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BEING EXTRA: THE IMPACTS OF MTAP CLASSES TO ACADEMIC
PERFORMANCE AS PERCEIVED BY SELECTED GRADE 10 STUDENTS OF
BAGBAG NATIONAL HIGH SCHOOL S.Y. 2018-2019
A Research Report
Presented to:
Bagbag National High School
Bagbag II Rosario, Cavite
In partial fulfillment of the requirements in:
Mathematics 10
By
Cortez, Ringie
Escalicas, Franklin
Fernandez, Gabriel Glenn
Lee, Sung Cho S.
Mendoza, Klarence
March 19, 2019
1
TABLE OF CONTENTS
TITLE PAGE…………………………………………………………………………....... 1
TABLE OF CONTENTS……………………………………………………………...…..2
ABSTRACT…………………………………………………………………………….….3
I.RATIONALE / CONTEXT OF THE STUDY………………………………………….3
Significance of the Study……………………………………………………......3
II.LITERATURE REVIEW……………………………………………………………….4
III.RESEARCH QUESTIONS………….……………………………………………….5
IV.SCOPE AND LIMITATIONS…………………………………..………………........5
V.METHODOLOGY……………………………………………………………………...5
RESEARCH DESIGN……………………………………………………………5
DATA GATHERING………………………………………………………………6
DATA ANALYSIS…………………………………………………………………6
VI.RESULTS AND DISCUSSION……………………………………………………....6
VII. CONCLUSION AND RECOMMENDATIONS…………………………………….12
VIII.APPENDIX
Survey Questionnaires
IX. CURRICULUM VITAE
2
ABSTRACT
This research is intended to know the impacts of MTAP program to academic
performance as perceived by selected grade 10 students of Bagbag National High
School. The respondents are the selected grade 10 students of Bagbag National High
School who will be surveyed at their respected school. As the data is gathered it is known
to the researchers that most students answered that the MTAP program, gave them more
techniques in answering math questions. Majority of them also recommend that the
school should perform the math festival more often. The students should also listen
attentively to their teachers. Lastly, they recommend that the teachers should provide
more activities and games so that the students will be more active in their classes.
I.
Context /Rationale of the study
As of today, mathematics is perceived as one of the hardest subjects for students.
Some students even define the word math as mental abuse to humans. However,
contrary to their desire to get rid and avoid contact with numbers, they would have to deal
with it as the saying goes math is everywhere.
According to a Nigerian study last 2015, there are two reasons why a student fails
in mathematics. One is the teacher’s fault, the teacher failed to deliver the lesson in the
most understandable and practical way for the students, Second, it is the student’s fault
who failed to listen and let his/her laziness take the best of him.
As of the present a lot of ways are being used in order to make the subject seems
easier. As a matter of fact, the Department of Education (DepEd) established the Math
Teachers Association (MTAP) who will conduct MTAP classes. This program aims to
hone and develop the mathematical ability of a student. This program also provides a
review of the previous math lessons and advance lessons for the students who will join.
This research was created to know what impacts do MTAP classes brings to the
academic performance of the selected Grade 10 students and to provide
recommendations for the teachers on how they can improve their teaching techniques to
make math more understandable
Significance of the Study
The significance of the study was to impart the obtained knowledge regarding the
impacts of the MTAP classes to academic performance to the researchers, as well as the
readers. As the topic was about MTAP classes, this research aims to raise awareness
about the importance of MTAP program to a student’s mathematical understanding. Aside
3
from that this research aims to provide recommendations for the school and teachers
regarding on how they can improve their MTAP programs and teaching methods by using
the insights of the surveyed students.
II.
Literature Review
There are many factors why students fail in mathematics. According to a magazine
authored by Sudesh Sumar Sharma, most students fail in mathematics due to the
imparting of limited knowledge, blind use of rules, defective text-books, in sufficient drill
work, absence approach were some of the causes of failure in mathematics of +2 stage.
