Descriptive Research Example PDF
Descriptive Research Example PDF
Descriptive Research Example PDF
CHAPTER 1
Rationale
who have mathematical competence will have significantly greater chances and
possibilities for shaping the future while a lack of mathematical competence will keep
school students. Based on the findings of the study of Sa’ad et. al (2014), the students’
negative attitude towards Mathematics, anxiety and fear, poor teaching methods,
inadequate teaching materials and learning disabilities such as dyscalculia, are some
interfere with learning and generates distracting thoughts and sensations which
understand the subject because anxiety makes it hard to focus on some details, causes
self-doubt, fear of failing and other emotional issues. Too many students give up on
mathematics learning by withdrawing effort from any task that is perceived as likely
2
to result in failure (Chinn, 2012). Mathematics anxiety can make students question
their abilities, even if they have strong skills. This is the challenge to be resolved by
Therefore, this study focused and aimed to determine the respondents’ level
Theoretical Background
Related Theories
This study was anchored on Xu Ma’s Reciprocal Theory and Dweck’s Growth
Mindset Theory. The Reciprocal Theory focuses on the bidirectional link between
elicits mathematics anxiety, while Growth Mindset Theory focuses on why people
succeed and how to foster the idea of success in schools. These two theories focus on
the performance of the students and how achievement and individual mindset affects
them.
3
anxiety model. Deficit theory states that people who start out with poorer
while the debilitating anxiety model describes the link between mathematics anxiety
learning and recalling mathematics skills. As Figure 1 indicates, the reciprocal theory
states that both theories might both play a part in the relationship between
Figure 1 also shows the bidirectional link between mathematics anxiety and
mathematics performance.
The second theory is the Growth Mindset Theory. It is the belief that
intelligence can be developed. Students with a growth mindset believe that they can
be more intelligent through hard work, with the help of effective strategies, and
assistance from others when needed. It proposes that people see their traits as the
starting point, and these can be developed through dedication, hard work, and effort.
The belief that intelligence can be developed has a positive effect on one’s motivation
4
that effort or training can change one’s qualities and traits. They are not scared of
failure, because it only means that they need to be given importance, invest effort and
master the new learning opportunity. When students know they can be more clever,
they realize that effort makes them tougher. The effort will make them able to learn
the skill or knowledge, which will improve their performance. They then exert extra
time and effort which results in higher achievement. Therefore, they attribute success
Related Literature
mathematical resilience which includes its indications, who are affected, its reasons,
students.
Mathematics anxiety (MA) refers to the feeling of fear, defeat, distress, and a
meaning as the moods of tension and anxiety that affects with operating of numbers
and the answering of mathematical problems in our daily lives and academic
affective dimension. It is a strong emotional feeling of anxiety that people have about
mathematics anxiety feel that they are unable of performing activities and classes
educational systems play a significant part in creating MA. It is usually associated with
are often transferred and result in a lack of understanding of Mathematics. For many,
these undesirable experiences remain throughout their adult lives (Abo Hamza,
2013).
process of learning it can lead to unpleasant pressures and negative conditions. These
undesirable circumstances can be a bad practice for learners. The culture of anxiety
overcome hardships and negative situations in the learning process, turning those
negative situations into situations that support them. Resilient students can get better
learning outcomes than they expect (Hutauruk, 2017). It is the capacity of persons to
confront and answer positively to unkind situations that are unavoidable and to take
2017).
6
change. People who are resilient remain calm in the process of change, spring back
after difficulties, and become stronger after the change. It is the method of adjusting
stress. If one has a resilient disposition, one can have poise and a healthy level of
bodily and mental and emotional wellness in the face of life’s challenges. It means
2019).
persevere when faced with difficulties, work collaboratively with peers, possess the
language skills needed to express one’s understandings or lack of it, and withstand
difficulties.
