manelyn l. mananap thesis (chapter 4)
TRANSCRIPT
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analysis and interprets the data
gathered. The data were arranged comprehensively to answer
the statement of the problems using the appropriate
Statistical tools with the use of Statistical Package for
the Social Sciences (SPSS) computer program. This study
aimed to determine the level of National Achievement Test
Performance of Grade 6 Pupils in Mathematics in the District
of Valladolid, Division of Negros Occidental from school
year 2011-2012 to 2013-2014.
Grade 6 Profile According to Gender
Table 3 presents the percent distribution of Grade 6
pupils in Mathematics according to gender in the District of
Valladolid, Division of Negros Occidental.
Table 3. Percent Distribution of Grade 6 Pupils in Mathematics According to Gender and by School in the District of Valladolid, Division of Negros Occidental.
Gender
Elementary Schools Total
Percent %School A School B School C School D School E School F School G School H
N % N % N % N % N % N % N % N % N %
Male 10
35.71 3 23.0
8 5 50.00
17
56.67 7 36.8
4 8 47.06
28
36.36
28
47.46 106 41.6
5Female
18
64.29
10
76.92 5 50.0
013
43.33
12
63.16 9 52.9
449
63.64
31
52.54 147 58.3
5Total
28
100.00
13
100.00
10
100.00
30
100.00
19
100.00
17
100.00
77
100.00
59
100.00 253 100.
00
71
Out of the 253 pupil-respondents, there were 147
females with 58.35 percent and 106 males with 41.65 percent.
By School, School A, 10 Grade 6 pupils or 35.71 percent
are males and 18 or 34.83 percent are females; School B, 3
or 23.08 percent males and 10 or 76.92 percent females;
School C, five (5) or 50.00 percent males and five (5) or 50
percent females; School D, 17or 56.67 percent males and 13
or 43.33 percent females; School E, seven (7) or 36.84
percent males and 12 or 63.16 percent females; School F,
eight (8) or 47.06 percent males and nine (9) or 52.94
percent females; School G, 28 or 36.36 percent males and 49
or 63.64 percent females; and School H, 28 or 47.46 percent
males and 31 or 52.54 percent females.
Among the schools, School B Elementary School obtained
the lowest number of male pupils and School D has the lowest
number of female. For the highest number of male pupils,
School B has the highest number of female pupil and School D
has the highest number of male pupils. As a whole, the
female pupils outnumbered the male pupils in the District of
Valladolid, Division of Negros Occidental.
Grade 6 Profile According to Economic Status
72
Table below shows the percent distribution of Grade 6
pupils in Mathematics according to economic status in the
District of Valladolid, Division of Negros Occidental.
Table 4. Percent Distribution of Grade 6 Pupils in Mathematics According to Economic Status and by school in the District of Valladolid, Division of Negros Occidental.
Family Income Per
Month
Elementary SchoolsTotal
Percent %School
ASchool
BSchool
CSchool
DSchool
ESchool
FSchool
GSchool
H N % N % N % N % N % N % N % N % N %
Extremely High(Php 25,001 and above
)
414.29 0
0.00 0 0.0
0 00.00 0
0.00 0
0.00 3
3.90 0
0.00 7
2.77
Very High(Php 20,001 –
25,000)
13.57
215.38 0 0.0
0 26.67 1
5.26 0
0.00 0
0.00 0
0.00 6
2.37
High(Php 15,001 –
20,000)
310.71 1
7.69 1 10.
00 00.00 1
5.26 1
5.88 2
2.60 8
13.56 17
6.72
Average(Php 10,001 –
15,000)
00.00
17.69 0 0.0
0 413.33 1
5.26 1
5.88 2
2.60 0
0.00 9
3.56
Low(Php 5,001
– 10,000)
932.14 2
15.38 1 10.
0010
33.33 5
26.32 1
5.88 5
6.49 1
4
23.73 47
18.58
Very Low(Php 5,000 and
below)
11
39.29 7
53.85 8 80.
0014
46.67 1
1
57.89 1
4
82.35 6
5
84.42 3
7
62.71 167
66.01
TOTAL 28
100.00
13
100.00 1
0100.00
30
100.00
19
100.00
17
100.00
77
100.00
59
100.00 253 100.
00
Table 4 shows that out of 253 pupil-respondents, 167
Grade 6 pupils or 66.01 percent belonged to the range of Php
73
5,000 and below in terms of family income per month, 47 or
18.58 percent belonged to the range of Php 5,001 to Php
10,000; 9 or 3.56 percent belonged to the range of Php
10,001 to Php 15,000; 17 or 6.72 percent belonged to the
range of Php 15,001 to Php 20,000; 6 or 2.37 percent
belonged to the range of Php 20,001 to Php 25,000; and 7 or
2.77 percent belonged to the range of Php 25,001 and above.
By School, School A, four (4) Grade 6 pupils or 14.29
percent belonged to Php 25,001 and above, in terms of family
income/ month one (1) or 3.57 percent belonged in Php
20,001-25,000, three (3) or 10.71 percent belonged in Php
15,001 – 20,000, nine (9) or 32.15 percent belonged in 5,001
–10,000, and 11 or 39.29 percent belonged in Php 5,000 and
below. School B, two (2) or 15.38 percent belonged in Php
20,001 to Php 25,000, one (1) or 7.69 percent belonged in
Php 15,001 to Php 20,000, one (1) or 7.69 percent belonged
in Php 10,001 to Php 15,000, two (2) or 15.38 percent
belonged in 5,001 to Php 10,000, and 7 or 53.85 percent
belonged in Php 5,000 and below. School C, one (1) or 10.00
percent belonged in Php 15,001 to Php 20,000, one (1) or
10.00 percent belonged in 5,001 to Php 10,000, and eight
(8) or 80.00 percent belonged in Php 5,000 and below.
School D, two (2) or 6.67 percent belonged in Php 20,001 to
Php 25,000, four (4) or 13.33 percent belonged in Php 10,001
74
to Php 15,000, 10 or 33.33 percent belonged in 5,001 to Php
10,000, and 14 or 46.67 percent belonged in Php 5,000 and
below. School E, one (1) or 5.26 percent belonged in Php
20,001-25,000, one (1) or 5.26 percent belonged in Php
15,001 to Php 20,000, one (1) or 5.26 percent belonged in
Php 10,001 to Php 15,000, five (5) or 15.38 percent belonged
in 5,001 to Php 10,000, and 11 or 57.89 percent belonged in
Php 5,000 and below. School F, one (1) or 5.88 percent
belonged in Php 15,001 to Php 20,000, one (1) or 5.88
percent belonged in Php 10,001 to Php 15,000, one (1) or
5.88 percent belonged in 5,001 to Php 10,000, and 14 or
82.35 percent belonged in Php 5,000 and below. School G,
three (3) or 3.90 percent belonged in Php 25,001 and above,
two (2) or 2.60 percent belonged in Php 15,001 to Php
20,000, two (2) or 2.60 percent belonged in Php 10,001 to
Php 15,000, five (5) or 6.49 percent belonged in 5,001 to
Php 10,000, and 65 or 84.42 percent belonged in Php 5,000
and below. School H, eight (8) or 13.56 percent belonged in
Php 15,001 to Php 20,000, 14 or 23.73 percent belonged in
5,001 to Php 10,000, and 37 or 62.71 percent belonged in Php
5,000 and below. School D, four (4) or 14.29 percent
belonged in Php 25,001 and above, two (2) or 15.38 belonged
in Php 20,001 to Php 25,000, one (1) or 7.69 percent
belonged in Php 15,001 to Php 20,000, one (1) or 7.69
75
percent belonged in Php 10,001 to Php 15,000, two (2) or
15.38 percent belonged in 5,001 to Php 10,000, and 7 or
53.85 percent belonged in Php 5,000 and below.