Furthermore, a survey done by Pritam, students feel that their failure at
mathematics is though examinations of article or formulae in the text book, tough
examples are not explained in one or two different way, not able to use the library
facilities, lack of books in the library and the number of questions for practice is less.
As a result of this, various programs were created in order the rate of failing
students in mathematics. This includes math tutorials or Math Teachers Association of
the Philippines program (MTAP program) for our country. The MTAP program aims to
develop and hone the mathematical ability of a student through Saturday classes. It
offers reviews of previous math competencies and advance lessons. Although, most
schools
Studies have shown that tutoring sessions in a short time will help students
improve performance on examinations and develop positive attitudes toward the subject
matter (Cohen, Kulik, & Kulik, 1982). The goals for every tutor in math is to help the
students achieve there standards and to teach them basic strategies in Mathematics.
They concentrated more on establishing a presence in the classroom and hoped to aid
them in any questions they had and use the knowledge in their attending in Mtap
sessions.
The Mtap program provides students with a venue to hone their mathematical
skills in an atmosphere of friendly competition. The overall objective is to contribute in
improving the quality of mathematics education in Bagbag National High
school. Specifically, it aims to awaken greater interest in Mathematics among high
school students in public schools. Also to encourage students to strive for excellence in
Mathematics; encourage mastery of basic mathematical skills; discover mathematical
talents among high school students; and provide students opportunities in leadership
and cooperative undertaking.
4
III.
Research Questions
Hypothesis Statement:

If a student attends the MTAP program, then their grades will improve and his/her
mathematical skills will enhance.
The researchers aimed to supply an answer to these questions in order to
thoroughly evaluate the impacts social media to mental health. The mentioned questions
are as follows:
1. Does the MTAP program has an impact to the academic performance of selected
grade 10 students?
2. What are their reasons for attending MTAP classes? Why do they think some
students are having a hard time passing the subject mathematics?
3. What effects do MTAP classes have on their academic performance?
IV.
Scope and Limitations
The focus of this study was to determine the impacts of MTAP classes to academic
performance as it is seen by selected grade 10 students. The locale of the study was
Bagbag II Rosario, Cavite, specifically, the school Bagbag National High School located
in the vicinity of Bagbag II Rosario, Cavite. The respondents came from Bagbag National
High School. The researchers surveyed the respondents to obtain the data needed.
Whether the answers of the respondents are negative or positive, it is included in the
analyzation of the data. The study was limited only on the impacts of social media to the
opinions of the selected Grade 10 students thus disregarding the opinions of other grade
levels.
V.
Research and Methodology
Research Participants
The participants to be surveyed were the selected grade 10 students of Bagbag
National High School. The demographic profile of the respondents had been asked to
determine whether the background of the respondents affect their mathematical ability
and perspective. The total research participant of this study is forty.
Data Gathering
To gather the data needed in the research, the researchers used survey
questionnaires to learn the insights of the selected grade 10 students. The researchers
also asked the students if they attended the MTAP program for the credibility of the
research. The research instrument of the research was through survey questionnaires
5
wherein the respondents have answered a series of multiple choice questions, which
means that, the respondents have answered by encircling, to collect the data needed.
Data Analysis
To analyze the gathered data, the researchers tallied the answers of the
respondents. After the tallying, the students made a frequency distribution table and
computed for the frequency, and percentage. The formula used is
𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑤ℎ𝑜 𝑎𝑛𝑠𝑤𝑒𝑟𝑒𝑑 𝑎,𝑏,𝑐,𝑜𝑟 𝑑
𝑡ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑟𝑒𝑠𝑝𝑜𝑛𝑑𝑒𝑛𝑡𝑠.
X 100. The data were presented in a table and is
accompanied by an interpretation.
VI.
Results and Discussions
In this chapter presents the analysis and interpretation of the gathered data from
the selected students of Bagbag National High School.
