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Chapter I
INTRODUCTION
Homework continues to be a breathtaking rod topic for teachers, parents and
students. The primary purpose of assigning homework is to help students strengthen the
skills they learn at school, build on that understanding and knowledge and use it in
preparation for future lessons. The question that is inadequately answered is whether or
not homework totally increases academic achievement for all students including students
with slow learning capacities. Homework is an extension of the learning happened at
school. Furthermore, homework has the potential to enhance the learning skills, develop
self-study skills and motivate parent involvement in student learning. Most likely
homework should be expected at Third graders and they are expected to spend sixty
minutes on homework that includes thirty minutes of reading. This benchmark is
increased by ten minutes for each next grade level. (California Elementary School, 2012l3).
Additionally, most educators believes that seatwork brought home is a vital key to
student achievement at present society. Despite this, foreign country like America had a
strong “anti-homework” movement in the late 19th and early 20th centuries (Eren &
Henderson, 2011). Besides, Cooper et al. (2006) cited by Eren & Henderson (2011), they
stated that the historical events of the Cold War and the global competitive movement
with Japan in the 1980s increased the educational shift toward more standards and
homework for students. Homework continues to be a debatable and controversial topic of
discussion amongst school districts across foreign countries. Many school districts still
believe homework teaches time management skills and responsibility. Nonetheless,
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according to Vatterott (2007), true responsibility cannot be forced, students must be
allowed the power to develop and take ownership of their tasks in order to get true
learning from homework
On the other hand, learning is defined as a relatively permanent change, due to
experience, in either behavior or mental associations. Educators must present material
that is developmentally appropriate and scaffold it as children make their way through
school. Lessons are delivered in many different ways; they can all be successful if taught
with focus and consistency (Dean et al., 2012).
Therefore, in accordance with Wormeli (2006), Epstein & Voorhis (2001) cited
by Carr (2013); Dean et al. (2012), they described that developing learners should be
presented with lessons that match their ability level. This experience should and does
include practice, which is required to build and create a learned behavior. Wherefore, for
this very reason why the researcher seek to see if this practice takes place in their
modular learning in the presence of a teacher or at home— usually both. This study will
take a deeper look at the role of homework within the modular curriculum at Mount
Carmel School by examining the extent to which it supports student achievement.
Currently, the researcher at Mount Carmel School will surveys thirty students in a
selected grade from high school to senior high school students for the perceptions of the
effects of homework on their academic achievement.
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Background of the Study
Educators believe the theory behind homework is to further student knowledge
outside the classroom by assigning work after an independent level of understanding has
been achieved. Literature suggests there is a relationship between homework and student
achievement and students do recognize that doing homework is one of the most important
activities while in school. In addition, as a researcher, it interest him to find out how can
the Senior High School students have an effective obtainment of the desired results on
their homework or to see if they are able to accomplish their homework problem on the
given estimated number of hours.
Then, after clearly understanding how do student actually complete their
homework assignments? The purpose of this paper was for the researcher to identify
perceptions of the effects of homework on Senior High School student achievement as
well as to determine if there is a difference between actual and estimated number of times
homework problems are completed by students. Hence, if the students felt homework
should be included as part of their course grade, in which should homework completion
represents a large portion of grade points. Then the necessary to finish it must be
compulsory to every students or else a low grade will be given to them.
Inasmuch, assigning homework is very subjective and what one teacher assigns
for a particular assignment, someone could have as many reasons why the assignment or
homework might not be effective in attaining the desired results. There are simply too
many other factors that affect student learning and academic achievement. The research
and findings of this research could lead to educational policy changes to better meet the
needs of school districts, teachers, and families.
Further, as researcher and a future bachelor student he also hopes that these
respondents will be inspired and able to employ right techniques or procedure and have
the positive attitude toward their homework and how it can helps benefit their self- study
skills. Bringing motivation and interests to the students may extend the fire of
enthusiastic in accomplishing their homework on time.
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Finally, giving lasting impression that benefits these students is a must so that
they too may become a solutions and a tutor to those who seek assistance and knowledge
about finished homework on time. Therefore, the researcher believes that the result of
this study will give feedback and serves as a basis in formulating another assessment to
minimize students’ stressed in coping with their homework and wherefore helps students
advance to their next assignments, and give feedback to teacher’s learning-teaching
process.
Statement of the Problem
This study attempts to answer the following questions:
1.
2.
What is the demographic profile of the respondents in terms of ;
1.1
Age
1.2
Gender
1.3
Parent’s educational attainment
1.4
Family Income
What is the Perceptions of the Effects of Homework on Senior High
School Student Achievement of Mount Carmel in terms of;
2.1 Homework Experience While in High and Senior High School
2.2 Experience of Homework Assignments Specific to the Subjects
3.
Is there any significant relationship between perceptions of the effects of
homework and students’ achievement of Senior High School of Mount
Carmel ?
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Significance of the Study
The content of study would help the perceptions of the effects of homework on
Senior High School Student Achievement of Mount Carmel and for the improvement of
the learning strategies. Students being aware of their academic achievement will be
motivated to study harder finish their homework and focus on learning the subject and
not be pessimistic because of their poor grades. Thus this study would be beneficial to the
following individuals:
To the school administrators, this would serves as a basis in formulating
measures to maximize student’s growth and development, assess the teachers’
competences, and improve the teaching and learning process in increasing homework
policy.
To the Teachers, this research would provide strategies or methods on how to
give appropriate time schedules to improve students’ self-study skills and learn to work
independently on their homework. Thus, helps teacher make their teaching process
creative, effective, and improve students’ learning skills, develop self-study skills and
motivate parent involvement in student learning.
To the Students, for them to further develop their multiple intelligence learning
skills, develop self-study skills and motivate themselves to work on time.. Since this assessment
would nobly help them in giving positive and effective interaction outside the classroom.
Provide instruction on identifying the correct approach on handling homework. Thus,
being aware of their achievement, they may be motivate to study harder and focus on
learning their lessons thru the aids of books, internet, modules and parents’ involvement.
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To the researcher, he as a potential lesson planner and giver of questionnaire,
appropriately suited to his respondents and making effective evaluation on learning
perception of students not only inside the classroom but also in the communities, is a task
he must always keep in mind. This may serve as guide for other researchers who would
wish to undergo similar studies in the future.
Scope and Limitations
This study is limited to the perceptions of the effects of homework on Senior High
School Student Achievement of Mount Carmel such as students’ questionnaires, and its
effects to the achievement of 30 Senior High School students of Mount Carmel School.
Gathering of data was conducted through adapted questionnaires. This research
conducted during the School Year of 2020-2021. The main aim is to focus on the
perceptions of the effects of homework on Senior High School Student Achievement of
Mount Carmel, particularly in the areas Homework Experience While in High and Senior
High School and Experience of Homework Assignments Specific to the Subjects. The
researcher used quantitative descriptive design because it describes the perceptions of the
effects of homework on Senior High School Student and their achievement.