As a whole, it shows that the majority of the Grade 6
pupils of eight (8) elementary schools in the District of
Valladolid, Division of Negros Occidental belonged to the
low family income per month with the range of Php 5,000 and
below. It implies that Grade 6 pupils belonged to the low
socio-economic status.
Grade 6 Profile According to Study Habits
Table on the next page presents the percent
distribution of Grade 6 pupils in Mathematics according to
study habits in the District of Valladolid, Division of
Negros Occidental.
Table 5. Percent Distribution of Grade 6 Pupils in Mathematics According to Study Habits and by School in the District of Valladolid, Division of Negros Occidental.
Study Habits
Elementary SchoolsTotal
Percent %School
ASchool
BSchool
CSchool
DSchool
ESchool
FSchool
GSchool
HN % N % N % N % N % N % N % N % N %
76
Strongly
Agree(4.5 -
5.0)
12
42.86
538.46
330.00
930.00
736.84
741.18
17
22.08
12
20.34 72
28.46
Agree(3.5 -
4.4)
932.14
538.46
440.00
18
60.00
842.11
529.41
51
66.23
33
55.93 13
3
52.57
Undecided(2.5 -
3.4)
13.57
17.69
00.00
13.33
15.26
15.88
33.90
35.08 11
4.35
Disagree(1.5 -
2.4)
310.71
17.69
110.00
26.67
210.53
211.76
56.49
915.25 25
9.88
Strongly
Disagree(0.5 -
1.4)
310.71
17.69
220.00
00.00
15.26
211.76
11.30
23.39 12
4.74
TOTAL 28
100.00
13
100.00 1
0100.00
30
100.00
19
100.00
17
100.00
77
100.00
59
100.00
253
100.00
Out of 253 pupil-respondents, there were 72 Grade 6
pupils or 28.46 percent answered strongly agree; 133 or
52.57 percent answered agree; 11 or 4.35 answered undecided;
25 or 9.88 answered disagree; and 12 or 4.74 percent
answered strongly disagree. It shows that Grade 6 pupils
have good study habits.
By school, School A, 12 Grade 6 pupils or 42.86 percent
answered strongly agree; nine (9) or 32.14 percent answered
agree; one (1) or 3.57 percent answered undecided; three (3)
or 10.71 percent answered disagree; and three (3) or 10.71
percent answered strongly disagree. School B, five (5) or
77
38.46 percent answered strongly agree; five (5) or 38.46
percent answered agree; one (1) or 7.69 percent answered
undecided; one (1) or 7.69 percent answered disagree; and
one (1) or 7.69 percent answered strongly disagree. School
C, three (3) or 30.00 percent answered strongly agree; four
(4) or 40.00 percent answered agree; one (1) or 10.00
percent answered disagree; and two (2) or 20.00 percent
answered strongly disagree. School D, nine (9) or 30.00
percent answered strongly agree; 18 or 60.00 percent
answered agree; one (1) or 3.33 percent answered undecided,
and two (2) or 6.67 percent answered disagree. School E,
seven (7) or 36.84 percent answered strongly agree; eight
(8) or 42.11 percent answered agree; one (1) or 5.26 percent
answered undecided; two (2) or 10.53 percent answered
disagree; and one (1) or 5.26 percent answered strongly
disagree. School F, seven (7) or 41.18 percent answered
strongly agree; five (5) or 29.41 percent answered agree;
one (1) or 5.88 percent answered undecided; two (2) or 11.56
percent answered disagree; and two (2) or 11.76 percent
answered strongly disagree. School G, 17 or 22.08 percent
answered strongly agree; 51 or 66.23 percent answered agree;
three (3) or 3.90 percent answered undecided; five (5) or
6.49 percent answered disagree; and one (1) or 1.30 percent
answered strongly disagree. School H, 12 or 20.34 percent
78
answered strongly agree; 33 or 56.93 percent answered agree;
three (3) or 5.08 percent answered undecided; nine (9) or
15.25 percent answered disagree; and two (2) or 3.39 percent
answered strongly disagree.
As a whole, Grade 6 pupils have good study habit in
Mathematics. Among schools, School A obtained the highest
number of pupils with good study habits and followed by
School F. The school with pupils who have poor study habits
was School C.
Grade 6 Profile According to Attitude towards Mathematics
Table 6 on the next page shows the percent distribution
of Grade 6 pupils in Mathematics according to attitude
towards Mathematics in the District of Valladolid, Division
of Negros Occidental.
Table 6. Percent Distribution of Grade 6 Pupils in Mathematics According to Attitude towards Mathematics and by School in the District of Valladolid, Division of Negros Occidental.
Attitude
towards
Mathematics
Elementary Schools
Total
Percent %School
ASchool
BSchool
CSchool
DSchool
ESchool
FSchool
GSchool
H
N % N % N % N % N % N % N % N % N %
79
Strong
ly
Agree(4.5 - 5.0)
15
53.57 6 46.
15 4 40.00
18
60.00
11
57.89 8 47.
0648
62.34
32
54.24 142 56.1
3
Agree(3.5 - 4.4)
10
35.71 4 30.
77 3 30.00 9 30.
00 5 26.32 6 35.
2923
29.87
22
37.29 82 32.4
1
Undeci
ded(2.5 - 3.4)
1 3.57 1 7.6
9 1 10.00 1 3.3
3 1 5.26 1 5.8
8 3 3.90 2 3.3
9 11 4.35
Disagr
ee(1.5 - 2.4)
1 3.57 1 7.6
9 1 10.00 1 3.3
3 1 5.26 1 5.8
8 2 2.60 2 3.3
9 10 3.95
Strong
ly
Disagr
ee(0.5 - 1.4)
1 3.57 1 7.6
9 1 10.00 1 3.3
3 1 5.26 1 5.8
8 1 1.30 1 1.6
9 8 3.16
TOTAL 28
100.00
13
100.00 1
0100.00
30
100.00
19
100.00
17
100.00
77
100.00
59
100.00 253 100.
00
Out of 253 student-respondents, there were 142 Grade 6
pupils or 56.13 percent answered strongly agree; 82 or 32.41
percent answered agree; 11 or 4.35 percent answered
undecided; 10 or 3.95 percent answered disagree; and 8 or
3.16 percent answered strongly disagree.