Table 1. Distribution of Respondents According to Their Ages Respondents
Age
17
16
15
14
Frequency
5
15
17
2
Relative Frequency
12.5%
37.5%
42.5%
0.05%
13
1
0.025%
TOTAL:
40
100%
From the gathered data; the respondents, which are the grade 10 students of
Bagbag National High School. have the demographic profile depicted above. The majority
of the respondents in the study are fifteen with seventeen or 42.5% of the respondents.
Next are 16 years old with 15 or 37.5% of the students. While, students aged 17 years
old are next with 5 or 12.5% of the respondents. Lastly, students aged 14 have 2 or
0.05% of the respondents, and 13 comes in last with one or 0.025% of the total
respondents.
Table 2. Distribution of Participants According to their Sex
Sex
Female
Male
TOTAL:
Frequency
29
11
40
6
Relative Frequency
72.5%
27.5%
100%
According to the figure shown above, the majority of the respondents were
females, with a frequency of 29 or 72.5% of the respondents. While, the males gathered
11 or 27.5% of the total respondents.
Table 3. Distribution of Participants According to their Sections
Sections
St. Francis
Frequency
5
Relative Frequency
12.5%
St. Joseph
5
12.5%
St, Augustine
5
12.5%
St. Dominic
5
12.5%
St. John
5
12.5%
St. Anthony
5
12.5%
St. Paul
5
12.5%
St. Mark
5
12.5%
TOTAL:
40
100%
Based on the table shown, all eight sections have a frequency of 5 or 12.5%.
Table 4. Distribution of Participants Based on their Perspective of their
Understanding of Their Lessons
Answers
YES
NO
TOTAL:
Frequency
26
14
40
Relative Frequency
65%
35%
100%
As shown on the table above, most students answered yes with 26 or 65% of the
respondents meaning they are having a hard time understanding their math lessons.
7
While, 14 or 35% of the students answered no meaning they find their lessons easy to
understand.
Table 5. Distribution of Participants According to Their Reasons for their answers
on No. 1
Answers
Because I find the
subject easy
Frequency
4
Relative Frequency
10%
Because my teacher
explains the lessons
easily
Because I don’t listen to
my teacher
Because my teacher’s
teaching method is hard
to understand
Others:
18
45%
6
15%
12
30%
0
0%
TOTAL:
40
100%
Based on the table above most students with a frequency of 18 or 45%
reasoned that they find the subject easy because their teachers explain the lessons
easily. Next, 12 or 30% of the respondents answered that they find the subject hard as
their teacher’s teaching method is hard to understand. While, 6 or 15% answered that
they don’t listen to their teacher and 4 or 10% of the respondents reasoned that they find
the subject easy.
8
Table 6. Distribution of Participants According to Their Insights Why Others Fail
at Mathematics
Answers
They did not master
basic math concepts
They don’t listen to their
teachers
Their teachers are not
explaining the lessons
easily
Their teacher’s teaching
methods are not catching
their attention
Others
TOTAL:
Frequency
11
Relative Frequency
27.5%
16
40%
1
2.5%
12
30%
0
40
0%
100%
According to the table shown above, majority of the students or 16 or 40% of the
total respondents answered that they think most students fail at math because they don’t
listen to their teachers. While, 12 or 30% answered that their teacher’s teaching method
is not catching their attention. Eleven or 27.5% answered that the failing students did not
master basic math concepts when they are in their lower years. Lastly, only one or 2.5%
answered that their teachers are not explaining the lessons easily.
Table 7. Distribution of Participants Based on Their Thoughts on the Help of
MTAP to Academic Performance
Answers
YES
Frequency
39
Relative Frequency
97.5%
NO
1
2.5%
40
100%
TOTAL:
Based on the table shown, 97.5% or 39 of the respondents answered yes
meaning they think the MTAP program can help them with their academic performance.