7
Related Studies
This section provides numerous studies and researches that have been
academic performance among learners in every part of the world. Some researchers
conducted studies which ask students about experiences, feelings, and thoughts
related with anxieties during the study process to identify anxiety sources among
students. Based on these previous studies, researchers found that there are many
family anxiety, library anxiety, exam anxiety, presentation anxiety, and social anxiety
which includes social stressors, lack of sleep, overscheduling and lack of preparation,
to name a few. Anxiety is a real phenomenon. A student cannot perform well if they
tend to be avoiding career paths that involve the subject. A student whose
mathematics anxiety is aroused diverts the attention away from the content of the
class and toward personal fear and anxieties over Mathematics. This can lower the
mastery of the concepts to be learned information which can affect the performance
of the students in Mathematics. The higher one’s mathematics anxiety, the lower one’s
mathematics learning, mastery, and motivation which led to poorer grades in the
educational levels. In Malaysia, a study revealed that MA is one of the factors which
(Zakaria, 2012).
lower score in mathematics performance. But those who have low mathematics
would decrease as anxiety increased. Individuals with higher anxiety benefit from
individuals fail their low-anxious peers on both real-world mathematics tests and a
higher the students’ anxiety, the lower the students’ performance in Mathematics and
the day is often determined by necessity but can have a meaningful impact on
academic performance. Their study states that there are negative effects brought by
early morning classes. Intelligence tests are significantly poorer during the first
morning hours. Anxiety is caused by a lack of sleep which means that getting more
mathematics.
In contrast, some studies indicate that the morning schedule of classes has a
positive impact on students in Mathematics and indicate that afternoon and night
comparing students in morning and night classes, the morning students had the
higher scores. Students attending night classes go to sleep later than those attending
morning classes. Quality of sleep was higher for morning students. Later wake-up
times were associated with lower academic performance, which suggests an effect of
night shift work and sleep deficits. A 2013 survey conducted by the American College
Health Association reported students might feel too much stress which can lead
anxiety and improve grades. With these, there is already a resilience training program
at 11-13-year old (although it has been used with a range of different age groups).
10
The curriculum covers the national Personal, Social, Health, Education (PSHE)
requirement and will deliver a high-quality curriculum to students; and it will provide
one lesson per week from year 7 to year 10. The program PRP has different delivery
models and options being adapted in schools across the UK, such as PRP is taught
once a fortnight over 38 weeks. The whole year group is split into 4 teaching groups.
And another delivery model, PRP is taught at the end of year 7 and into the beginning
of year 8, with extra time to allow for review given the 6-week break. This program
enables young people to develop skills that empower them to be more resilient in
dealing with situations both in and out of school. Resilience training can help students
learn how to have a more positive outlook in the face of adversity. It can teach them
methods for doping in a healthy way when life throws you a curve ball. Without these
skills, students might feel overwhelmed by problems, which could lead to anxiety or
depression. American Psychological Association reported that the students who took
the program showed more enjoyment and engagement in school. The teachers
reported those students were more curious about what they were doing, loved
learning and showed more creativity and effects were particularly strong for students
resilience coaches which included parents and teachers. Parents should take part in
the learning of the students by giving positive views on mathematics instead of giving
increase the share of resilient students over time, reflecting improvements in the
a growth mindset will be able to develop the necessary mathematical skills, provided
mathematics anxiety is addressed explicitly where it has taken hold (Sue Johnston-
Wilder, 2014).
that they have the right to understand, know that learning Mathematics may involve
and are willing to share their energies. Resilient students know how to ask questions,
actively seek understanding, know how to get help, see asking as clever and
understand that persistent asking allows them to become even more clever. It is the
Based on the related theories, literature and studies, which primarily dwell on
Conceptual Framework
As shown in Figure 2, the Reciprocal Theory and the Growth Mindset Theory
guided the process of the study which categorized the anxiety and resilience of the
anxiety, while Growth Mindset Theory suggests that intelligence can be developed
The subjects in the study are the Grade 9 students of Bankal National High
School and Bankal Night High School. Sets of questionnaires were given to the
students.
Rating Scale. This scale contains three subscales: Mathematics Test Anxiety,
The resilience of the students was measured through the Mathematical Rating
Scale which consists of three affective dimensions: Value, Growth, and Struggle.
The data were collected, analyzed and interpreted. From these findings,
The Problem
students of Bankal National High School (Day shift students) and Bankal Night High
1. What is the level of mathematics anxiety of the students for both day and
1.4. as a whole?