By school, School A, 15 Grade 6 pupils or 53.57 percent
answered strongly agree; 10 or 35.71 percent answered agree;
one (1) or 3.57 percent answered undecided; one (1) or 3.57
percent answered disagree; and one (1) or 3.57 percent
answered strongly disagree. School B, six (6) or 46.15
percent answered strongly agree; four (4) or 30.71 percent
answered agree; one (1) or 7.69 percent answered undecided;
one (1) or 7.69 percent answered disagree; and one (1) or
80
7.69 percent answered strongly disagree. School C, four (4)
or 40.00 percent answered strongly agree; three (3) or 30.00
percent answered agree; one (1) or 10.00 percent answered
undecided; one (1) or 10.00 percent answered disagree; and
one (1) or 10.00 percent answered strongly disagree. School
D, 18 or 60.00 percent answered strongly agree; 9 or 30.00
percent answered agree; one (1) or 1.33 percent answered
undecided; one (1) or 1.33 percent answered disagree; and
one (1) or 1.33 percent answered strongly disagree. School
E, 14 or 57.89 percent answered strongly agree; five (5) or
26.32 percent answered agree; one (1) or 5.26 percent
answered undecided; one (1) or 5.26 percent answered
disagree; and one (1) or 5.26 percent answered strongly
disagree. School E, 14 or 57.89 percent answered strongly
agree; five (5) or 26.32 percent answered agree; one (1) or
5.26 percent answered undecided; one (1) or 5.26 percent
answered disagree; and one (1) or 5.26 percent answered
strongly disagree. School F, eight (8) or 47.06 percent
answered strongly agree; six (6) or 35.29 percent answered
agree; one (1) or 5.88 percent answered undecided; one (1)
or 5.88 percent answered disagree; and one (1) or 5.88
percent answered strongly disagree. School G, 48 or 62.34
percent answered strongly agree; 23 or 29.27 percent
answered agree; three (3) or 3.90 percent answered
81
undecided; two (2) or 2.60 percent answered disagree; and
one (1) or 1.30 percent answered strongly disagree. School
H, 32 or 54.24 percent answered strongly agree; 22 or 37.29
percent answered agree; two (2) or 3.39 percent answered
undecided; two (2) or 3.39 percent answered disagree; and
one (1) or 1.69 percent answered strongly disagree.
The result shows that Grade 6 pupils in School G
obtained the highest percentage as to their positive
attitude towards Mathematics, whereas, School C obtained the
lowest. As a whole, the Grade 6 pupils showed positive
attitude towards Mathematics.
Grade 6 Profile According to theUsed of Technological Gadgets
Table 7 on the next page presents the percent
distribution of Grade 6 pupils in Mathematics according to
technological gadgets in the District of Valladolid,
Division of Negros Occidental.
Table 7. Percent Distribution of Grade 6 Pupils in Mathematics According to the Used of Technological Gadgets and by School in the District of Valladolid, Division of Negros Occidental.
Technological Gadgets
Elementary Schools TOTALSchoo
l ASchool
BSchool C
School D
School E
School F
School G
School H
Cellular Phone 13 13 10 24 16 13 13 13 112
MP 3 Player 10 1 4 0 0 0 10 4 21Cable TV 2 0 3 0 0 0 2 0 6
82
PSP 1 1 0 2 0 0 1 5 8Personal Computer / Laptop
1 0 2 0 2 3 1 12 24
Others 20 2 4 5 10 4 20 13 63MODE 112
Out of 253 Grade 6 pupils, 112 pupils used cellular
phones, 21 used MP 3, 6 used Cable TV, 8 used PSP, 24 used
Personal Computer/ Laptop, and 63 other gadgets like;
tablets, phablets and digital cameras were used.
By school, School A, 13 pupils used cellular cell
phones, 10 used MP 3, two (2) used Cable TV, one (1) used
PSP, 1 used Personal Computer/ Laptop, and 20 other gadgets
like; tablets, phablets and digital cameras. School B, 13
used cellular phones, one (1) used MP 3, one (1) used PSP,
and two (2) other gadgets like; tablets, phablets and
digital cameras. School C, 10 used cellular cell phones,
four (4) used MP 3, three (3) used Cable TV, two (2) used
Personal Computer/ Laptop, and four (4) other gadgets like;
tablets, phablets and digital cameras. School D, 24 used
cellular phones, two (2) used Personal Computer/ Laptop, and
10 other gadgets like; tablets, phablets and digital
cameras. School E, 16 used cellular phones, three (3) used
Personal Computer/ Laptop, and four (4) other gadgets like;
tablets, phablets and digital cameras. School F, 13 used
cellular phones, 10 used MP 3, two (2) used Cable TV, one
83
(1) used PSP, three (3) used Personal Computer/ Laptop, and
four (4) other gadgets like; tablets, phablets and digital
cameras. School G, 13 used cellular phones, 10 used MP 3,
two (2) used Cable TV, one (1) used PSP, one (1) used
Personal Computer/ Laptop, and 20 other gadgets like;
tablets, phablets and digital cameras. School H, 13 used
cellular phones, four (4) used MP 3, five (5) used PSP, 12
used Personal Computer/ Laptop, and 13 other gadgets like;
tablets, phablets and digital cameras.
The results revealed that cellular phones obtained the
highest gadget used by Grade 6 pupils among eight (8)
schools. The results conformed in the study conducted by
Norman (1993) stating that technology has a pivotal role in
students’ research. There is a dominant usage of cell phones
and internet among students.
Teachers’ Profile According to Gender
Table 8 below presents the percent distribution of
Grade 6 teachers in Mathematics according to gender in the
District of Valladolid, Division of Negros Occidental.
Table 8. Percent Distribution of Grade 6 Math Teachers in
84
Mathematics According to Gender and by School in the District of Valladolid, Division of Negros Occidental.
GenderElementary Schools
Total
Percent %
School A
School B
School C
School D
School E
School F
School G
School H
N % N % N % N % N % N % N % N % N %
Male 1 9.09 0 0.0
0 0 0.00 0 0.0
0 0 0.00 0 0.0
0 3 27.27 0 0.0
0 4 36.36
Female 0 0.00 1 9.0
9 1 9.09 1 9.0
9 1 9.09 1 9.0
9 1 9.09 1 9.0
9 7 63.64
Total 1 9.09 1 9.0
9 1 9.09 1 9.0
9 1 9.09 1 9.0
9 4 36.36 1 9.0
911
100.00
Out of the 11 teacher-respondents, there were four (4)
males with 36.36 percent and 7 females with 63.64 percent.
By Schools, School A has one (1) male Math teacher or
9.09 percent; School B, one (1) or 9.09 percent female;
School C, one (1) or 9.09 percent female; School D, one (1)
or 9.09 percent female; School E, one (1) or 9.09 percent
female; School F, one (1) or 9.09 percent female; School G,
three (3) or 36.36 percent males and one (1) or 9.09 percent
female; and School H, one (1) or 9.09 percent female.
As a whole, there are more female Math teachers than
male teachers in the District of Valladolid, Division of
Negros Occidental. Whereas, in the other schools, the number
of male and female Math teachers is equal. (Urquiza, 2014)
Teachers’ Profile According to Educational Qualification
Table on the below presents the percent distribution of
Grade 6 teachers in Mathematics according to educational
85
qualification in the District of Valladolid, Division of
Negros Occidental.
