Chapter 4

RESULTS AND DISCUSSIONS

This chapter presents the results and discussion of data generated based on the major and

specific problems of the study.

Personal Profile of the Pupil-Respondents

The personal profile of Grade IV pupils of Surigao City District I is presented in Table 1.

The personal profile of the pupils included gender, family monthly income, highest educational

attainment of parents, and parents’ occupation.

Gender of the pupils revealed that the males were outnumbered by their female

counterpart in Surigao City District 1. As a whole, there were 129 or 46.1 percent males, while

151 or 53.9 percent females. The result shows that the schools are populated mostly by females.

The above finding confirms the population pattern of the country which is dominated by

females. Further, Del Castillo (2010) noted that there are more female pupils that males as

indicated by the numbers 131 and123 respectively in her study. Villanueva (2009) also revealed

that the males outnumbered their female counterpart in both public and private high schools in

the City Division of Ilocos Sur. Similary, Lubina

(2004) revealed the same data on the greater number of female students enrolled in College

Algebra of Ilocos Sur Polytechnic State College.

Table 1. Profile of the Participants

Variable Frequency Percent
Gender
Male 129 46.1
Female 151 53.9
Total 280 100.0
Family Monthly Income
Php90,000 and above 8 2.9
Php70,000-Php89,000 9 3.2
Php50,000-Php69,000 19 6.8
Php30,000-Php49,000 14 5.0
Php10,000-Php29,000 64 22.9
Below Php10,000 166 59.3
Total 280 100.0
Highest Educational Attaiment Father Mother Father Mother
Did not complete elementary 32 19 11.4 6.8
Elementary Graduate 45 32 16.1 11.4
Did not complete High School 38 67 13.6 23.9
High School Graduate 56 56 20.0 20.0
Did not complete College 34 26 12.1 9.3
College Graduate 68 70 24.3 25.0
Graduate Studies 7 10 2.5 3.6
Total 280 280 100.0 100.0
Occupation Father Mother Father Mother
Government Employee 39 29 13.9 10.4
Small and Medium Business 157 138 56.1 49.3
Enterprise
Private Employee 50 91 17.9 32.5
Unemployed 34 22 12.1 7.9
Total 280 280 100.0 100.0

Family Income

In terms of family income, the table indicated that most of the respondents’ parents had

income below Php 10,000. This was attested by the frequency of 166 out of 280 respondents

with a percentage of 59.3There were 64 or 22.9% with a monthly income of Php 10, 000 – Php

29, 000. This is followed by 19 or 6.8% with an income of Php 50,000 – Php 69,000. 14 or 5%

of the respondents have a family monthly income of Php 30,000 – Php 49,000, followed by 9 or

3.2% with an income of Php 70,000 – Php 89,000 and only 8 or 2.9% have a monthly income of

Php 90,000 and above. This result affirms the findings of Villareal (2009) regarding the income

of parents in the City Division of Surigao. A deeper look of the table also reveals that the higher

the educational attainment of the parents, the higher is the income.

Educational Attainment

On the educational attainment of the father, the table shows that most of them were

college graduates with 68 or 24.3%, while only 7 or 2.5% finished graduate studies. Only few of

them obtained higher than bachelor’s degree such as Master’s degree and Doctorate degree. The

limited number of master and doctorate degrees is due to the fact that Surigao City is an

agricultural community, thus many parents are engaged in other work rather than going to school

to obtain a higher degree. Madera (2010) revealed the same result that most of the parents of the

Grade III pupils in Mainit II District were high school graduates.

It can also be gleaned in the table that the data on educational attainment of the fathers

were similar with the educational attainment of the mothers. Most of the mothers were also

college graduates (70 or 25%) while very few finished graduate studies (10 or 3.6%). This means

that the couples are almost identical when it comes to educational attainment.

Occupation of Parents

On the occupation of parents particularly the head of the family, most of them are

venturing in small and medium business enterprise (157 or 56.1%), followed by private

employees (50 or 17.9%), government employees (39 or 13.9%), then closely followed by

unemployed (34 or 12.1%). This shows that most of the parents of the respondents are engaged

in the trade and related works, technical/vocational, agriculture/fishing, or have their own farm to

cultivate as a source of living.

Pupils’ attitude Towards Mathematics as a Subject/course

A 10-item questionnaire composed of positive statements was used to elicit the attitudes

of students toward Mathematics. The scores were arbitrarily categorized into four scales such as

Strongly Agree, Agree, Disagree, and Strongly Disagree.