2. What is the level of mathematical resilience of the students for both day
2.1. value;
2.2. growth;
2.4. as a whole?
the
𝐻𝑜1 : There is no significant difference between the hypothetical mean and the
teachers could develop strategies and methods that would allow students to
future researchers could use this study as a basis for further researches and
students in Mathematics of the Grade 9 students of Bankal National High School and
16
Bankal Night High School. This was focused on the anxiety and resilience of the
students, excluding the other factors that may affect the performance of the students.
The study was conducted in January 2019-March 2019 in Bankal National High
Definition of Terms
The following definitions are provided for terms that are being used in this
study:
study, mathematics anxiety of the students refers to the scores they obtained on a 24-
item Mathematics Scale, adapted from Alexander & Martray (1989) and modified by
experience extreme stress, anxiety, and discomfort when dealing with tests in
mathematics.
to overcome barriers that are frequently present when learning mathematics. In this
17
study, mathematical resilience of the students refers to the scores they obtained on a
24- item Mathematical Resilience Scale, adapted from Janice Kooken (2016).
studying.
Growth. The confidence that all people can develop mathematical skill
and belief that everyone can learn more mathematics with effort and support.
CHAPTER 2
RESEARCH METHODOLOGY
This chapter outlines the research methodology that was used in completing
respondents, research instrument, the data gathering procedure and the statistical
treatment of data.
Research Design
performance of the Grade 9 students of Bankal National High School and Bankal Night
High School, S.Y. 2018-2019. The students were assessed on their anxiety towards
mathematics, how resilient they are towards it and how it affects their mathematics
performance.
Research Environment
The research study was conducted at Bankal National High School and Bankal
Night High School, Barangay Bankal, situated approximately seven kilometers from
the bustling economic center of Lapu-Lapu City, Cebu. These are public schools under
the Department of Education (DepEd). There are approximately 110 Junior High
School teachers, 22 Senior High School teachers and eight Night High School teachers
with two separate school principals. Bankal National High School is considered as
one of the mega schools in Lapu- Lapu City for it consists approximately 3,760
19
students in Junior High School and 795 students in Senior High School while the
Research Respondents
The Grade 9 students of Bankal National High School and Bankal Night High
School were the respondents of this study. This grade level had a population of 901
students, with 18 sections consisting of 30 to 60 students per class. In this study, the
researcher used the simple random technique in gathering data and had 240 students
as respondents, 210 students from the Day shift and 30 from the Night shift.
Lapu City through the School Principal of Bankal National High School and Bankal
Night High School requesting for the conduct of the study with the Grade 9 Junior High
School students as respondents (See Appendix A, B and C). As soon as the request was
approved, the researcher conducted the study according to its time frame.
Two sets of questionnaires were used to collect data with regards to the level
Resilience Scale. The students’ mathematics performance was measured with the use
of their Mathematics Fourth Grading Periodical Test Scores. The data gathered were
Research Instrument
Anxiety Rating Scale (AMARS) by Alexander & Martray (1989), with minor
21
modifications and was modified by Alcover (2018) to fit in the Philippine context, for
(MRS) by Janice Kooken with Johnston-Wilder and Lee in UK (2013) for measuring
The AMARS has 24-items with reliability value of 0.86. It consists of three
subscales: Mathematics Test Anxiety (items 1-14), Numerical Task Anxiety (items 16-
19), and Mathematics Course Anxiety (items 20-24). Responses shared 5-point rating
scale, responses ranging from 1 (not at all), 2 (less anxious), 3 (moderately anxious),
4 (more anxious) to 5 (most anxious), where 1.00-1.80 is under Not at all, 1.81-2.60
is Less Anxious, 2.61- 3.40 is Moderately Anxious, 3.41- 4.20 is More Anxious, and
anxiety levels.
resilience’ with reliability value of 0.87. The MRS has three affective dimensions:
Value (items 1-8), Struggle (items 9-17), and Growth (items 18-24). Kooken et. al
(2016) found that the reliability coefficient for the value factor is 0.94, for the struggle
factor is 0.73 and for the growth factor is 0.83. Responses are given on a 5-point
(undecided), 4 (agree) to 5 (strongly agree), where 1.00-1.80 is under Not at all, 1.81-
Mathematically Resilient. Six items of the scale are negative and scoring of the
negative worded items was reversed so that a high score would mean higher
mathematical resilience.