Table 9. Percent Distribution of Grade 6 Math Teachers in Mathematics According to Educational Qualification and by School in the District of Valladolid, Division of Negros Occidental.
Educatio-nal
Qualification
Elementary Schools Total
Percent %School
ASchool
BSchool
CSchool
DSchool
ESchool
FSchool
GSchool
H
N % N % N % N % N % N % N % N % N %Doctoral Degree 0 0.0
0 0 0.00 0 0.0
0 0 0.00 0 0.0
0 0 0.00 0 0.0
0 0 0.00 0 0.00
Doctoral Units 0 0.0
0 0 0.00 0 0.0
0 0 0.00 0 0.0
0 0 0.00 0 0.0
0 0 0.00 0 0.00
Master’s Degree 0 0.0
0 0 0.00 0 0.0
0 0 0.00 0 0.0
0 0 0.00 1 9.0
9 0 0.00 1 9.09
Master’s Units 1 9.0
9 1 9.09 1 9.0
9 1 9.09 1 9.0
9 1 9.09 2 18.
18 1 9.09 8 72.7
2Bachelor
’s Degree
0 0.00 0 0.0
0 0 0.00 0 0.0
0 0 0.00 0 0.0
0 1 9.09 0 0.0
0 2 18.18
Total 1 9.09 1 9.0
9 1 9.09 1 9.0
9 1 9.09 1 9.0
9 4 36.36 1 9.0
911
100.00
Out of 11 teacher-respondents, one (1) teacher or 9.09
percent earned a Masters’ Degree, eight (8) or 72.72 percent
had obtained units in Master’s Degree, and two (2) or 18.18
percent were Bachelor’s Degree holder.
By School, School A, one (1) teacher or 9.09 percent
earned units in Masters’ Degree. School B one (1) or 9.09
percent earned Masters’ Units. School C, one (1) or 9.09
percent earned their Masters’ Units, and one (1) or 9.09
percent were Bachelor’s Graduate holder. School D, one (1)
or 9.09 percent earned their Masters’ Units, and one (1) or
9.09 percent were Bachelor’s Graduate holder. School E, one
(1) or 9.09 percent earned their Masters’ Units. School F,
86
one (1) or 9.09 percent earned their Masters’ Units. School
G, two (2) or 18.18 percent earned their Masters’ Units, and
one (1) or 9.09 percent were Bachelor’s Graduate holder.
School H, one (1) or 9.09 percent earned their Masters’
Units.
Over-all, the result shows that most Math teachers
earned units in Master’s Degree. Only School G has Master’s
Degree Math teacher.
Teachers’ Profile According to Length of Service
Table 10 presents the percent distribution of Grade 6
teachers in Mathematics according to length of service in
the District of Valladolid, Division of Negros Occidental.
Table 10. Percent Distribution of Grade 6 Math Teachers in Mathematics According to Length of Service and by Schools in the District of Valladolid, Division of Negros Occidental.
Length of
Service
Elementary Schools Total
Percent %
School A
School B
School C
School D
School E
School F
School G
School H
N % N % N % N % N % N % N % N % N %
20 years and above
1 9.09 0 0.0
0 0 0.00 0 0.0
0 0 0.00 0 0.0
0 1 9.09 1 9.09 4 36.36
15-19 years 0 0.0
0 0 0.00 0 0.0
0 0 0.00 0 0.0
0 0 0.00 0 0.00 0 0.0
0 0 0.00
10-14 years 0 0.0
0 0 0.00 0 0.0
0 0 0.00 0 0.0
0 1 9.09 1 9.09 0 0.0
0 2 18.18
5-9 years 0 0.0
0 1 9.09 0 0.0
0 1 9.09 1 9.0
9 0 0.00 2 18.1
8 0 0.00 4 36.36
4 years 0 0.0
0 0 0.00 1 9.0
9 0 0.00 0 0.0
0 0 0.00 0 0.00 0 0.0
0 1 9.09
87
and below
TOTAL 1 9.09 1 9.0
9 1 9.09 1 9.0
9 1 9.09 1 9.0
9 4 36.36 1 9.0
9 11 100.00
Out of 11 teacher-respondents, there were four (4)
teachers 36.36 percent belonged to 20 years and above length
of service, two (2) or 18.18 percent belonged from the range
of 10-14 years, four (4) or 36.36 percent belonged from the
range of 5-9 years, and one (1) or 9.09 percent belonged
from 4 years and below of teaching Mathematics in the
District of Valladolid, Division of Negros Occidental.
By school, School A, one (1) or 9.09 percent belonged
in 20 years and above. School C, one (1) or 9.09 percent
belonged from the range of 5-9 years, and one (1) or 9.09
percent belonged from 4 years and below. School E, one (1)
or 9.09 percent belonged in 20 years and above and one (1)
or 9.09 percent belonged from 4 years and below. School G,
one (1) or 9.09 percent belonged in 20 years and above, one
(1) or 9.09 percent belonged from the range of 10-14 years,
and two (2) or 18.18 percent belonged from the range of 5-9
years. School H, one (1) or 9.09 percent belonged in 20
years and above, and one (1) or 9.09 percent belonged from
the range of 10-14 years.
As a whole, there were more Math teachers who taught
Mathematics for 25 years and above. It was followed by 5 to
88
9 years in eight (8) schools, District of Valladolid,
Division of Negros Occidental.
Teachers’ Profile According to Seminars and Trainings Attended
Table 11 on page 89 presents the percent distribution
of Grade 6 teachers in Mathematics according to seminars and
trainings attended in the District of Valladolid, Division
of Negros Occidental.
Table 11. Percent Distribution of Grade 6 Math Teachers in Mathematics According to Seminars and Trainings Attended and by Schools in the District of Valladolid, Division of Negros Occidental.
Seminars, Trainings and Workshops Attended
Elementary Schools
School A
School B
School C
School D
School E
School F
School G
School H
Total
International Level 0 0 0 0 0 0 0 0 0
National Level 1 0 0 0 0 1 0 0 2
Regional Level 0 1 0 0 0 1 0 1 3
Provincial Level 0 1 0 0 1 1 0 0 3
Division Level 0 0 1 0 1 1 3 1 6
89
School Level 1 1 1 1 1 4 1 1 11
Out of 11 teacher-respondents, there were 11 teachers
attended school-based seminars, trainings and workshops, six
(6) attended division level, three (3) attended regional and
regional level, and two (2) attended national level. As a
whole, the result shows that Mathematics teachers from eight
(8) elementary schools in the Division of Negros Occidental
had the highest number of seminars, trainings and workshops
attended with 11 numbers of times. This means that the
schools offer an in-service training for their teachers for
their enhancement of skills and knowledge in teaching
Mathematics subject as well as for their professional
growth.
By school, School A, one (1) teacher attended seminars,
trainings and workshops in national level and one (1) school
level; School B, one (1) regional level, one (1) provincial
level and one (1) school level; School C, one (1) division
level , and one (1) school level; School D, one (1) school
level School E, one (1) provincial level, (1) division
level, and one (1) school level; School F, one (1) national
level, one (1) provincial level, one (1) division level and
one (1) school level; School G, three (3) division level;
90
and School H, one (1) regional level, and one (1) regional
level, and one (1) division level, and one (1) school level.