Table 2 Pupils Attitude Towards Mathematics as a Subject
ATTITUDE TOWARDS Standard Verbal
Mean
SUBJECT Deviation Interpretation
I have no difficulty in 2.93 0.80 Agree
understanding mathematics
concepts, operations, and
principles.

(Waya ako maglisod sa pagsabot sa

mga konsepto, operasyon, sanan
prinsipyo sa matematika)
I look forward to our mathematics 2.99 0.90 Agree
lessons every day.

(Mulantaw ako nan pagtulun-an sa

matematika)
I like quizzes in mathematics. 3.14 0.87 Agree

(Ganahan ako nan mga quizzes sa

matematika)
I am happy that mathematics 3.25 0.81 Agree
offered in Grade 4.

(Malipajon ako na jauy Matematika

sa ika upat na ang-ang o grado).
I spend more time in studying 2.80 0.97 Agree
mathematics than my other
subjects.

(Mas nuhatag ako nan oras sa

pagtuon sa matematika kaysa sa
lain na subjek)
The mathematics lessons are 2.97 0.94 Agree
interesting.

(Interesado an mga pagtulun-an sa

matematika).
I easily understand mathematics. 2.98 0.87 Agree

(Kadali ra nako masabtan an

matematika)
I like my Math teacher. 3.35 0.80 Strongly Agree

(Ganahan ako sa ako maestro sanan

maestro)
 I like solving challenging math 2.86 1.00 Agree
problems.

(Ganahan ako musulbad nan mga

lisud na problema sa matematika)
It is important to know 3.04 0.93 Agree
mathematics nowadays.

(Impotante na mahibayo nan

matematika kuman na panahon)
GRAND 3.03 0.53 Agree
1.00 – 1.75 Strongly Disagree
1.76 – 2.50 Disagree
2.51 – 3.25 Agree
3.26 – 4.00 Strongly Agree

Table 2 presents the attitudes of the students toward Mathematics. As gleaned from the table,

most of the indicators of the students’ attitudes toward Mathematics were rated as “agree”. This

goes to show that Mathematics is considered by these pupils as ordinary subject which could not

affect their wholesome development. This was attested by the over-all mean value of 3.03

described as “agree.”

A closer look on the table reveals that the lowest mean ratings are the statements “I spend

more time in studying mathematics than my other subjects”(M=2.80, SD = 0.97, VI – Agree), “I

like solving challenging math problems” (M=2.86, SD = 1.00, VI = Agree) and “The

mathematics lessons are interesting” (M=2.97, VI = 0.94, VI = Agree). These imply that the

pupils perceived Mathematics as difficult, uninteresting and boring subject. They cannot see the

relevance of this subject in their daily lives. The highest mean rating of 3.35 described as

Strongly Agree was on the statement “I like my Math teacher.” This implies that even if most of

the pupils do not like the subject as a whole, Math teachers are doing their best to make their

personality more pleasing in the hope that the pupils will like the subject.
Attitude Towards School Classroom Setting

The information on the pupils’ attitude towards school classroom setting was also

assessed or evaluated and results are presented in Table 3.

Table 3. Pupils Attitude Towards School Classroom Setting

ATTITUDE TOWARDS SCHOOL Standard Verbal
Mean
CLASSROOM SETTING Deviation Interpretation
I like to come to school since our 3.24 0.82 Agree
classroom has beautiful posters, pictures,
and solid figures in mathematics.

(Ganahan ako moeskwela sukad an amu

klasrom jauy nindot na mga poster, mga
litrato, sanan solidong mga numero sa
matematika.)
I like attending Math subject in school 3.08 0.91 Agree
during class discussion.

(Ganahan ako muapil sa math subject sa

eskuylahan)
My math teacher is approachable and 3.20 0.87 Agree
friendly.

(An ako maestro o maestro sajun duolon

sanan mahigalaon)
I feel confident on my seat because I can 2.99 0.95 Agree
easily see what my teacher is teaching in
mathematics.

(Kumportable ako sa ako lingkuran kay

dali ra nako makita kun unsa an gitudlo
sa ako maestro o maestro sa matematika.)
I cannot easily understand mathematics 2.57 0.99 Agree
lessons because my classmates are noisy.

(Dili nako masabtan pagdali an mga

pagtulun-an sa matematika kay kasaba sa
ako mga klasmet)
I feel comfortable in solving mathematics 3.06 0.78 Agree
problems since there are materials
available in our classroom library.

(Komportable ako sa pagsulbad sa mga

 problema sa mathematika tungod kay
jauy materyales sa amu library sa
klasrum)
I do not feel bored in the classroom 3.10 0.90 Agree
because my math teacher provides
motivational activities in mathematics
lessons.