This study analyzed and inferred the results using the following statistical
tools:
1. Weighted Mean – this statistical treatment was used to determine the level
Formula:
∑ 𝑥𝑊
𝑊𝑀 = ∑𝑊
where:
𝑊𝑀 = weighted mean,
𝑊 = actual mean,
2. One Sample t-test – this statistical treatment was used to compare the mean
Formula:
ℎ𝑚−𝑎𝑚
𝑡= 𝑆𝐷
√𝑛
23
where:
𝑡 = computed t- value,
ℎ𝑚 = hypothetical mean,
𝑎𝑚 = actual mean,
𝑛 = sample size.
CHAPTER 3
This chapter presents, analyzes and interprets the data gathered to answer the
The level of mathematics anxiety of the Grade 9 students was attained using
them.
National High School (Day Shift) and Bankal Night High School (Night Shift) in terms
of the three subscales of the AMARS: Mathematics Test Anxiety, Numerical Test
In Table 1, it was shown that the Day Shift students’ mean was 2.95 (SD=0.7)
in mathematics test anxiety, 2.51 (SD= 0.92) in numerical task anxiety, 2.74 (SD=0.88)
Meanwhile, the Night Shift students’ mean was 2.81 (SD=0.79) in mathematics test
anxiety, 2.66 (SD= 0.90) in numerical task anxiety, 2.78 (SD=0.95) in mathematics
Both Day and Night Shift students were categorized as Moderately Anxious in
the three subscales: numerical task anxiety, numerical task anxiety and mathematics
course anxiety.
in learning Mathematics which might not have fostered a good feeling towards
they are prepared or not for examinations students might still be anxious and think
of negative thoughts. These feelings could also be due to the way the teachers handle
This finding supported the study of Hamza (2013) which revealed that
These past undesirable experiences with Mathematics could have resulted to a lack
An analysis was done to determine the Day and Night Shift students’ level of
mathematical resilience of in terms of the three subscales: Value, Struggle and Growth
In Table 2, it was shown that the Day Shift students’ mean mathematical
resilience was 3.75 (SD=0.54) in Value subscale, 3.89 (SD= 0.55) in Struggle subscale,
and 3.47 (SD=0.61) in Growth subscale. As a whole, the Day Shift students’ mean
mathematical resilience was 3.72 (SD=0.38). For the Night shift, the students’ mean
Growth. As a whole, the Night shift students’ mean mathematical resilience was 3.56
(SD=0.38).
27
In Value and Struggle, both Day and Night shift students were categorized as
More Mathematically Resilient. For Growth, Day Shift students were categorized as
More Mathematically Resilient while the Night shift students were categorized as
Moderately Mathematically Resilient. Overall, both Day and Night shift students were
Being more mathematical resilient may imply that students in both Day and
Night Shift students could cope up well with stress in Mathematics. The result could
probably be attributed to the fact that these students might have known that success
is measured by the obstacles that come their way. This high coping mechanism
exhibited by the students might have been developed by people with positive thought
such as teachers and parents who helped them cope with loss and adapt to change.
For Growth, Day Shift students are more resilient than Night Shift students. This
result could probably be attributed to the fact that Day Shift students have better
quality of sleep than Night Shift students. For Night Shift students, this might be an
effect of part-time works and sleep deficits which let students feel too much stress
This finding supported the study of Kooken (2013) which stated that
mathematical resilient learners know that they have the right to understand, know
understanding, know how to get help, and understand that persistent asking allows
them to become even more clever. This result also agreed with the study of Lee et. al
(2010) which specified that to build mathematical resilience, students need resilience
28
coaches which included parents and teachers. These resilience coaches enabled
students to continue learning despite having to deal with obstacles and difficulties.