As a whole, more Math teachers attended seminars and
trainings within Division Level. Other teachers attended
seminars and trainings in Mathematics within Provincial
Level, Regional, and National Levels.
Teachers’ Profile According to Styles and Strategies in Teaching Mathematics
Table 12 on the next page shows the percent
distribution of Grade 6 teachers in Mathematics according to
styles and strategies in teaching Mathematics in the
District of Valladolid, Division of Negros Occidental.
Table 12. Percent Distribution of Grade 6 Math Teachers in Mathematics According to Styles and Strategies in Teaching Mathematics and by Schools in the District of Valladolid, Division of Negros Occidental.
Scale
Styles and Strategies in Teaching Mathematics
Manipula-tive Style
Instructio-nal
Coopera-tive
Instructio-nal
MaterialsLecture Method
Memoriza-tion Portfolio Competi-
tive Grouping Teacher-Centered TOTAL
N % N % N % N % N % N % N % N % N % N % N %
Strongly Agree 8 72.7
3 6 54.55 3 27.2
7 5 45.45 6 54.5
5 6 54.55 5 45.4
5 6 54.55 5 45.4
5 1 9.09 51 46.36(4.5 -
5.0)Agree
3 27.27 5 45.4
5 8 72.73 6 54.5
5 5 45.45 2 18.
18 3 27.27 5 45.4
5 6 54.55 3 27.2
7 46 41.82(3.5-
4.4)Undecid
ed 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 2 18.18 3 27.2
7 0 0.00 0 0.00 0 0.00 5 4.55(2.5-3.4)
Disagre 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 1 9.0 0 0.00 0 0.00 0 0.00 7 63.6 8 7.2
91
e9 4(1.5-
2.4)Strongl
y Disagre
e 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0
(0.5-1.4)
TOTAL 110
Out of 11 teacher-respondents on the level of teaching
styles and strategies, eight (8) teacher or 72.73 percent
answered strongly agree, and three (3) or 27.27 percent
answered agree in the manipulative style of teaching; six
(6) or 54.55 percent answered strongly agree, and five (5)
or 45.45 percent answered agree in the instructional
approach of teaching; three (3) or 27.27 percent answered
strongly agree, and eight (8) or 72.73 percent answered
agree in the cooperative learning style; five (5) or 45.45
percent answered strongly agree, and six (6) or 54.55
percent answered agree in the lecture method; six (6) or
54.55 percent answered strongly agree, two (2) or 18.18
percent answered agree, two (2) or 18.18 percent answered
undecided, and one (1) or 9.09 percent answered disagree in
the memorization approach of teaching; five (5) or 45.45
percent answered strongly agree, three (3) or 27.27 percent
answered agree, and three (3) or 27.27 percent answered
undecided, in the portfolio assessment; six (6) or 54.55
percent answered strongly agree, and five (5) or 45.45
92
percent answered agree in the competitive activities style;
five (5) or 45.45 percent answered strongly agree, and six
(6) or 54.55 percent answered agree in the grouping by
ability approach; and five (5) or 45.45 percent answered
agree; and one (1) or 9.09 percent answered strongly agree,
three (3) or 27.27 percent answered agree, seven (7) or
63.64 percent answered disagree in the teacher-centered
instruction.
Of all the styles and strategies used in teaching
Mathematics, majority of Math teachers used manipulative
style. It was followed by lecture method, memorization,
competitive, portfolio, instructional and grouping. Teacher
centered approach obtained the lowest number among styles
and strategies used applied by Math teachers. As a whole,
Math teachers used different styles and strategies in
Mathematics.
National Achievement Test Performance of Grade 6 Pupils in Mathematics
Figure below shows the National Achievement Test
Performance of Grade 6 pupils for eight (8) schools in the
District of Valladolid, Division of Negros Occidental for
school years 2011-2012 to 2013-2014.
Figure 2. National Achievement Test Performance of Grade 6
93
Pupils in the District of Valladolid, Division of Negros Occidental from School Years 2011-2012 to 2013-2014.
Table 13. National Achievement Test Performance of Grade 6 Pupils in Mathematics by Schools in the District of Valladolid, Division of Negros Occidental.
Schools in the District
of Valladolid
MPS of Grade 6 Pupils in Mathematics (S.Y. 2011 -13 to S.Y. 2013-2014 Mean Descriptive
Equivalent2011- 2012
Interpre-tation
2012-2013
Interpre-tation
2013-2014
Interpre-tation
School A 72.22Moving Towards Mastery
68.65Moving Towards Mastery
82.70Moving Towards Mastery
75.71Moving Towards Mastery
School B 74.63Moving Towards Mastery
67.61Moving Towards Mastery
75.18Moving Towards Mastery
74.81Moving Towards Mastery
School C 59.06 Average 73.98Moving Towards Mastery
84.17Moving Towards Mastery
67.43Moving Towards Mastery
School D 61.24 Average 80.63 Moving 76.02 Moving 66.17 Moving
94
Towards Mastery
Towards Mastery
Towards Mastery
School E 75.72Moving Towards Mastery
80.98Moving Towards Mastery
85.29Moving Towards Mastery
78.91Moving Towards Mastery
School F 73.11Moving Towards Mastery
83.18Moving Towards Mastery
72.45Moving Towards Mastery
72.89Moving Towards Mastery
School G 66.64Moving Towards Mastery
67.21Moving Towards Mastery
91.20Moving Towards Mastery
74.83Moving Towards Mastery
School H 53.33 Average 58.72 Average 69.75Moving Towards Mastery
58.50 Average
TOTAL 66.99Moving Towards Mastery
72.62Moving Towards Mastery
79.60Moving Towards Mastery
73.07Moving Towards Mastery
The table above showed the average MPS of National
Achievement Test performance of Grade 6 pupils in
Mathematics District of Valladolid for three (3) years (S.Y.
2011- 2012, 2012-2013 and 2013-2014) was 73.07 which is
Moving Towards Mastery Level. By school, school that
obtained the highest MPS result was School E with 78.91 for
school years 2011- 2012, 2012-2013 and 2013-2014. It was
followed by Schools A, G, B, F, C, D and H with 75.71,
74.83, 74.81,73.89, 67.43 respectively with moving towards
mastery. The lowest MPS was obtained by School H with 58.50
considered as average.
By school year, school year 2013-2014 obtained the
highest MPS with 78.91 higher than S.Y. 2012-2013 and S.Y.
2011-2012 with 72.62 and 66.99 respectively. It shows that
there is an increasing result in the past three (3) years.
The increased on MPS annually is perceived to be brought
about by interventions made by the school.
95
Relationship between National Achievement Test Performance of Grade 6 Pupils and Gender
The table below shows the relationship between the
National Achievement Test performance of Grade 6 pupils in
Mathematics and their gender in the District of Valladolid,
Division of Negros Occidental.
Table 14. Relationship Between National Achievement Test Performance of Grade 6 Pupils in Mathematics and Gender in the District of Valladolid, Division of Negros Occidental.