Definition of Terms
For easier understanding of the concept raised in this study, the following terms
are operationally defined:
Homework : any task, assigned by schoolteachers, intended for students to carry out
during non-school hours.
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Senior High School Student: will serve as respondents in conducting a study.
Respondents: the individuals who participated in this research, the people who are
somewhat responsible for making this research possible.
Perception
an act of consciousness or a result of perceiving.
Percentage
a fraction or ratio with 100 as the fixed and understood denominator.
Percent
a part of per hundred. It is written using % sign on a number attached on
it
Academic Achievement: performance outcomes that indicate the extent to which a
person has accomplished specific goals that were the focus of
activities in instructional environments.
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Chapter II
REVIEW OF LITERATURE
This chapter discussed the related literature and studies that help in the
development of the study.
Defining homework as tasks assigned
What really is homework? What does it do to improve educational achievements
of the students? It is reasonable and unreasonable for some to see the stimuli which
caused acceptance and or resistance from students based on existing research and
ongoing studies. The homework is assigned to students for instructional and/or noninstructional purposes. (Ciğerci , et al.,2017). Further, “Homework” is generally defined
as schoolwork brought home,” (Corno, 1996:27; Cooper, 1989:p.7). That said, it appears
that the national discussions on homework reflects strain on how homework is perceived,
with scholars arguing that homework is a burden for children and parents, family time
has declined, and undermining of learning interest (Bempechat et al., 2011).
However, the researcher seek to define homework as a tool to provides student the
necessary cognitive development enhancement, additional skills to improve their selfesteem, and impact family life like what Dudley-Marling, (2003) cited by Carmichael &
MacDonald, (2016) they described that a few landmark studies have suggested that
homework does impact upon family life, in some cases in a negative way yet in general,
it is positively associated with academic achievement.
Further, this study, it has come to researcher’s attention that the school viewed
homework as being burdensome for the parents. These are aspects that should be address
in this studies. There appears to be disagreements at play, where researchers share an
understanding that appropriate development and the support of homework tasks
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strengthens academic achievement, particularly in senior primary school and high school
( Trautwein, 2007).
There is an increase in research showing that there is evidence that the practice of
homework can serve to promote “adaptive achievement-related beliefs, motivational
skills, including positive self-efficacy, self-regulation and academic delay of gratification”
(Neier et al., 2011:252).
However, an article about homework was published in November, 2014 in titled
‘An Unnecessary Evil’ and it reads “no research has ever found a benefit to assigning
homework in elementary school.” (Kohn, 2012).
Wherefore, as Benefield (2001) cited by Tendre (2015) they stated that other
observers in fact counted that home works were not right at all as it does not really help
students’ educational performances. As a professor of education themselves, it said,
“Reformers in the Progressive Era (from the 1890s to 1920s) depicted homework as a
“sin” that deprived children of their playtime. Many critics voiced similar concerns
today.” In addition, it’s not related to high academic success. It does not only impose
punishments to students, it also consequently caused the problems at home. Some authors
reacted to this issue and wrote: “Homework is one of the most obvious ways in which
school work impinges on the home.
Effect of Homework on Students Well-Being
The completion of nightly homework is an almost conventional or a standard
experience for students in foreign country like United States. In 2016, 95% of American
elementary-school students were assigned homework (National Center for Education
Statistics, 2019). From a very younger age, youth are regularly told that homework is
excellent for them, but this “good” is often examined through the lens of educational
achievement, instead than coupled with a concern for scholar well-being (Kohn, 2006).
According to Cooper (1989a) it stated this narrow focus on academic performance
has contributed to a normal deficit of lookup on student well-being in the area of
educational psychology .
The lack of lookup into scholar well-being, mainly fundamental student
subjective well-being, stems from three significant sources: a state’s culture, educational
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policy, and a lack of proper psychometric materials. First, there is an overvaluation of
economic prosperity co-occurring with an undervaluation of personal well-being in one’s
state culture (Noddings, 2003). Second, there is a disproportionate emphasis on future
outcomes associated with schooling and well-being, rather than present measurements
(Ben-Arieh, 2007).
Historically, other country such as U.S. policies and practices have emphasized
globalization and economic competitiveness through strong reading and math skills for
employment. Landmark educational events such as the No Child Left Behind Act (2001),
as well as its alarmist essay predecessor, A Nation At Risk (1983), galvanized schools to
focus on academic content accountability rather than a holistic student perspective
(Huebner, 2014).
Third, potential future research is often stifled by a general lack of ageappropriate, comprehensive, and psychometrically-sound measures for elementary-aged
children (Gaderman, 2011).
One might ask, what does subjective well-being, colloquially referred to as
“happiness,” have to do with education? According to Author and educational
philosopher Noddings, (2003, p. 1). He asserted that “happiness and education are,
properly, intimately connected. Happiness should be an aim of education, and a good
education should contribute significantly to personal and collective happiness.” In
addition, he also presented the notion that schools have an obligation to equip students
with the tools and experiences needed to flourish holistically. The promotion of
subjective well-being, referred to as “happiness” by the researcher, is integral to
educating well-rounded human beings, as it contributes to a fulfilling personal life and a
fulfilling public life. From this pedagogical perspective, quality education requires both
academic learning and the promotion of subjective well-being in schools. Thus, if
homework is to support the aims of education, teacher must examine its effects on
students not only from the perspective of academic achievement, but also from the
standpoint of promoting subjective well-being.
Result of Doing Homework or No homework
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A key concern today is the question of homework in the educational system especially in
the public school. Will it have a positive effect on student achievement and give them advantages
outside the learning facilities by providing them lasting credit in their time management
experiences. In accordance with Verbra (2018) in his study entitled “Homework policy review: A
case study of a public school in the Western Cape Province”. The study found that no homework
has left a more positive effect on students. However, the study argues that no homework will be a
disadvantage in the future.
Homework Policy and Student Choice: Findings from a Montessori Charter School a
study by Scott and Glaze (2017) indicated that, although students enjoyed the proposed
homework change, it lacked sufficient structure for parents, and students needed support from
teachers and parents to engage in meaningful homework tasks.
On the other hand, Ergo, affirm that when combined with the literature supporting the
increased usage of homework as an instructional tool, it is apparent that learners will need to have
the academic muscle to successfully complete homework. Furthermore, the commitment to
homework logically requires the establishment of a clearly defined school policy that is explained
to students and parents (Roderique et al., 1994:481– 482).
The different approaches to homework that some researcher observed cannot be viewed
as self-sustaining of the school setting (Bempechat et al., 2011). However, with study of Saam &
Jeong, (2013), It is understandable that no homework policy were introduce at home for some
reasons these are identified as: “learners were sleeping better”; “less family battles at home”;
“learners were happier; and motivation of not doing homework, perception about homework.