(Dili ko mobati nan kaluja sa klasrom kay

an amu maestro o maestro sa matematika
naghatag nan mga kalihukan sa mga
leksyon sa matematika)
We have classroom rules to follow given 3.16 0.86 Agree
by our math teacher.

(Jauy amu balaud na sundon na gihatag

sa amu nan amu maestra sa matematika)
The printed mathematics materials given 3.04 0.92 Agree
by our math teacher are visible to read.

(An mga giprinta na mga materyales sa

matematika na taghatag sa amu maestra o
maestro sa matematika kay makita
basahaon.
I am lucky that I am a pupil of this class. 3.13 0.89 Agree

(Swerte ako na estudyante ako sa ini na

klase)
GRAND MEAN 3.06 0.50 Agree
1.00 – 1.75 Strongly Disagree
1.76 – 2.50 Disagree
2.51 – 3.25 Agree
3.26 – 4.00 Strongly Agree

There were 10 items used to describe the classroom setting. Of the 10 items, ranked 1 is the

statement ‘I like to come to school since our classroom has beautiful posters, pictures, and solid

figures in mathematics,” with a mean of 3.24, standard deviation of 0.82, verbally interpreted as

“agree.” Ranked 2 was “My math teacher is approachable and friendly” with a mean of 3.20,

standard deviation of 0.87, interpreted as “agree,” together with the third in rank with a mean

value of 3.16 “We have classroom rules to follow given by our math teacher.”
 The finding reveals that Mathematics teachers are really doing the best of their abilities to

educate the pupils and to make their classroom more conducive to learning. However, the item

that need for priority attention by the teachers was “I cannot easily understand mathematics

lessons because my classmates are noisy” (M=2.57, SD = 0.99, VI = Agree). This problem

should be addressed by incorporating techniques in classroom management.

The finding of this study is parallel to the finding of Villareal (2009) as to the characteristics

of classroom setting wherein all items were rated as “agree” except one which is “uses varied

instructional materials” rated as “disagree”.

The overall mean on the attitude towards school classroom setting of 3.06, standard deviation

of 0.50 described as “agree” points out that the pupils in Surigao City District I have a generally

positive outlook towards coming to their classroom.

Home Factors

Seven items were used to describe the home factors which may or may not affect pupils’

academic performance in Mathematics. The results are presented in Table 4.

Table 4. Home Factors

Standard Verbal
HOME FACTORS Mean
Deviation Interpretation
I use the following technologies at 2.75 0.94 Agree
home for studying such as
Computer/Laptop,
Cellphone/Smartphone, Television
or TV, and Tablet.

(Mugamit ako nan musunod na mga

teknolohiya sa bayay;
Computer/Laptop,
Cellphone/Smartphone, Televsion o
TV, Tablet)
At home, we observe specific time 3.03 0.90 Agree
for studying.
 (Sa bayay, taglantaw namu an
espesipiko na oras sa pagtuon)
My parents regularly monitor my 3.15 0.89 Agree
school Attendance and Performance

(Pirme nagsubay ako ginikanan sa

ako attendance sa eskuylahan; A.
Pagtambong, B. Pasundayag)
My parents help me whenever I 3.11 0.92 Agree
study at home.

(Gitabangan ako nan ako ginikanan

kon magtuon ako sa bayay)
My parents attends PTA Meeting 3.02 0.95 Agree

(Muapil ako ginikanan sa PTA

Meeting)
I have mathematics books, posters, 2.83 0.97 Agree
and other printed materials
available at home.

(Jaun koy matematika na libro,

posters, sanan uban pa na
materyales na tagprinta na jaun sa
amu bayay)
I study mathematics in advance at 2.80 0.97 Agree
home.

(Magbasa ako nan matematika nan

sajo o abante sa bayay)
GRAND MEAN 2.96 0.61 Agree
1.00 – 1.75 Strongly Disagree
1.76 – 2.50 Disagree
2.51 – 3.25 Agree
3.26 – 4.00 Strongly Agree

Of the seven items in Table 4, the statement “My parents regularly monitor my school

Attendance and Performance” got the highest mean of 3.15, interpreted as “agree.” This is

closely followed by “My parents help me whenever I study at home,” with a mean of 3.11, SD =

0.92, interpreted also as “agree.” Third in rank is the statement “At home, we observe specific

time for studying (M = 3.03, SD = 0.90, VI = Agree).