GenderLevel of National Achievement Test Performance
MasteredClosely
Approximately Mastery
Moving Towards Mastery
Average Low Total
Male 0 0 62 38 6 106Female 0 0 90 49 8 147Total 0 0 152 87 14 253
df = 4X².05 = 9.49X² = 0.01H0 = Accepted
As shown in Table 14, 62 Grade 6 pupils of the 106 male
and 90 female of the 147 pupils who were rated to have a
moving towards mastery level in their National Achievement
Test performance in Mathematics; 38 of the 106 male and 49
females who were rated to have average level in their
division unified test performance in Mathematics, and six
(6) male and eight (8) female who were rated low in their
National Achievement Test performance in Mathematics.
As a whole, 152 of the 253 who were rated to have a
moving towards mastery level in their National Achievement
96
Test performance in Mathematics; 87 of the 253 who were
rated to have average level in their national achievement
test performance in Mathematics; and 14 of the 253 who were
rated to have a moving towards mastery level in their
National Achievement Test performance in Mathematics.
Using the chi-square test, a computed value of 0.01 was
obtained. Since the computed value is lower than the tabular
value, the null hypothesis was accepted. Therefore, there
was no significant relationship between National Achievement
Test (NAT) performance of the Grade 6 pupils in Mathematics
and gender in the District of Valladolid, Division of Negros
Occidental. This means that the gender does not affect the
National Achievement Test (NAT) Performance of Grade 6
pupils in Mathematics. It shows that girls perform similarly
with boys.
The result confirmed with the statement of Hyde (2009)
stated that girls are not innately worse at Math than boys.
Relationship between National Achievement Test Performance of Grade 6 Pupils and Economic Status
The table below shows the relationship between the
National Achievement Test performance of Grade 6 pupils in
Mathematics and their economic status in the District of
Valladolid, Division of Negros Occidental.
Table 15. Relationship Between National Achievement Test
97
Performance of Grade 6 Pupils in Mathematics and Economic Status in the District of Valladolid, Division of Negros Occidental.
Economic Status
Level of National Achievement Test Performance
Mastered
Closely
Approximately
Mastery
Moving
Towards
Mastery
Average Low Total
Extremely High(Php 25,001 and
above)0 0 2 4 1 7
Very High(Php 20,001 –
25,000)0 0 4 1 1 6
High(Php 15,001 –
20,000)0 0 9 6 2 17
Average(Php 10,001 –
15,000)0 0 5 3 1 9
Low(Php 5,001 –
10,000)0 0 14 32 1 47
Very Low(Php 5,000 and
below)0 0 118 41 8 167
TOTAL 0 0 152 87 14 253
df = 20X².05 = 31.41X² = 4.877H0 = Accepted
As shown in table 16, three (3) of the 8 pupil-
respondents belonged to a extremely high economic status who
were rated to as moving towards mastery level in their
National Achievement Test (NAT) performance in Mathematics;
four (4) belonged to a very high economic status who were
rated to as average level; and one (1) was rated as low
level.
98
Likewise, four (4) of the 6 pupil-respondents belonged
to a very high economic status who were rated to as moving
towards mastery level in their National Achievement Test
(NAT) performance in Mathematics; one (1) belonged to a very
high economic status who were rated to as average level; and
one (1) was rated as low level.
Also, nine (9) of the 17 pupil-respondents belonged to
a high economic status who were rated to as moving towards
mastery level in their National Achievement Test (NAT)
performance in Mathematics; six (6) belonged to a very high
economic status who were rated to as average level; and two
(2) were rated as low level. Moreover, five (5) of the nine
(9) pupil-respondents belonged to a average economic status
who were rated to as moving towards mastery level in their
National Achievement Test (NAT) performance in Mathematics;
three (3) belonged to a very high economic status who were
rated to as average level; and one (1) was rated as low
level. Then 14 of the 47 pupil-respondents belonged to a low
economic status who were rated to as moving towards mastery
level in their National Achievement Test (NAT) performance
in Mathematics; 32 belonged to a very high economic status
who were rated to as average level; and one (1) were rated
as low level. Lastly, 118 of the 167 pupil-respondents
belonged to a very low economic status who were rated to as
99
moving towards mastery level in their National Achievement
Test (NAT) performance in Mathematics; 41 belonged to a very
high economic status who were rated to as average level; and
8 were rated as low level.
Using the chi-square test, a computed value of 4.877
was obtained. Since the computed value is lower than the
tabular value, the null hypothesis was accepted. Therefore,
there was no significant relationship between National
Achievement Test (NAT) performance of the Grade 6 pupils in
Mathematics and economic status in the District of
Valladolid, Division of Negros Occidental. This means that
economic status does not affect the National Achievement
Test (NAT) Performance of Grade 6 pupils in Mathematics.
Results do not agree with the findings of Guo and
Harris (2000). They found out that the economic status of
parents has significant effects on Mathematics achievement
during early childhood, but its effects have been shown to
be as noteworthy as during later childhood. Similarly, the
study of Urquiza (2014) showed that economic status affects
the academic performance of students in Mathematics.
Relationship between National Achievement Test Performanceof Grade 6 Pupils and Study Habit
The table on the below shows the relationship between
the National Achievement Test performance of Grade 6 pupils
100
in Mathematics and their study habit in the District of
Valladolid, Division of Negros Occidental.
Table 16. Relationship Between National Achievement Test Performance of Grade 6 Pupils in Mathematics and Study Habit in the District of Valladolid, Division of Negros Occidental.
Study Habit
Level of National Achievement Test Performance
MasteredClosely
Approximately Mastery
Moving Towards Mastery
Average Low Total
Strongly Agree (4.5 - 5.0)
0 0 37 31 4 72
Agree(3.5 - 4.4)
0 0 82 45 6 133
Undecided (2.5 - 3.4)
0 0 6 3 2 11
Disagree(1.5 - 2.4)
0 0 19 5 1 25
Strongly Disagree
(0.5 - 1.4)0 0 8 3 1 12
Total 0 0 152 87 14 253
df = 16X².05 = 15.388X² = 1.596H0 = Accepted
Table 16 showed, 37 of the 72 pupil-respondents
answered strongly agree on study habit who were rated to as
moving towards mastery level in their National Achievement
Test (NAT) performance in Mathematics; 31 belonged to
average level; and 4 (four) were rated as low level;
followed by 82 of the 133 pupil-respondents answered agree
on study habit who were rated to as moving towards mastery
level in their National Achievement Test (NAT) performance
in Mathematics; 45 belonged to average level; and 6 (six)
101
were rated as low level; six (6) of the 11 pupil-respondents
answered undecided on study habit who were rated to as
moving towards mastery level in their National Achievement
Test (NAT) performance in Mathematics; three (3) belonged to
average level; and two (2) were rated as low level; 19 of
the 25 pupil-respondents answered disagree on study habit
who were rated to as moving towards mastery level in their
National Achievement Test (NAT) performance in Mathematics;
five (5) belonged to average level; and one (1) were rated
as low level; and eight (8) of the 12 pupil-respondents
answered strongly disagree on study habit who were rated to
as moving towards mastery level in their National
Achievement Test (NAT) performance in Mathematics; three (3)
belonged to average level; and one (1) were rated as low
level.