Homework data gained from this study presents itself as self-reported and hopefully not subject to
misrepresentation. That’s why homework policy was introduced public school to offered
practices that is affirmative and were theoretical and practical applicability to the success of the
academic side of cognitive and emotional student performance, as well as the collaboration side
among teachers, parents and students.
Finally, the researcher asserted that if a school discards homework altogether, it will be
throwing away a powerful instructional tool (Marzano & Pickering, 2007). Examining the
noteworthy factors of effective homework practices of a well-performing school in the Western
Cape gave the researcher a glimpse into at least one variable among many to attempt to fully
comprehend the complexities of a school system (Saam & Jeong, 2013).
In other study to support the no homework policy administered by Cooper and his
colleagues (2006), a comparison of homework with no homework was conducted and it showed
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that the average student in a class with appropriate homework scored 23 percentile points higher
on tests on the knowledge addressed in that class than the average learner in a class in which
homework was not assigned. In addition, although the relationship between homework and
achievement is often the subject of much dispute, there is evidence of a positive relationship
between homework time and achievement for secondary students is more generally supported
than for primary school students (Horsley & Walker, 2013; Bowd et al., 2016). With this in mind,
it appears that the relationship between homework and achievement is still not clear, despite
studies indicating a positive relationship.
Nevertheless, the researcher argue that the most important advantage of homework is that
it can enhance achievement by extending learning beyond the school day. When considering the
methodology of studies conducted by Cooper et al. (2006), their study highlights the need for
ongoing research in this field. That their findings reveals that underscore the significance of
putting support in place that provides students with assistance and guidance, both academically
and motivationally.
For evidence used it stated in Cordova et.al, (2019) in their study, “No Assignment
Policy: A Boon or A Bane?”their findings revealed on the test of difference between with and
without assignment group. It indicates that there is no significant difference on the grades of the
students between with assignment and without assignment. This implies that the group with
assignment having a mean of 86.8947 performed statistically comparable to the group without
assignment having a mean of 88.0517, thus, there is no significant difference found in their
performance. This is noteworthy since the group given assignments on weekends is the low
performing group. Moreover, the result of the descriptive statistics reveals that the mean score of
the final grade of those students without assignment is greater than those students with
assignments, indicating that without assignments had a better performance compared to that of
with assignments but not significantly different.
Effect of Homework
… Like those milestones in early childhood development, student ownership of
homework is not perfect, but it is powerful. When students know themselves as learners and how
they best learn, and when they are free to connect personally with the content, learning becomes
joyful and intrinsically rewarding and need not be incentivized. ‘How is student ownership of
homework achieved? It starts with choice (Anderson, 2016).
‘Think about all the imperfections the parent and teacher is accepting from very young
children as they learn skills like feeding and dressing themselves. Both parent and teacher
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instinctively realize that messy high chairs and snow boots worn in summer are less important
than mastery of the skill and the pride that comes with it. All of us fully understand the freedom
that is required for children to take ownership of those tasks. Yet when it comes to academic
learning, all of us often fail to appreciate the innate desire for mastery or trust the child’s
knowledge of how to get there. So teacher assign a single task as homework and expect all
students to comply. And voilà! Learning occurs. Except when it doesn’t (Vatterott, 2014).
Homework aptitude reveals in many part of South East Asia Country like Thailand, and
Vietnam so forth. Their social outcry even in Thailand especially where in spite of their hard
works, their Thai kids were still at the bottom in some educational assessments of the region.
Meanwhile, Vietnam is number 8, and Thailand is number 54 in Programmed International
Students Assessment or PISA result of 2015 (Mala, 2016).
According to Valle et.al, (2017) they investigated how students’ prior achievement is
related to their homework behaviors (i.e., time spent on homework, homework time management,
and amount of homework), and to their perceptions of parental involvement in homework (i.e.,
parental control and parental support). Their study indicated that students’ prior academic
performance was significantly associated with both of the students’ homework variables, with
direct and indirect results linking achievement and homework behaviours with perceived parental
control and support behaviours about homework.
Low achieving students, in particular,
perceived more parental control of homework in the secondary grades.
On the other hand, Perceptions of the effects of homework on student
achievement at a suburban middle school: A Program Evaluation studied by Huisman (2016)
found out that many students received failing grades in classes, primarily due to missing
homework, their conclusion revealed a need for homework policies that would support student
learning without punishing students’ grades. Teachers shared feelings of how subjective
homework policies and grading can be, and they agreed that policies should be designed with
students learning in mind. The recommendations made were for policies that are more consistent,
and that grading policies do not put too much emphasis on homework as part of an overall grade.
Teachers assume students understand the concept when their homework is
successfully completed. They also consent students need additional practice or assistance if
students do not complete homework correctly. These presumption may not always be accurate
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because each student’s situation is different and teachers cannot predict exactly why homework is
or is not completed. It is important for teachers to observe the feedback as soon as possible to
make effective instructional adjustments for future learning (Miller, Duffy, & Zane, 1993).
Stevenson of Weber State University studied on, “Does Collecting and Grading
Homework Assignments Impact Student Achievement in an Introductory Economics Course?
The findings of the study indicated that the practice of collecting and grading assignments cannot
be shown to positively impact student achievement. (Emerson & Taylor 2004). However, this
opposed to the study by Rosario et.al, (2016) on their study about Academic Goals, Student
Homework Engagement, and Academic Achievement in Elementary School.
Their findings show that: (a) academic achievement was positively associated with the
amount of homework completed, (b) the amount of homework completed was related to the
homework time management, (c) homework time management was associated with the approach
to homework, (d) and the approach to homework, like the rest of the variables of the model
(except for the time spent on homework), was related to the student's academic motivation (i.e.,
academic goals).
Furthermore, Buijs and Admiraal (2012) described in their studied that homework
assignments to enhance student engagement in secondary education. Results revealed an
increased student engagement in an assignment using jigsaw, preparing analytical skills and the
fragmented assessment. In the year 2013, a study was conducted by Sharma on the impact of
homework on academic achievement of students with severe emotional disabilities in a nonpublic school setting. A significant difference between test scores after the homework week
versus the non-homework weeks was shown. Time spent on homework and the amount of correct
homework submitted also impacted achievement.
On the year 2016, a longitudinal Evaluation of the Importance of Homework
Assignment Completion for the Academic Performance of Middle School Students with ADHD
was studied by Langberg, Dvorsky, Molitor, Bourchtein, Eddy, Smith, Schultz, and Evans.
Results showed that agreement between teachers with respect to students’ assignment completion
was high, with an intra-class correlation of 0.879 at baseline. These findings demonstrate that
homework assignment completion problems are persistent across time and an important
intervention target for adolescents with ADHD.
