute to the performance of Grade 6 pupils in Mathematics so that certain measures shall be implemented. This way, learners may be given more attention and motivation to enhance their academic performance for the achievement of the vision, mission and objectives of the Department of Education. Theoretical Framework This study was anchored to the statement of Campbell, et al. (2000), Epstein, (1991), Fennema & Sherman, (1976, 1986) and Fluty, (1997) when they mentioned that a growing body of research provides additional factors which could
  • 4. 4 have an impact on pupils’ achievement such as gender, family structure, parents’ educational level, socio- economic status, parent and student attitudes toward school, and parent involvement. Likewise, there were studies stated that teachers have contribution to the teaching of Mathematics. For instance, Brophy (1990) reported that what teachers know and believe about Mathematics is directly connected to their instructional choices and procedures. Also, Wilson (1990) reported that in Mathematics education research, the teacher's philosophy of mathematics has a significant influence on the structure of Mathematics classes. The teachers need to have skills and knowledge to apply their philosophy of teaching and instructional decisions. Rasmussen & Marrongelle (2006) emphasized the quality of teaching and learning in Mathematics. They believed that new instructional design techniques are needed to produce individuals who can understand and apply fundamental Mathematic concepts. Furthermore, they said that a central and persisting issue is how to provide instructional environments, conditions, methods, and solutions that achieve learning goals for students with different skills and ability levels. There is a need to have innovative
  • 5. Schools of Valladolid District of Negros Occidental: School A School B School C School D School E School F School G School H 5 instructional approaches and techniques to develop to ensure that students become successful learners. Conceptual Framework The concepts that govern in this study were based on the study of Urquiza (2014) which include the performance of students in Mathematics as the dependent and independent variables include personal profile such as: gender, economic status, study habit, attitude towards Mathematics and technological influence; and the teachers profile such as gender, educational qualifications, length of service, seminars and trainings attended, and styles and strategies in teaching Mathematics. Figure 1 shows the paradigm of the study showing the different concepts and their relationship. National Achievement Test Performance of Grade 6 Pupils in Mathematics S.Y. 2011-2012 S.Y. 2012-2013 S.Y. 2013-2014 Pupils’ Profile • Gender • Economic Status • Study Habit • Attitude Towards Math • Technological Gadgets Teachers’ Profile: • Gender • Educational Qualifications • Length of Service • Seminars and Trainings Attended • Styles and Strategies in Teaching Mathematics
  • 6. 6 Figure 1. A Conceptual Framework of the Study. Statement of the Problem This study aimed to determine the level of National Achievement Test (NAT) performance of Grade 6 pupils in Mathematics in the District of Valladolid, Division of Negros Occidental from School Year 2011-2012 to 2013-2014. Specifically, this study sought to answer the following specific questions: 1. What is the profile of grade 6 pupils when grouped according to gender, economic status, study habit, attitude towards Mathematics and technological gadgets in
  • 7. 7 the District of Valladolid, Division of Negros Occidental from School Year 2011-2012 to 2013-2014? 2. What is the profile of grade 6 Math teachers when grouped according to gender, educational qualifications, length of service, seminars and trainings attended, and styles and strategies in teaching Mathematics in the District of Valladolid, Division of Negros Occidental from School Year 2011-2012 to 2013-2014? 3. What is the level of the National Achievement Test performance of Grade 6 pupils as a whole and when they are grouped according to pupil’s profile such as gender, economic status, study habit, attitude towards Mathematics and technological gadgets, and teachers’ profile such as gender, educational qualifications, length of service, seminars and trainings attended, and styles and strategies in teaching Mathematics in the District of Valladolid, Division of Negros Occidental from School Year 2011-2012 to 2013-2014? 4. What is the level of the National Achievement Test performance of Grade 6 pupils in Mathematics from School Year 2011-2012 to 2013-2014 when grouped by school in the District of Valladolid, Division of Negros Occidental?