Using the chi-square test, a computed value of 1.596
was obtained. Since the computed value is lower than the
tabular value, the null hypothesis was accepted. Therefore,
there was no significant relationship between National
Achievement Test (NAT) performance of the Grade 6 pupils in
Mathematics and study habits in the District of Valladolid,
Division of Negros Occidental. This means that the study
habit of Grade 6 pupils does not affect their National
Achievement Test (NAT) in Mathematics.
102
This finding was supported by Yoloye (1999) where he
stressed out that successful achievement in any form of
activity is based upon study, interpretation and
application; and that study should have a purpose. It
therefore depends on individual to decide why he or she
wants to study either to gain new ideas or to find out
relationship between two different things. What one learns
as a result of study depends on the degree at which one
succeeds in achieving that aim or purpose.
Relationship between National Achievement Test Performance of Grade 6 Pupils and Attitude towards Mathematics
The table on page 103 shows the relationship between
the National Achievement Test performance of Grade 6 pupils
in Mathematics and their attitude towards Mathematics in the
District of Valladolid, Division of Negros Occidental.
Table 17. Relationship Between National Achievement Test Performance of Grade 6 Pupils in Mathematics and Attitude towards Mathematics in the District of Valladolid, Division of Negros Occidental.
Attitude towards Mathematics
Level of National Achievement Test Performance
MasteredClosely
Approximately Mastery
Moving Towards Mastery
Average Low Total
Strongly Agree (4.5 - 5.0)
0 0 91 45 6 142
Agree(3.5 - 4.4)
0 0 46 32 4 82
Undecided (2.5 - 3.4)
0 0 6 4 1 11
Disagree(1.5 - 2.4)
0 0 6 3 1 10
103
Strongly Disagree (0.5 - 1.4)
0 0 3 3 2 8
Total 0 0 152 87 14 253
df = 16X².05 = 26.30X² = 6.038H0 = Accepted
Table above showed, 91 of the 142 pupil-respondents
answered strongly agree on attitude towards Mathematics who
were rated to as moving towards mastery level in their
National Achievement Test (NAT) performance in Mathematics;
45 belonged to average level; and 6 (six) were rated as low
level; while 46 of the 82 pupil-respondents answered agree
on attitude towards Mathematics who were rated to as moving
towards mastery level in their National Achievement Test
(NAT) performance in Mathematics; 32 belonged to average
level; and 4 (four) were rated as low level; then six (6) of
the 11 pupil-respondents answered undecided on attitude
towards Mathematics who were rated to as moving towards
mastery level in their National Achievement Test (NAT)
performance in Mathematics; four (4) belonged to average
level; and one (1) was rated as low level; followed by six
(6) of the 10 pupil-respondents answered disagree on
attitude towards Mathematics who were rated to as moving
towards mastery level in their National Achievement Test
(NAT) performance in Mathematics; three (3) belonged to
average level; and one (1) was rated as low level; finally,
104
three (3) of the 8 pupil-respondents answered strongly
disagree on attitude towards Mathematics who were rated to
as moving towards mastery level in their National
Achievement Test (NAT) performance in Mathematics; three (3)
belonged to average level; and two (2) were rated as low
level.
Using the chi-square test, a computed value of 6.038
was obtained. Since the computed value is lower than the
tabular value, the null hypothesis was accepted. Therefore,
there was no significant relationship between National
Achievement Test (NAT) performance of the Grade 6 pupils in
Mathematics and attitude toward Mathematics in the District
of Valladolid, Division of Negros Occidental. This means
that the attitude toward Mathematics does not affect the
National Achievement Test (NAT) Performance of Grade 6
pupils in Mathematics.
This finding conformed to Nicolaidou and Philippou
(2003) study which showed that negative attitudes are the
result of frequent and repeated failures or problems when
dealing with mathematical tasks and these negative attitudes
may become relatively permanent. According to these authors
when children first go to school, they usually have positive
attitudes towards Mathematics. However, as they progress
105
their attitudes become less positive and frequently become
negative at high school.
Relationship between National Achievement Test Performance of Grade 6 Pupils and Teachers’ Gender
The table on the next page shows the relationship
between the National Achievement Test performance of Grade 6
teachers in Mathematics and their gender in the District of
Valladolid, Division of Negros Occidental.
Table 18. Relationship Between National Achievement Test Performance of Grade 6 Pupils and Teacher’s Gender in the District of Valladolid, Division of Negros Occidental.
Gender
National Achievement Test (NAT) Performance
dfTabular
Value(X².05 )
Computed Value(X²)
Deci-sion
Interpreta-tion
Male
Fema
le
Mastered
Closely Approximately Mastery
Moving Towards Mastery
Average
Low
Very Low
Absolutely No Mastery
7 6.346 12.790 H0 = Rejected
Signifi-cant
As shown in the table, the computed chi-squared value
was 12.79 which was higher than the tabular value of the
106
statistics. Therefore, the null hypothesis was rejected. It
means that there is significant relationship between the
National Achievement Test (NAT) performance of Grade 6
pupils in Mathematics and Grade 6 teachers’ gender. This
means that the teachers’ gender affected the performance of
students in Mathematics.
The result is supported by the study of Beilock (2010).
He examined the relative effectiveness of male and female
teachers on the achievement outcomes (Math and reading) of
male and female students. These affect the quality of
teaching in Mathematics and as well on the part of the
learners. If the Math anxiety hypothesis is the main factor
behind the negative effect of female teachers on female
student Math achievement as these authors claim, then we
should not see any impact of having a female teacher
(relative to having a male teacher) on reading for female
students or test scores (reading or Math) for male students.
Relationship between National Achievement Test Performance of Grade 6 Pupils and Teachers’ Educational Qualification
The table below shows the relationship between the
National Achievement Test performance of Grade 6 teachers in
Mathematics and their educational qualification in the
District of Valladolid, Division of Negros Occidental.
107
Table 19. Relationship Between National Achievement Test Performance of Grade 6 Pupils in Mathematics and Teacher’s Educational Qualification in the District of Valladolid, Division of Negros Occidental.
Educational Qualificati
on
National Achievement Test (NAT) Performance df
Tabular
Value(X² .05
)
Computed Value (X²)
Decision
Interpretation
Doctoral GraduateDoctoral Units
Masters’ GraduateMasters’ Unit
Bachelor’s Degree
MasteredClosely Approximately
MasteryMoving Towards Mastery
AverageLow
Very LowAbsolutely No Mastery
28 27.336 20.070 H0 = Accep-ted
Not signifi-
cant
As shown in the table, the computed chi-squared value
was 20.07 which was lower than the tabular value of the
statistics. Therefore, the null hypothesis was accepted. It
means that there is no significant relationship between the
National Achievement Test (NAT) performance of Grade 6
pupils in Mathematics and Grade 6 teachers’ educational
qualification. This means that the teachers’ educational
qualification did not affect the performance of students in
Mathematics.
The result disagrees with the statement of Cochran-
Smith (2001) when he concluded that there is a relationship
between teacher qualification and student learning.