Another research entitled Testing the homework model among the Filipino school
learners. This study is anchored on the homework quality model of Baumert et.al, (2010). The
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model revealed that participants’ performance in mathematics achievement was supported by
well selected homework tasks and their high levels of cognitive ability.
Theoretical Framework
According to Becker (1965) using his known economic theory the “time
allocation theory,” in this theory it is asserted that consumers maximize their utility by
choosing commodities that are produced with market goods and time by a consumer
facing both budget and time constraints. By this theory the researcher seek to find if time
management and self-study skills of the senior high school that assume to bring them to
accomplish the set timetable of their homework.
Further, it suggested that time spent on attending or doing homework might
serves to brought forth positive association with grades of senior high school students,
high ability students, and students who have high ability in science. Spending on selfstudy, on other study-related activities, or on working with parents correlates with grades
for almost all students. Devoting time in doing homework or student work groups might
asserts to provide negative correlation with the grades if the ability of students is below
average or if they study Science alone with proximal learning. Using time allocation
theory function, the indication that spending time on subjects, on self-study, and on other
study-related activities are substitutes so that students low grades will compensate to
finish homework and then it will lift up their grades to pass the below average given by
teacher. However, time spent on subjects and time spent on working as a student group
work are complement.
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Research Paradigm
INDEPENDENT VARIABLES
DEPENDENT VARIABLES
Homework Time management
Students Academic
Achievement
Prioritation
Procrastination
FAMILY INCOME
PARENTS’ EDUCATIONAL
BACKGROUND
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Figure 1. Perceptions of the effect of homework on Senior High School of Mount
Carmel, students’ achievement, and Intervening Variables.
Figure 1 shows that the independent variable is the Perceptions of the effect of
homework on Senior High School of Mount Carmel while the dependent variable is the
students’ achievement of the respondents and the intervening is the family income, and
parents’ educational background. It is conceptualizes that time management is a very
important to the students’ cognitive development in order to have conceptual knowledge
and better performance in improving the knowledge and understanding of one individual
to achieve and performed better in doing their homework . Whereas the intervening were
family income and parents’ educational background.
Null Hypothesis
There is no significance relationship between Perceptions of the effect of
homework on Senior High School of Mount Carmel and Students’ achievement.
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Chapter III
METHODOLOGY
This chapter contains the research locale, respondents, research design, research
instrumentation, data gathering procedure and statistical treatment. It explained the
methods used in the study that useful in obtaining the results of the research.
Research Locale
This study was conducted in Mount Carmel School located at the Southern part of
Polillo, Quezon
The researcher has chosen locale of the study because it is the said school nearest
from proper town of Polillo, Quezon. The researcher chose this local for the reason that
the researcher can have an easy access to the respondent’s concerning to the perceptions
of effect of the homework of the Senior High when it comes to doing the homework. In
addition the researcher wanted to know students’ achievement based on the adopted
questionnaires.
Respondents
Thirty-five (30) students of Grade 12 of Mount Carmel School, the southern part
of Polillo District for School Year 2020-2021 were the respondents of this study. The
researcher used population sampling strategy.
Research Design
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To gather necessary data and information needed in this study, the researcher
employed quantitative research design it is descriptive which measure the subject once.
Descriptive study established only associations between variables. This descriptive
method of research was utilized in this study. This type of research describes the data and
characteristics about what is being studied. This study was associated with questionnaires
as main instrument to gather information as well as the use of book, magazines, and
internet. This study was designed to provide information that is needed in tracing the
relationship between the perceptions of effect of the homework of the Senior High and
their students’ achievement.
Research Instrument
The researcher used the utilized adopted questionnaire of the perceptions of the
effect of homework and students’ achievement. Then the given hypothetical mean data
analysis interpretation of Huisman (2016) from unpublished thesis entitled “Perceptions
of the Effects of Homework on Student Achievement at a Suburban Middle School: A
Program Evaluation.”
Procedure/Data Collection
To gather all the necessary data needed in this study the researcher make a letter
of request address to the principal of the senior high school and presents it to the research
adviser for the recommending approval. Then the letter is presented to the principal of the
Mount Carmel school for their approval. The researcher asked the permission of the
respected teacher and the grade 12 students of the senior high school when permission
will be granted the questionnaire will be distributed to the respondents. The respondents
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were given enough time to answer the questionnaire. Then, the researcher collected the
answered questionnaire needed in the statistical treatment.
Statistical Treatment
In order to obtain the accurate and appropriate result in determining the
relationship between the perceptions of effect of the homework Senior High School
students achievement in Mount Carmel School Polillo, Quezon.
Objective 1: In order to determine the demographic profile of the respondents in terms of
age, sex, family income, and parents’ educational attainment. The researcher used
percentage formula.
P=
Where:
P = Percentage
f = frequency
N = total no. Of respondents
Objective 2: Perceptions of effect of the homework Senior High School students
achievement in Mount Carmel School Polillo, Quezon. The researcher used mean
formula.
Formula:
EX
X=
N
Where:
X - mean
EX – total number of score of respondents
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N – number of respondents
Objective 3: In order to determine the students achievement. The researcher used mean
formula.
Formula:
EX
X=
N
Where:
X - mean
EX – total number of score of respondents
N – number of respondents
Objective 4: To find out if there is a significant perceptions of effect of the homework
Senior High School student achievement in Mount Carmel School Polillo, Quezon. The
researcher used Pearson r.
Formula:
r= n (∑xy) – (∑x) (∑y)
√ n∑x²-(n∑y²-(∑y)²
Where:
N = numbers of pairs of scores
X = age
Y = score
∑xy = sum of the products of paired scores
∑x = sum of x scores
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∑y = sum of y scores
∑x²= sum of squared x scores
∑y²= sum of squared y scores
Mean Score
Interval
Description
12.81 - 15
90% and above
Excellent
9.61 - 12.80
85% - 89%
Very satisfactory
6.41 - 9.60
80% - 84%
Satisfactory
3.21- 6.40
75% - 79%
Fairly satisfactory
0 - 3.20
74% and below
Poor/Did not meet expectation
This table is for the interpretation of scale used in perceptions of effect of the
homework Senior High School students achievement in Mount Carmel School Polillo,
Quezon from DepEd order no. 8, series of 2015.
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Chapter IV
RESULTS AND DISCUSSION
This chapter shows the presentation of the findings of the study. It includes the
findings to the specific objectives that were tabulated and interpreted.
Table 1
Demographic Profile of the Respondents in Terms of Age.
Age
Frequency
Percentage
11
14
40.0 %
12
19
54.29 %
13
2
5.71 %
Total
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100.0 %
Table 1 illustrates the demographic profile of the respondents in terms of
respondent’s age who are 12 years old acquired the highest frequency of 19 or 54.29%.
Age 13 composed of 2 pupils or 5.71%. Finding reveals that most of the respondents
were at age 12 years old.