From Table 3, the students have actual means of 26.88 (SD=8.60) and 24.13
(SD=7.63) for the Day and Night Shifts respectively. The computed z-values of 5.26
and 4.21 are greater than the tabled value of 1.96 with corresponding p-values of
0.00001 and 0.000026 which are less than 𝛼=0.05. These are significant, hence the
rejection of 𝐻𝑜1. This means that the actual mean of the Day and Night Shifts were
significantly lower than the hypothetical mean. Their mathematics performance were
Below Average. Both students in the Day and Night Shifts did not reach the 60%
standard criterion of passing rate, stated under the DepEd Order No. 8, s. 2015 Policy
DepEd. This below average performance of the Grade 9 students could be attributed
to factors that students might have experienced such as stress, anxiety, fear and other
29
emotional factors. This could also be probably due to the fact that the students might
have not mastered the skills and concepts in Mathematics 9. Furthermore, for the
Night shift, probably lack of sleep and poor diet might also be contributory factors of
low performance.
This finding supported the study of Tan (2018) which stated that the
beginning level which means that the content of the K to 12 standards is not fully
achieved. This contests the curriculum planners to address the problem about the
new curriculum. The finding also negated the study of Andreoli (2011), which stated
that with students in Day and Night shifts, the morning students got higher scores.
resilience and mathematics performance for Day and Night Shifts of Grade 9 students.
From Table 4, for the Day Shift, the multiple correlation coefficient R is 0.387
(Mathematics Anxiety and Mathematical Resilience). From the data above the 𝑅 2 of
0.150 means that mathematics anxiety and mathematical resilience explain 15% of
the variability of students’ mathematics performance. For the Night shift, the multiple
good fit for the data, the analysis of variance is presented below.
Based on the model generated, for the Day Shift, the F-value at 𝛼 = 0.05 with
(2, 207) df = 18.199, p<0.000, hence, significant. For this shift, some variables
(i.e. the regression model is a good fit of the data for the Day Shift).
31
On the contrary for the Night Shift, the F ratio of 2.643, p>0.05 was not
significant. Hence, the regression model is not a good fit of the data for the Night shift.
From Table 6, for the Day Shift, only the students’ mathematical resilience with
point, there would be 8.322 increase in the mathematics performance of the students.
in Mathematics, thus, rejected 𝐻𝑜2 . The more resilient the student is, the higher
This result confirmed the study of (Fg'Dcec, 2014) which revealed that
success in school, and also, in life, which means that building resilience in turn can
The Growth Mindset Theory which suggests that students with growth
mindset are willing to put effort even if they struggle academically, and stay focused
on what they learn, that when students believe they can get smarter, they understand
that effort makes them stronger, thus, they put in extra time and effort that leads to
not rejected for both Night and Day Shifts. This means that students’ mathematics
negated the studies from many countries (see for example: Ashcraft et al, 2007; Legg,
2009; Brunye et al, 2013; Karimi (2015); Alcover, 2018) which showed that there is
performance.
The results of this study did not confirm the Reciprocal Theory which states
CHAPTER 4
Summary
performance of Bankal National High School and Bankal Night High School, S.Y. 2018-
1. What is the level of mathematics anxiety of the students for both day and
1.4. as a whole?
2. What is the level of mathematical resilience of the students for both day
2.1. value;
2.2. growth;
2.4. as a whole?
the
34
1. The level of mathematics anxiety for both Day and Night Shifts students,
2. In the scale of Value and Struggle, both Day and Night Shifts students
were More Mathematically Resilient. For Growth scale, Day Shift students were
More Mathematically Resilient while the Night Shift students were Moderately
Mathematically Resilient. Overall, both Day and Night Shifts students were More
Mathematically Resilient.
3. The mathematics performance for both Day and Night Shift students
4. Mathematics anxiety for both day and Night Shifts students were not
mathematics for the Day Shift, but no correlation for Night Shift students.
35
Conclusions
Basic mathematical skills are used regularly in everyday life and factors
personal stress and fear. In essence, it is vital to support students in developing their
mathematical resilience in order to promote overall success and have positive results
more resilient the student is, the higher the student’s performance in Mathematics.