Relationship between National Achievement
108
Test Performance of Grade 6 Pupils and Teachers’ Length of Service
The table below shows the relationship between the
National Achievement Test performance of Grade 6 teachers in
Mathematics and their length of service in the District of
Valladolid, Division of Negros Occidental.
Table 20. Relationship Between National Achievement Test Performance of Grade 6 Teachers in Mathematics and Length of Service in the District of Valladolid, Division of Negros Occidental.
Length of Service
National Achievement Test (NAT) Performance df
Tabular
Value(X².05)
Computed Value (X²)
DecisionInterpreta
tion
20 yrs & above
15-19 years10-14 years5-9 years
4 years and below
MasteredClosely Approximately
MasteryMoving Towards Mastery
AverageLow
Very LowAbsolutely No Mastery
28 27.336
34.860 H0 = Rejec-ted
Signifi-cant
As shown in the table, the computed chi-squared value
was 34.860 which were higher than the tabular value of the
statistics. Therefore, the null hypothesis was rejected. It
means that there is significant relationship between the
National Achievement Test (NAT) performance of Grade 6
pupils in Mathematics and Grade 6 teachers’ length of
service. This means that the teachers’ length of service
affected the performance of students in Mathematics.
The result was similar to the study of Klitgaard & Hall
(1974) and Murnane & Phillips (1981), when they mentioned
109
that teacher experience and student learning have found a
positive relationship.
Relationship between National Achievement Test Performance of Grade 6 Pupils and Teachers’ Seminars and Trainings Attended
The table on page 110 shows the relationship between
the National Achievement Test performance of Grade 6
teachers in Mathematics and their length of service in the
District of Valladolid, Division of Negros Occidental.
Table 21. Relationship Between National Achievement Test Performance of Grade 6 Teachers in Mathematics and Seminars and Trainings Attended in the District of Valladolid, Division of Negros Occidental.
Seminars and
Trainings Attended
National Achievement Test (NAT) Performance df
Tabular Value(X².05 )
Computed Value (X²)
Decision
Interpretation
National LevelRegional LevelProvincial
LevelDistrict LevelSchool Level
MasteredClosely Approximately
MasteryMoving Towards Mastery
AverageLow
Very LowAbsolutely No Mastery
28 27.336 31.232 H0 = Rejec-ted
Signifi-cant
As shown in the table, the computed chi-squared value
was 31.232 which were higher than the tabular value of the
110
statistics. Therefore, the null hypothesis was rejected. It
means that there is significant relationship between the
National Achievement Test (NAT) performance of Grade 6
pupils in Mathematics and Grade 6 teachers’ seminars and
trainings attended. This means that the teachers’ seminars
and trainings attended affected the performance of students
in Mathematics.
The result was similar to the study of Jacob and
Lefgren (2004), professional development activities can be
conducted by many different organizations, in school and out
of school, on the job or during sabbatical leave. On these
occasions, practicing teachers update their content
knowledge and teaching skills so they can meet the
requirements of new curricula, consider new research
findings on teaching and learning, and adapt to changes in
the needs of the student population, and so on. Criticism
has been levelled against the episodic nature of these
activities and concern expressed that very little is known
about what these activities really comprise and involve.
Significant Difference on National Achievement Test Performance of Grade 6 Pupils in Mathematics among Schools in the District of Valladolid, Division of Negros Occidental
The table below shows the significant difference on the
National Achievement test performance of Grade 6 pupils in
111
Mathematics among schools in the District of Valladolid,
Division of Negros Occidental, school years 2011-2012, 2012-
2013 and 2013-2014.
Table 22. Significant Difference on National Achievement Test Performance of Grade 6 Pupils in Mathematics among Schools in the District of Valladolid, Division of Negros Occidental.
Sources of Variations df Sum of
SquaresMean
Squares F - Value
Between Group 2 637.59 318.80
2.73Within Group 14 1370.74 97.91
Total N-1 16 2008.33 3.26
Computed Value = 3.26F- Value = 2.73Ho = Rejected
The elementary schools in the District of Valladolid,
Division of Negros Occidental, obtained the average mean
percentile score of 3.26 with the sum squares of 2008.33 and
with degree of freedom of 16. Using the F-test, a computed
F - value of 2.73 was obtained. Since the computed value is
higher than the tabular value, the null hypothesis was
rejected. Therefore, there is significant difference on the
National Achievement Test performance of the Grade 6 pupils
in Mathematics in 8 schools in the Division of Negros
Occidental varies.
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Table on the next page shows the comparison of schools’
National Achievement Test Performance of Grade 6 pupils for
eight (8) schools in the District of Valladolid, Division of
Negros Occidental for school years 2011-2012 to 2013-2014,
there are schools where Grade 6 pupils performed well in
Mathematics compared to the other schools in the District of
Valladolid for three (3) school years.
Table 23: Comparison of National Achievement Test Performance of Grade 6 and by Schools in the District of Valladolid for School Years 2011-2012 to 2013-2014.
Between School F (F.05)(K –1)(2.73) (2) Interpretation
School A vs. School B 41.28 5.46 SignificantSchool A vs. School C 38.25 5.46 SignificantSchool A vs. School D 48.56 5.46 SignificantSchool A vs. School E 4.63 5.46 Not SignificantSchool A vs. School F 59.77 5.46 SignificantSchool A vs. School G 138 5.46 SignificantSchool A vs. School H 0.89 5.46 Not SignificantSchool B vs. School C 272 5.46 SignificantSchool B vs. School D 68 5.46 SignificantSchool B vs. School E 2.60 5.46 Not SignificantSchool B vs. School F 136 5.46 SignificantSchool B vs. School G 27.20 5.46 SignificantSchool B vs. School H 1.24 5.46 Not SignificantSchool C vs. School D 30.22 5.46 SignificantSchool C vs. School E 2.55 5.46 Not Significant
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School C vs. School F 11.83 5.46 SignificantSchool C vs. School G 25.5 5.46 SignificantSchool C vs. School H 1.25 5.46 Not SignificantSchool D vs. School E 2.70 5.46 Not SignificantSchool D vs. School F 13.45 5.46 SignificantSchool D vs. School G 30.99 5.46 SignificantSchool D vs. School H 1.20 5.46 Not SignificantSchool E vs. School F 8.87 5.46 SignificantSchool E vs. School G 5.45 5.46 Not SignificantSchool E vs. School H 0.43 5.46 Not SignificantSchool F vs. School G 116.57 5.46 SignificantSchool F vs. School H 0.71 5.46 Not SignificantSchool G vs. School H 0.84 5.46 Not Significant
The above table shows that there is a significant
difference between School A and Schools B, C, D, F and G;
between School B and Schools C, D, F, and G; between Schools
C and Schools D, F and G; between School D and Schools F and
G and between Schools E and F; and between School F and G.
Likewise, there is no significant difference exist
between School A and Schools E and H; between School B and
Schools E and H; between School C and Schools E and H;
between School D and Schools E and H; between Schools E and
Schools G and H; between School F and School H; and between
School G and H. School G shows an impressive result for
school year 2013-2014 NAT results while school H shows lower
NAT results for three consecutive years.
This implies that, there are schools perform better
than other schools in terms of pupils’ performance on
National Achievement test (NAT)for school year 2011-2012 to
2013-2014.