According to Miao (2015); RA 105533 (TEBEC,2013) and EFA 2015 Plan it is
stated that students has 12 year Basic Education Cycle and Grade 6 level starts at 11 to
12 years old pupils’ elementary life cycle ends then moving up to a more complex level
of schooling which is senior high. The vision and structures of basic education was
building a holistic program that shall achieve an improved quality of basic education.
Thus, children could learn best if provided with plenty of opportunities to explore the
content independently.
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Table 2
Demographic Profile of the Respondents in Terms of Gender
Gender
Frequency
Percentage
Female
22
62.86 %
Male
13
37.14 %
Total
35
100.0 %
Table 1 presents the frequency distribution of the respondents in terms of gender.
It shows female have the frequency of 22 or 62.86%. The male respondents have a
frequency of 13 or 37.14%.
It is observable that majority of the respondents are females.
According to Monada (2012) and Bacaa (2017) in their study on Gender
Differences in numerical Anxiety and the Relation to Mathematics Performance while
Controlling for Anxiety wherein it was cited that no gender differences emerged in their
mathematics performance.
Table 3
Demographic Profile of the Respondents in terms of Family Income
Family Income
Frequency
Percentage
Below 5,000
0
0%
5,001 - 10,000
18
51.43%
10,001 - 15,000
7
20.0%
15,001 - 20,000
2
5.71%
20,000 - above
8
22.86%
Total
35
100.0%
26
Table 3 illustrates the demographic profile of the respondents in terms of family
income who acquired the frequency of 18 or 51.43% is 5001- 10,000. However, parents’
monthly income below 5,000 has frequency of 0 with 0%.
Findings revealed that majority of the respondents parents income earned at least
5,001- 10,000.
Cruz et al. (2015) stated on their studies “Correlates of Students’ Performance in
Intermediate Level” described that majority of parents’ monthly income do not exceed
6,000. Majority of job categories they belong to are in blue collar jobs while majority of
the mothers are unemployed. It is concluded that there is no significant relationship
between respondents’ performance and parent’s income which imply that pupil-related
factors are not predictors of the respondents’ performance.
Table 4
Demographic Profile of the Respondents in terms of
Parent’s Educational Attainment
Parent’s Educational Attainment
Frequency
Percentage
Graduate of High School
15
42.86%
Graduate of Elementary
14
40.0%
Graduate of College
6
17.14%
Undergraduate of College
0
0%
Bachelor graduate
0
0%
Master
0
0%
Undergraduate of Elementary
0
0%
Others
Total
0
0%
35
100%
graduate
27
Table 4 shows that the demographic profile of the respondents in terms of
parent’s educational attainment. The respondent parents who are high school graduates
has frequency of 15 or 42.86%.While those parents who are graduates of elementary has
frequency of 14 or 40%. Those parents who are graduates of college has a frequency of 6
or 17.14%.
Finding reveals that majority of the respondent parent’s educational attainments
were a high school graduate that has a frequency of 15 or 42.86%. Few of respondent
parents were college graduates which consist of 6 or 17.14%. However for
Undergraduate of College, Bachelor graduate, Master graduate, Undergraduate of
Elementary and others has 0 frequencies with 0%.
Buendicho et al. (2013) stated on their studies “Correlates of Students’
Performance in Intermediate Level” majority of the respondents’ parents are high school
graduates. Furthermore, it concluded that there is no significant relationship between
respondents’ performance and educational attainment which imply that pupil-related
factors are not predictors of the respondents’ performance.
28
Table 5
Mean of Mathematical Concept in Solving Rational Numbers
Descriptive Statistics
Score Concept Fraction
N
Min
35
1
I
Max
4
P
Percentage Concept Fraction
35
20.0%
Score Concept Decimal
35
1
I
Mean
2.17
VS
80.0%
SD
.891
S
43.4286%
4
P
I
17.81322
2.06
VS
.802
S
Percentage Concept Decimal
35
20.0%
80.0%
41.1429%
16.04615
Score Concept Percent
35
0
5
1.94
1.349
Percentage Concept Percent
35
.00%
100.0%
38.8571%
26.98272
Score Mathematical Concept in
Solving Rational Numbers
35
2
13
6.17
2.395
Percentage Mathematical
Concept in Solving Rational
Numbers
35
13.33
%
Valid N (listwise)
35
P
E
P
E
S
86.67%
S
41.1434%
15.96534
Table 5 shows the pupils’ mean of Mathematical Concept in Solving Rational
Numbers in terms of Fraction, Decimal numbers, and Percent.
In terms of Concept Fraction has a mean value of 2.17 with corresponding
standard deviation of .891, and Concept Decimal numbers has a mean value of 2.06 with
the corresponding standard deviation of .802, indicates that the pupils are very satisfactory
to satisfactory which means that they have some Mathematical concept understanding on
concept fraction. Whereas Concept Percent has a mean value of 1.94 with the
corresponding standard deviation of 1.35, indicates that the pupils are excellent which
means they have Mathematical concept understanding on concept Percent.
29
Therefore, the composite mean value of 6.17 with corresponding standard
deviation of 2.395 indicates that the mean of Mathematical Concept in Solving Rational
Numbers in terms of Fraction, Decimal numbers, and Percent is at satisfactory it means
that the pupils has an average knowledge on solving rational numbers.
According to DeWolf et al. (2014) on their studies about “Rational numbers to
algebra: Separable contributions of decimal magnitude and relational understanding of
Fractions” Researchers have proposed that decimals should be taught before fractions,
because decimals are easier to understand than fraction. Decimals are indeed easier to
learn, because dealing with fraction has inherent difficulties. On top of the difficulties
exclusive to fractions, the arithmetic also requires fluency in the arithmetic of whole
numbers.
Table 6
Mean of Mathematical Performance in Solving Rational Numbers
Descriptive Statistics
N
Min
Score Performance Fraction
35
0
Percentage Performance
Fraction
35
.00%
100 %
62.2857%
27.34160
Score Performance Decimal
35
0
5
1.86
1.167
Percentage Performance
Decimal
35
.00%
100 %
37.1429%
23.33533
Score Performance Percent
Max
35
0
5
2.29
1.619
35
.00%
100.0%
35
2
14
Valid N (listwise)
35
13.33%
1.367
S
S
45.7143%
32.38425
7.26
3.081
V
S
93.33%
SD
S
E
P
I
3.11
E
P
36
Mean
E
P
Percentage Mathematical
Performance
in Solving Rational Numbers
I
5
P
Percentage Performance Percent
Score Mathematical
Performance
in Solving Rational Numbers
I
S
48.3806%
20.53830
30
Table 6 shows that the mean of Mathematical Performance in Solving Rational
Numbers in terms of Fraction, Decimal number, and Percent.