 This reveals that the support that these pupils received at home is high. The parents of

these pupils are supportive in their studies. The overall mean of 2.96, with a standard deviation

of 0.61, verbally interpreted as “agree” points out the fact that pupils have generally received

favourable support from their parents at home.

Level of Performance of the Pupils in Mathematics IV

Table 5 shows the level of Mathematics performance of the Grade IV pupils in Surigao

City District I. Their GPA were considered in this study. The descriptive equivalent rating is

based on DepEd Order No. 8, s. 2015.

Table 5 Level of Performance of the Pupils in Mathematics IV

Category Count Percent Description
Below 75 4 1.4 Did Not Meet
Expectations
75-79 168 60.0 Fairly Satisfactory
80-84 71 25.4 Satisfactory
85-89 24 8.6 Very Satisfactory
90-100 13 4.6 Outstanding
TOTAL 280 100.0

It is revealed in the table that most of the students garnered 75-79 with a frequency of

168 out of 280 or 60.0% described as “fairly satisfactory.” There were 13 or 4.6% garnered 90-

100 described as “outstanding”, 24 or 8.6% of the pupils are considered as “very satisfactory”,

71 or 25.4% are “satisfactory” and 4 or 1.4% “did not meet expectations.” The finding shows

that some of the students are not performing well in the subject as attested by this result. This is

perhaps due to the fact that the students are not fully motivated to learn the subject thus,

Mathematics is difficult to them.

Relationship between the pupil performance in mathematics 4 and the pupils profile and
home, and teacher factors
 Table 6 presents the relationship between the pupil’s performance in Mathematics 4 as to

GPA and the pupil’s profile and home, and teacher factors in Surigao City District I.

The hypothesis which states that there is no significant relationship between Mathematics

4 achievement and profile of the pupils and teacher factors is discussed in this section.

The variables correlated with their Mathematics achievement as to GPA is the personal

profile of the pupils. It included their gender, socio-economic status as to family monthly

income, occupation of parents and highest educational attainment of parents. Pupils’ attitude

towards mathematics as a subject, towards school classroom setting, and teacher’s performance

as to IPCR were assumed as predictors.

Table 6 Relationship between the pupil performance in mathematics 4 and the pupils profile and
home, and teacher factors
Change Statistics
R Adjusted R Std. Error of R Square F Sig. F Durbin-
Model R Square Square the Estimate Change Change df1 df2 Change Watson
1 .276a .076 .042 4.11209 .076 2.222 10 269 .017 1.766
a. Predictors: (Constant), IPCR, Gender, H_Mean, HEAOm, FMI,
MotherOcc, FatherOcc, S_Mean, HEAOf, C_Mean
b. Dependent Variable: GPA

Unstandardized Standardized
Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) 91.819 4.531 20.263 .000
Gender -.429 .504 -.051 -.851 .395
FMI .255 .204 .078 1.248 .213
FatherOcc .044 .334 .009 .133 .894
MotherOcc -.845 .343 -.156 -2.463 .014
HEAOf .055 .169 .023 .323 .747
HEAOm -.185 .178 -.073 -1.041 .299
 S_Mean .066 .653 .008 .101 .919
C_Mean .723 .796 .086 .908 .365
H_Mean -.584 .560 -.084 -1.042 .298
GainScore -.010 .051 -.012 -.192 .848
IPCR -2.382 1.062 -.155 -2.243 .026
a. Dependent Variable: GPA

Multiple regression analysis as shown in Table 6 was used to test if the profile of the

pupils, their attitude towards the subjects, towards school classroom setting and teacher’s

performance significantly predicted the pupils’ Mathematics academic performance as to GPA.

The results of the regression indicated the two predictors explained 7.6% of the variance (R 2 =

0.076, F(10, 269)=0.017, p=0.017). It was found that mother’s occupation significantly predicted

GPA (β=-0.156, p=0.014) as well as teacher’s performance as to IPCR (β=-0.155, p=.026).

This result is supported by the ANOVA for Multiple Regression as shown in table 7. The

linear regression’s F-test has the null hypothesis that the model explains zero variance in the

dependent variable (in other words R² = 0). The F-test is highly significant, thus we can assume

that the model explains a significant amount of the variance in Mathematics academic

performance as to GPA.

Table 7. ANOVA for Multiple Regression

Sum of
Model Squares df Mean Square F Sig.
1 Regression 375.681 10 37.568 2.222 .017a
Residual 4548.590 269 16.909
Total 4924.271 279
a. Predictors: (Constant), IPCR, Gender, H_Mean, HEAOm, FMI, MotherOcc,
FatherOcc, S_Mean, HEAOf, C_Mean
b. Dependent Variable: GPA