  • 8. 8 5. Is there a significant relationship between the profile of grade 6 pupils when grouped according to gender, economic status, study habit and attitude towards Mathematics and the level of their National Achievement Test performance in the District of Valladolid, Division of Negros Occidental from School Year 2011-2012 to 2013- 2014? 6. Is there a significant relationship between the profile of grade 6 Math teachers when grouped according to gender, educational qualifications, length of service and seminars and trainings attended and the level of National Achievement Test performance of Grade 6 pupils in the District of Valladolid, Division of Negros Occidental from School Year 2011-2012 to 2013-2014? 7. Is there a significant difference between the National Achievement Test performance among eight schools (8) in the District of Valladolid, Division of Negros Occidental as a whole and when they grouped by School Year 2011-2012 to 2013-2014? Hypotheses of the Study Based from the statement of the problem the following hypotheses were formulated:
  • 9. 9 1. There is no significant relationship between the profile of grade 6 pupils when grouped according to gender, economic status, study habit and attitude towards Mathematics and the National Achievement Test performance in the District of Valladolid, Division of Negros Occidental from School Year 2011-2012 to 2013-2014? 2. There is no significant relationship between the profile of grade 6 teachers when grouped according to gender, educational qualifications, length of service and seminars and trainings attended and the National Achievement Test performance in the District of Valladolid, Division of Negros Occidental from School Year 2011-2012 to 2013-2014? 3. There is no significant difference between the National Achievement Test performance among the eight schools (8) in the District of Valladolid, Division of Negros Occidental as a whole and when they grouped by School Year 2011-2012 to 2013-2014? Significance of the Study Aside from the yearly evaluation of DepEd National Achievement Test performance of pupils in Mathematics, the
  • 10. 10 results of this study would be of great help to the following: School Administrators. The findings of this study would guide the administrators and their educational planners in adopting policies and program that would help boost the result of National Achievement Test performance of Grade 6 pupils in the District of Valladolid, Division of Negros Occidental. Education Program Supervisors. The findings of the study would help establish additional programs and activities that would improve the review classes and instructional materials of Mathematics teachers. Guidance Counselors. The result may help the guidance counselors introduce new practices and programs to improve the positive attitude of students in learning Mathematics in order to achieve desired results in the National Achievement Test performance. Mathematics Teachers. The teachers would be benefited from this study because they can improve their management and instruction particularly their teaching styles and strategies in giving emphasis on the increase of National Achievement Test (NAT) performance of Grade 6 pupils. It will also aid teachers in establishing better rapport with
  • 11. 11 pupils’ better performance, love and appreciation in Mathematics Parents. The parents would benefit from this study, since parents will be aware of the problems of their children and the effects of these on their academic performance, they can start to exert an extra effort to talk to their children and help them in their studies in order to achieve higher academic performance. It would also help parents to become aware of their responsibility not only on the financial aspect but as well as on the moral aspect. Pupils. The Grade 5 pupils would be given benefit through this study, the pupils will be given appropriate and enough attention and motivation in the academe. Awareness of self, including one's weaknesses, can lead to self-improvement. Such awareness enables one to identify the cause(s) of maladjusted behaviors for the attainment of mastery level of performance in Mathematics. Future Researchers. This study would serve as a basis for future researchers to undergo similar studies to increase the performance of Grade 6 pupils in Mathematics. Scope and Limitation
  • 12. 12 This study deals on the level National Achievement Test (NAT) performance of Grade 6 Pupils in Mathematics in the District of Valladolid, Division of Negros Occidental for S.Y. 2011-2011-2012, S.Y. 2012 – 2013 and S.Y. 2013 – 2014. It included independent variables for pupils’ profile such as: gender, economic status, study habit, attitude towards Mathematics and technological gadgets and teachers’ profile such as: gender, and styles and strategies in teaching Mathematics. This study covers eight (8) elementary schools in the District of Valladolid, Division of Negros Occidental such as: Alijis Elementary School (School A), Ayungon Elementary School (School B), Batuan Elementary (School C), Emelio Infante Elementary School (School D), Pacol Elementary School (School E), Palacios Elementary School (School F), Tabao Elementary School (School G), and Valladolid Elementary School (School H). There were six hundred eighty six (686) total enrollment of Grade 6 pupils that comprised of thirty (35) sections. The study was limited only to Grade 6 pupils from the thirty five (35) sections with two hundred fifty three (253) sample-respondents and eleven (11) Mathematics teachers.