In terms of Performance Fraction has a mean value of 3.11 with corresponding
standard deviation of 1.37, and Performance Decimal numbers has a mean value of 1.86
with the corresponding standard deviation of 1.17, indicates that the pupils are excellent
to satisfactory which means that they have Mathematical procedural knowledge on
rational numbers. Whereas Performance Percent has a mean value of 2.29 with the
corresponding standard deviation of 1.62, indicates that the pupils are excellent which
means they have Mathematical procedural knowledge on Performance Percent.
Therefore, the composite mean value of 7.26 with corresponding standard
deviation of 3.08 indicates that the mean of Mathematical Performance in Solving
Rational Numbers in terms of Fraction, Decimal numbers, and Percent is at very
satisfactory.
According to Alcatara and Bacsa (2017) there is a positive weak correlation
between mathematical performances of the students with higher level of problem solving
skills are more likely to perform better in mathematics. It can be concluded that students’
performance in Mathematics improved and enhanced through their problem solving
skills.
31
Table 7
Pearson-r Correlations of Concept Fraction and Performance Fraction
Concept
Fraction
Concept Fraction
Performance
Fraction
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
1
35
-.161
Performance
Interpretation
Fraction
-.161
.354
35
Accept Ho
1
.354
35
35
Table 7 shows Pearson-r Correlations of Concept Fraction and Performance
Fraction.
In terms of Concept Fraction the total respondents were 35 with corresponding
Pearson r correlation value of -.161 with computed p value of .354 and Performance
Fraction with corresponding Pearson r correlation value of -.161 with computed p value
of .354. Indicating that p value is 0.354 which is greater than 0.05. Hence, the null
hypothesis which states that there is no significant relationship between Concept Fraction
and Performance Fraction on the rational numbers is accepted.
Therefore, since it did not reach at the 5% significant level, it accepts the null
hypothesis.
According Bruce et. al. (2013) on their studies” Foundations to Learning and
Teaching Fractions: Addition and Subtraction.” It is reveals that understanding fractions
is a challenging area of mathematics for students to grasp. Students also seem to have
difficulty retaining fractions concepts. Adults likewise continue to struggle with fractions
concepts even when fractions are important to daily work related tasks. Difficulties begin
32
early in the primary years and persist through middle school and then into secondary and
even tertiary education. The challenges and misunderstandings students face in
understanding persist into adult life and pose problems in such wide-ranging fields as
medicine and health care, construction and computer programming. Helping students to
achieve a solid grounding in mathematics in general and in fractions in particular has
long-term high-stakes ramifications, suggesting that it is worth spending the time and
effort to enhance student understanding in the elementary years in order to ensure student
success in later mathematics, career and life.
Table 8
Pearson-r Correlations of Concept Decimal and Performance Decimal
Concept
Decimal
Concept Decimal
Performance
Decimal
Pearson
Correlation
Sig. (2-tailed)
N
Pearson
Correlation
Sig. (2-tailed)
N
Performance
Interpretation
Decimal
1
.197
35
.255
35
.197
1
.255
35
35
Accept Ho
Table shows that the Pearson-r Correlations of Concept Decimal and Performance
Decimal.
In terms of Concept Decimal Fraction the total respondents were 35 with
corresponding Pearson r correlation that has a value of 0.197 with a computed p value of
0.225 which is greater than 0.05.Hence, the null hypothesis which states that there is no
33
significant relationship between Concept Decimal and Performance Decimal on the
rational numbers is accepted.
Therefore, since it did not reach at the 5% significant level, it accepts the null
hypothesis.
According to Solaiman (2018) on the study of “Factors Associated with the
Problem Solving Skills among Grade – 6 Students,” The most important skill in learning
to solve problems or mathematics computations is through constant practice of the
concepts in the subject. That is why, students must be given daily assignments or
homework activities to let them learn gradually and will prevent them to forget the steps
or rules in solving particular mathematics. Eventually, students will have the ability to
relate with the new topic as they have experienced practices of some exercises at home.
Table 9
Pearson r Correlations of Concept Percent and Performance Percent
Concept
Percent
Concept Percent
Pearson
1
Correlation
Sig. (2-tailed)
N
35
Performance
Pearson
.600**
Percent
Correlation
Sig. (2-tailed)
.000
N
35
Correlation is significant at the 0.01 level (2-tailed).
Performance
Percent
Interpretation
.600**
.000
35
Reject Ho
1
35
Table shows that the Pearson r Correlations of Concept Percent and Performance
Percent. In terms of Concept Percent Pearson r correlation has value of .600 with
34
corresponding computed p value of .000 which is less than 0.05. Hence, the null
hypothesis which states that there is significant relationship between Concept Percent and
Performance Percent on the rational numbers is rejected.
Therefore, since it did reach at the 5% significant level, it fails to accept the null
hypothesis.
According Magulod (2017) on the study of “Factors of School Effectiveness and
Performance of Selected Public and Private Elementary Schools: Implications on
Educational Planning in the Philippines.” It reveals that the pupils level of performance
of both schools, public elementary schools perform better than the private elementary
schools. It is also reveals that school effectiveness defined the level of schools’
performance. The NAT performance of both schools for the past three years is “above
average” or Moving Towards Mastery (MTM) based on the result on the NAT.
Thus they already have enabling skills in understanding the carried out the
expected learning outcomes that they ought to give their pupils.
Table 10
Correlation between Concept in Solving Rational numbers and Performance
in Solving Rational numbers
Concept in
Solving
Rational
Numbers
Concept in Solving
Rational Numbers
Pearson Correlation
1
Sig. (2-tailed)
N
Performance in Solving
Rational Numbers
Performance
in Solving
Rational
Numbers
Pearson Correlation
Sig. (2-tailed)
N
.464
Interpretation
**
.005
35
35
**
1
.464
.005
35
35
Reject Ho
35
Table 10 shows that the correlation between Concept in Solving Rational numbers
and Performance in Solving Rational numbers.
As gleaned from Table 10 the total respondents has a frequency of 35 with the
Pearson r correlation value of .464 with computed p value .005,which is less than 0.05.
Hence, the null hypothesis which states that there is significant relationship between
Concept Percent and Performance Percent on the rational numbers is rejected.
Therefore, since it did reach at the 5% significant level, it fails to accept the null
hypothesis.
According to Maadil and Lee (2011) on their studies “The Mathematical abilities
of Grade 6 Pupils on Rational numbers,” contrasting to “Mathematical Concept and
Performance in solving rational numbers of Grade 6 Pupils” The result revealed that there
no significant among the sub-skills of the rational numbers with J value of -0.64
associated by the significant value of 0.560. In this case, the null hypothesis which stated
that there is no significance difference among the sub-skills is accepted.
The adopted test based on the study of Maadil and Lee (2011) confirmed in the
Pearson r correlation states that there is a significant relationship between Concept in
Solving Rational Numbers and Performance in Solving Rational Numbers of Grade 6
pupils in Bislian Elementary School
36
Chapter V
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of the findings, conclusion and
recommendation.