However, only one or 2.5% answered no meaning he/she doesn’t think that this helps in
their academic performance.
9
*Tables 8-9 will show the answer of the 39 students who answered yes on table 7.
Table 8. Distribution of Participants Based on Their Reasons Why They Attend
MTAP Classes
Answers
For advance learning
and review of previous
lessons
To improve my math
skills
To have plus points in
my final grade
To join the math camp
activity
Others
TOTAL:
Frequency
23
Relative Frequency
57.5%
13
32.5%
2
5%
1
2.5%
0
39
0%
100%
The table shows that majority of the students with a frequency of 23 or 57.5%
attends MTAP classes for advance learning and review of previous lessons. Next, 13 or
32.5% answered that they want to improve their math skills. While, two or 5% reasoned
they want to gain their grade credentials at the end of the quarter. Lastly, only one or
2.5% answered he/she wants to join the math camp activity.
Table 9. Distribution of Participants Based on Their Insights About the Impact of
MTAP Classes to Their Academic Performance
Answers
It helps me answer math
problems easily
It helps me understand
my lessons
It gives me high grades
due to grade credentials
It gives me more
mathematical techniques
Others
TOTAL:
Frequency
7
Relative Frequency
17.5%
9
22.5%
8
20%
15
37.5%
0
39
0%
100%
From the gathered data, it is shown that most of the students with a frequency of
15 or 37.5% of the respondents answered that the MTAP program gives them more
techniques in answering math questions. While, 9 or 22.5% answered that it helps them
10
to understand their lessons. Eight or 20% answered that it gave them high grades due to
grade credentials. While, the remaining 7or 17.5% said that it helps them answer math
questions easily.
*Tables 10 – 11 will show the answers of the remaining one student
Table 10. Distribution of Participants Based on Their Reasons They Don’t Attend
MTAP Classes
Answers
Because it is not helpful
Because it is just a waste of time
Because I am already having a
hard time understanding math
lessons on a regular class
Others
TOTAL:
Frequency
0
0
Relative Frequency
0%
0%
1
100%
0
1
0%
100%
According to the table shown, the student answered that he/ she is already
having a hard time on a regular class meaning MTAP classes will be more difficult for
him/ her.
Table 11. Distribution of Participants Based on Their Suggestion to Make the
Subject Easier to Understand
Answers
Launch math programs that
involves games
Perform the math festival more
often
Use peer tutoring as a technique in
learning
Others
TOTAL:
Frequency
0
Relative Frequency
0%
1
0%
0
100%
0
1
0%
100%
Based on the table, the respondent wants to have the math festival done more
often so that students could be motivated to learn math.
11
Table 12. Distribution of Participants Based on Their Suggestion to Make their
Teacher’s Teaching Method More Effective
Answers
Use more visual aids
Provide more activities and games
Use a more energizing tone of
teaching
Others
TOTAL:
Frequency
9
23
8
Relative Frequency
22.5%
57.5%
20%
0
40
0%
100%
As shown on the table above, most of the students with a frequency or 23 or 57.5%
answered that the teachers should provide more activities and games. While, nine or
22.5% answered that the teachers should use more visual aids. Lastly, only 8 or 20%
answered that the teachers should use a more energizing tone of teaching.
Table 13. Distribution of Participants Based on Their Suggestion for the Students
so that They Can Easily Understand Math
Answers
Listen attentively to their teachers
Watch Youtube math tutorials
Ask if they don’t understand the
lesson
Others
TOTAL:
Frequency
27
5
8
Relative Frequency
67.5%
12.5%
20%
0
40
0%
100%
The table shows that majority of the students with a frequency of 27 or 67.5%
answered that the students should listen attentively to their teachers. Next, 8 or 20%
answered that the students should ask the teacher if they don’t understand the lesson.
Lastly, only 5 or 12.5% answered that the students must watch math tutorials from
Youtube.
VII.
Conclusion and Recommendations
12
13
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