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