Summary
This study determined the Mathematical Concept and Performance on the
Rational Numbers of the Grade 6 pupils from which 35 pupils came from the Barangay
of Bislian Elementary School. The objectives were to determine the demographic profile
of the respondent in terms of age, sex, family income and parent’s educational
attainment; to find out the mathematical concept and performance in solving rational
numbers in terms of fraction, decimal numbers, and percent; and to find out if there is any
significant relationship between mathematical concept and performance in solving
rational numbers of the respondents in terms of fraction, decimal numbers and percent.
A quantitative research was used in the study and the instrument used was an
adopted questionnaire composed of 30 items questionnaire about fractions, decimal and
percent. After the permission to conduct the final test was sought from the principals of
the school which served as venue, the test was administered. Then the test papers were
corrected, scored tabulated and mean scores were computed and interpreted in order to
determine the mathematical concept and performance skills of the pupils. The mean score
relationship were tested for significance by using Pearson- r correlation.
The study reveals the findings of the study were stated below.
37
The demographic profile of the respondents in terms age, majority of the
respondent who are under 12 years old has a frequency 19 or 54.29% whereas few of the
respondent are at age 13 composed of 2 or 5.71%. In terms of sex, majority the
respondents were females with frequency of 22 or 62.86% while the male respondents
has a frequency of 13 or 37.14%. In terms of Family Income, most of the respondents’
parents income earned at least 5,001- 10,000 and only 2 or 5.7% earned an income of
15,001- 20,000. The demographic profile of the respondents in terms of parent’s
educational attainment revealed that majority were high school graduates who consist of
15 or 42.86% whereas few of respondent parents’ educational attainment were at college
graduates who consist of 6 or 17.14%. However for Undergraduate of College, Bachelor
graduate, Master graduate, Undergraduate of Elementary and others have 0 frequencies
with 0%.
The mean of Mathematical concept in solving rational numbers shows that the
Grade 6 pupils mean scores in their skills in fraction, decimal number, and percent were
respectively 2.17 in fraction, 2.06 in decimal and 1.94 in percent. This leads into overall
mean 6.17 and clearly resulting
to satisfactory means pupils understanding of
Mathematical performance has an average in solving rational numbers.
The Mathematical Concept and Performance in Solving Rational Numbers of
Grade 6 Pupils in Bislian Elementary School on the mean of Mathematical Performance
in Solving Rational Numbers shows that the Grade 6 pupils of Bislian Elementary School
mean scores in their skills in Fraction, Decimal number, and Percent were respectively
3.11, 1.86, and 2.29. This leads into overall mean 7.26 and clearly resulting to
38
satisfactory means the understanding of mathematical concept and performance of Grade
6 pupils in this school is average.
The Mathematical Concept and Performance in Solving Rational Numbers of
Grade 6 Pupils in Bislian Elementary School on Pearson r Correlations of Concept
Fraction and Performance Fraction as gleaned that the value of Pearson Correlation -.161
were at 0.00 to 0.20, means almost no correlation. Therefore Concept Fraction and
Performance Fraction is not significant since the probability value is 0.354 which is
greater than 0.05.Hence, the null hypothesis which states that there is no significant
relationship between Concept Fraction and Performance Fraction on the rational numbers
is accepted.
The Mathematical Concept and Performance in Solving Rational Numbers of
Grade 6 Pupils in Bislian Elementary School on Pearson r Correlations of Concept
Decimal and Performance Decimal reveals that the value of Pearson Correlation 0.197
were at 0.00 to 0.20, means almost no correlation. Therefore Concept Decimal and
Performance Decimal is not significant since the probability value is 0.225 which is
greater than 0.05. Hence, the null hypothesis which states that there is no significant
relationship between Concept Decimal and Performance Decimal on the rational numbers
is accepted.
The Mathematical Concept and Performance in Solving Rational Numbers of
Grade 6 Pupils in Bislian Elementary School on Pearson r Correlations of Concept
Percent and Performance Percent reveals that the value of Pearson Correlation .600 were
at 0.41 to 0.60, means that the correlation being. Therefore the correlation between
Concept Percent and Performance Percent is significant since the probability value is
39
0.000, which is less than 0.05. Hence, the null hypothesis which states that there is
significant relationship between Concept Percent and Performance Percent on the rational
numbers is rejected.
The Mathematical Concept and Performance in Solving Rational Numbers of
Grade 6 Pupils in Bislian Elementary School on Correlation between Concept in Solving
Rational numbers and Performance in Solving Rational numbers reveals that the value of
Pearson Correlation .464 were at
0.41 to 0.60, means that the correlation being.
Therefore the correlation between Concept in Solving Rational Numbers and
Performance in Solving Rational Numbers is significant since the probability value is
0.005, which is less than 0.05. Hence, the null hypothesis which states that there is
significant relationship between Concept Percent and Performance Percent on the rational
numbers is rejected.
Generally, the Mathematical Abilities of Grade 6 Pupils on Rational Numbers
based on the study of Maadil and Lee (2011) confirmed in the study of Mathematical
Concept and Performance in Solving Rational Numbers of Grade 6 Pupils
using
Pearson r correlation states that there is a significant relationship between Concept in
Solving Rational Numbers and Performance in Solving Rational Numbers since the
probability value is 0.005 obtain for 0.464 Pearson correlation values, which is less than
0.05.Hence, the null hypothesis which states that there is significant relationship between
Concept in Solving Rational numbers and Performance in Solving Rational numbers is
rejected.
40
Conclusion
Based from the findings the following conclusions are drawn.
The respondents in term of age majority the respondents are females while in
terms of family income most of respondents’ parents income earned at least 5,00110,000. In terms of parent’s educational attainment revealed that majority were high
school graduates.
Thus on the basis of findings it is concluded that the Mathematical Concept and
Performance of Grade 6 pupils on solving Rational Numbers is satisfactory. The
Mathematical Concept and Performance in Solving Rational Numbers of Grade 6 Pupils
in Bislian Elementary School stated that there is significance relationship between
mathematical concepts and performance on solving rational numbers. However their
learning should be enhanced with drills and exercises, particularly in problems on
Fraction and Decimal Number and on Percent.
Recommendation
On the basis of the findings and conclusion of this study the following
recommendations are hereby suggested.
The pupils of the concerned school should be given more practice exercises and
drills to improve their level of mathematical concept and performance on rational
numbers to excellent to very satisfactory. The pupils need to have rigid drills and
exercises in solving Fraction and Decimal Number.
Furthermore pupils who have difficulty in solving rational numbers in terms of
fraction, decimal numbers, and percent must review some mathematical concepts related
41
to the mathematical problems in order to be able to solve it. In order to gain more ideas, it
is better to review all basic concepts of mathematics in elementary like operations with
integers, ratio and proportion, operations with rational numbers particularly fractions, and
some basic geometric concepts which are frequently introduced in their last part of
Grade- 6 mathematics.