  • 13. 13 In the analysis and interpretation of data, the statistical tools used were: frequency and percent distribution, weighted mean, chi-squared test and F test. Definition of Terms The terms used in the study were defined both conceptually and operationally: Attitude Towards Mathematics. Conceptually, the term refers to the attitudes that can be seen as more or less positive. A positive attitude towards mathematics reflects a positive emotional disposition in relation to the subject and, in a similar way, a negative attitude towards mathematics relates to a negative emotional disposition (R. Zan and P. Martino, 2008). Operationally, the term refers to the range of attitude displayed by pupils such as: Strongly Agree, Agree, Undecided, Disagree, or Strongly Disagree (International Association for the Evaluation of Educational Achievement, 2007). Economic Status. Conceptually, the term refers to wages, salaries, profits, rents, and any flow of earnings received. It is dependent on specialized labor done by family members (Parente, Rogerson, R. & Wright, R., 2000). Operationally, the term refers to the range of income
  • 14. 14 received and gained by the family such as: above average, average, low, very low and poor. Educational Qualifications. Conceptually and operationally, the term refers to the educational attainment of teachers as categorized as to; Doctoral Degree; Doctoral Units, Master’s Degree, Master’s Units and Bachelor’s Degree. Gender. Conceptually and operationally, the term refers to socially constructed roles, behaviours, activities, and attributes that a given society considers appropriate for men and women. It is considered as biological and physiological characteristics that define men and women (Gender Women and Health, 2001). Length of Service. Conceptually and operationally, the term refers to the tenure rendered by teachers in teaching which categorized as to; 20 years and above, 19 – 15 years, 10 – 14 years, 9 - 5 years and 4 years and below. Likert Scale. Conceptually, refers to unidimensional scaling method. Operationally, the term refers to strongly agree which means one is strongly favorable to the concept, agree refers to somewhat favorable to the concept, undecided means cannot decide for the concept, disagree refers to somewhat unfavorable to the concept, and strongly
  • 15. 15 disagree means strongly unfavorable to the concept ( William, 2008). Mathematics. Conceptually and operationally, the term refers to Mathematics in Grade 6 where the child is expected to have mastered the four fundamental operations of whole numbers, performs skills in decimals and fractions, conceptualize the meaning of ratio and proportion, percent, integers, simple probability, polygons, spatial figures, measurement and graphs. Simple concepts in Algebra is also introduced to be articulated in the high school (Basic Education Curriculum, 2000). National Achievement Test (NAT). Conceptually and operationally, the term refers to The National Achievement Test is an annual examination given to Grade sixth and tenth students in the Philippines. The students' knowledge and mastery over the subjects English, Mathematics, Science, Filipino, and HEKASI are measured using a multiple choice type test. The examination is administered by the Department of Education's National Educational Testing and Research Center (National Educational Testing and Research Center - DepEd Philippines, 2000). National Educational Testing and Research Center (NETRC). Conceptually and operationally, the term refers
  • 16. 16 to a center that leads in research, evaluation and assessment of the effectiveness of education which provide information vital of the formulation of educational policies geared towards the realization of an empowered and globally competitive Filipino. It analyzes and interprets data for policy formulation and recommendation (Department of Education Educational Development Projects Implementing Task Force, 2000). Seminars and Trainings Attended. Conceptually and operationally, the term refers to the level of seminars and trainings attended by teachers related to the subject in Mathematics as conducted by; National Level, Regional Level, Provincial Level, District Level and School Level. Study Habit. Conceptually, it refers to the ways and the habits that formed during school years and it can be good ones, or bad ones. Good study habits include being organized, keeping good notes, reading your textbook, listening in class, and working every day. Bad study habits include skipping class, not doing your work, watching TV or playing video games instead of studying, and losing your work (Learning Tips and Study Habits, 2002). Operationally, the term refers to the frequency of practices of good study habits such as: Always, Sometimes, Frequently, Poor.
  • 17. 17 Styles and Strategies in Teaching Mathematics. Conceptually and operationally, the term refers to provide specific, style-based help and information to classroom teachers as they develop academic performance of pupils in Mathematics to achieve curriculum standards. Technological Gadgets. Conceptually, it refers to a relevant factor in order to achieve competitive advantage and the use of technology as competitive advantage inside the organization is making possible to adapt human necessities at par with technological innovation development ratio; for that, it is precise to generate a body of knowledge that allows to incursion in the technological change field in a secure manner. Although it is true that there are technological changes that generate authentic revolutions in society, as multidisciplinary and multi-sector participation can be a decisive factor in the process of adoption. Operationally, the term refers to the range of the usage of technology in learning Mathematics and its influence such as Strongly Agree, Agree, Undecided, Disagree, or Strongly Disagree.