On the other teacher should have more exposure to the latest instructional
materials and other resources so that they can facilitate the learning of the pupils.
Teachers likewise should use alternative teaching techniques to find solutions to
whatever insufficient knowledge of pupils in the subject and for them to have the same
levels of understanding, if possible, with the target skills and level required by the
curriculum.
Parents likewise should provide their children financial assistance, moral support,
and proper guidance. They should make their home a home school that cater Math
learners and make exercises or drills to improve critical and thinking skills of their
children.
The administrators of the school should provide audio-visual materials,
educational games and toys to facilitate, improve and enhance mathematical learning
activities.
The results in this study may serve as one of the guidelines of the pupils,
mathematics teachers, and educators in reforming the mathematics curriculum in order to
have effective teaching and learning.
42
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Availble
at:
46
Name: (Optional)
OUTHERN
*S
N STAT
ZO
E
LU
*P
OL
IL
LO CA MP
IVERSITY
*
UN
Southern Luzon State University
SLSU-POLILLO CAMPUS
Polillo, Quezon
*
US
Date:
I. Demographic profile of the respondents
Directions: Put a check (✓) mark on the box that corresponds to your answer
A. Age: 11
12
13
B. Family Income
Below 5,000
5001- 10,000
10,001-15,000
15,001- 20,000
20,000- Above
Parent’s Educational Background
Undergraduate of Elementary
Graduate of Elementary
Graduate of High School
Undergraduate of College
Graduate of College
Bachelor graduate
Master graduate
Others
Sex: Male
Female
47
Direction: Encircle the letter that corresponds to your answer.
Test I- Concept understanding of Fractions in mixed number
1.
In a whole or 1, how many thirds are there?
A.
2.
B. 3
2
C. 3
D. 4
C.
D.
Which is greater or ?
B.
Circle the fraction CLOSER in size to ?
A.
5.
D. 5
is three quarters?
B. 1
A.
4.
C. 2
How many times as much as
A.
3.
4
B.
C. .63
D. none of the above.
Jane said that 12 ÷ is 6, but Summy said no, it is 24. Which is right?
How do you know?
A.
6
B. 24
C.8
D. 9
Test II. Concept understanding in finding the Decimal numbers.
1.
Of the following, which is between and ?
A.
2.
0.15
C. 0.033
D. 0.022
Of the following numbers, which one is closest in value of 1?
A. 0.995
3.
B. 0.288
B. 0.999
C. 1.001
The pie graph shows the average expendures of
Gonzaga Family based on their total income for the year.
What decimal numbers of their income is allotted for food?
A.
0.333
B. 0.25
C. 0.2
D. 0.1666
D. 1.10
48
4.
When 448 is divided by 0.224 the result will be closest to?
A.0.002
5.
Reducing
B. 0.02
C. 2
D. 2000
0.429 so its lowest terms equals____.?
A.0.158
B. 0. 429
C. 0.0811
D. 0.905
Test III: Solving Percent
1.
Which of the following is 400 percent of 60
A.
2.
2.400
B. 25
C. 2400
D. 240
Write 0.50 as percent?
A.
3.
0.5%
B. 50%
C. 5%
D. 500%
Change 0.63 to a percent
A.
4.
6.3%
B. 63%
C 0.63%
D. 630%
C. 525
D. 675.
What is 25% of 32% of 2100?
A.
5.
168
B. 248
If 7 out of 8 dentists recommend sugarless gum, what percent do not
recommend sugarless gum?
A.
87.5%
B. 75%
C. 12.5%
Mathematical Concept
Test I- Operations of fractions in mixed numbers.
Example: What is the sum of fraction
A)
B)
C)
and .
D)
D. 7.5%
49
1.
+ 3+
A)
B)
2. The sum of
D)
C)
D)
+ is ________.
A)
B)
3. Compute the sum in
A)
4. Find the sum of
A)
5. Subtract
C)
+ .
B)
C)
D)
B)
C)
D)
+ .
- .
A)
B)
C)
D)
Test II-Finding Decimal Number
Example: What is the decimal equal to
A) .30
B) 0.75
C) .24
1. What is the decimal number of
A) 0.63
?
D) 0.40
?
B) 0.52
C) 6.30
D) 0.06
50
2. 0.5 is the decimal number of which fraction?
A)
3.
B)
C)
D)
C)
D)
0.05 is the decimal number of ________?
B)
4. What is the decimal number of
A) 0.35
?
B) 0.45
5. Which of the following is decimal number of
A) 0.03
B) 0.8
C) 0.46
D) 0.65
C) 0.1
D) 0.5
?
Test III: Solving Percent
Example: What 0.26 as percent?
A) 34
1.
B) 36
C) 26
D) 43
What is 42 percent of 3?
A) 1.26
B) 199.4
C) 5
D) 63
C) 800
D) 80
2. Which of the following is 400 percent of 20?
A)
700
B) 420
51
3. Which of the following is 300 percent of 30?
A)
4.
B) 900
C) 0.92
D) 0.092
Which of the following is 800 percent of 15?
A)
5.
90
120,000
B) 120
C) 12.0
D) 1.3
Which of the following is 14 percent of 232?
A) 3.248
B) 32.48
C) 3248
D) 324.8
52
ABSTRACT
Title: Mathematical Concept and Performance in solving Rational Numbers of Grade 6
Pupils of Bislian Elementary School
Author: Acbar A. Madill
Adviser: Nenita M. Almiranez Ed. D.
This study was conducted to evaluate the demographic profiles of the respondents in
terms of age, sex, family income, and parents’ educational attainment. It aimed to find
out the correlation between Mathematical concept and performance on solving rational
numbers. To find out if there is significance relationship between mathematical concept
and performance and to distinguished different assessment for this study. From a total
population of 35 respondents consisting of 22 females and 13 were males. Quantitative
Descriptive method of research was used in the study. The adopted questionnaire used in
obtaining the data was of 15 questions for the Mathematical concept and 15 questions for
Math performance with the total of 30 questionnaires to evaluate the pupils’
mathematical abilities. The data gathered was computed using the formula: percentage,
mean, and Pearson r correlation. Based on the results, it was found that solving percent is
at excellent, it is the strength of the pupils while solving fraction, and decimal numbers is
at satisfactory the weakness of pupils in solving rational numbers Therefore the
Mathematical concept and performance in solving fraction and decimal numbers of the
Grade 6 pupils of Bislian Elementary School were the weakness of the pupils it is at
satisfactory level thence the necessary for moving up at very satisfactory to excellent is a
requisite, the need for teachers to improve the teaching strategies and let the pupils excel
in mathematics through mastering the order of operations by giving drills, exercises, and
weekly assessment. In addition it was found that there is a significance relationship
between Mathematical concept and performance in solving percent.
Keywords: concepts, decimal, fraction, mathematics, rational numbers.