Dweck’s Growth Mindset Theory was affirmed by the findings of this study, which
suggests intelligence can be developed through hardwork, time and effort. However,
the Reciprocal Theory which states that mathematics anxiety might cause decreased
performance and poorer performance might elicit mathematics anxiety was not
affirmed.
36
Recommendations
things that they can take on and overcome over time with effort, new strategies,
6. future researchers who wish to replicate this study investigate anxiety and
REFERENCES
Abo Hamza, E. G. (2013). Maths Anxiety in College Students across Majors: A Cross-
Cultural Study. Educationalfutures. Retrieved from
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+across+Majors%3A+A+Cross-
Cultural+Study&rlz=1C1CHZL_enPH803PH803&oq=Maths+Anxiety+in+Colle
ge+Students+across+Majors%3A+A+Cross-
Cultural+Study&aqs=chrome..69i57.945j0j7&sourceid=chrome&ie
Armero, C. (2015). What We Know About Growth Mindset from Scientific Research.
Mindset Scholars Network.
Carey, e. a. (2014). Three Possible Theories on Math Anxiety and Math Performance.
Cambridge Mathematics. Retrieved from
https://www.cambridgemaths.org/Images/386749-how-does-maths-
anxiety-affect-mathematics-learning-.pdf
Carey, E. H. (2016). The chicken or the egg? The direction of the relationship between
mathematics anxiety and mathematics performance. Frontiers in Psychology.
Espino, M. &. (2017). Mathematics Anxiety And Its Impact On The Course and Career
Choice of Grade 11 Students . International Journal of Education, Psychology
and Counseling. Retrieved from www.ijepc.com/PDF/IJEPC-2017-05-09-
08.pdf
Gürefe, N. &. (2018). The Turkish Adaptation of the Mathematical Resilience Scale:
Validity and Reliability Study. Journal of Education and Training Studies.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1170999.pdf
Legg, A. M. (2009). Math Performance and Its Relationship To Math Anxiety and
Metacognition. North American Journal of Psychology.
39
Sa'ad, T. U., Adamu, A., & Sadiq, A. M. (2014). The Causes of Poor Performance in
Mathematics among Public Senior Secondary School Students in Azare
Metropolis of Bauchi State, Nigeria. IOSR Journal of Research & Method in
Education.
Williams, T. M. (2014). The Causal Effect of the School Day Schedule on the Academic
Achievement of Adolescents. Retrieved from http://www.sole-
jole.org/15145.pdf
Zuill, Z. D. (2016). The Relationship Between Resilience and Academic Success Among
Bermuda Foster Care Adolescents. Walden Dissertations and Doctoral Studies
Collection.
40
APPENDIX A
Transmittal Letter to Schools Division Superintendent
of Lapu-Lapu City
Madam:
Greetings!
I am a graduate school student at the University of the Philippines, Cebu, taking up Master
of Education in Mathematics. I am currently in the process of gathering data for my
research study, that aims to determine the relationship between mathematics anxiety,
mathematical resilience, and math performance. This also aims to know the difference in
the mathematics anxiety and resilience of the students in Day and Night shift classes.
Knowing the relationship could help in discovering new approaches to mathematics
education, in order to inspire more students of all ability levels to persevere in
mathematics.
In the light of educational research, I would like to seek your consent to conduct my
research study with the Grade 9 students of Bankal National High School and Bankal
Night High School as partial fulfillment of my requirements at the University of the
Philippines. Rest assured, information and the data will be held with ultimate
confidentiality and to be used for academic purposes only.
I hope that my request merits your approval. If you require any additional information,
please do not hesitate to contact me. I hope to hear from you very soon.
Respectfully yours,
LYRA C. BITAYO
Graduate Student, UP Cebu
Permission Granted:
APPENDIX B
Transmittal Letter to the School Principal
Of Bankal National High School
FERNEL B. GERALDES
Principal IV
Bankal National High School
Bankal, Lapu- Lapu City, Cebu
Sir:
Greetings!
I am a graduate school student at the University of the Philippines, Cebu, taking up Master
of Education in Mathematics. I am currently in the process of gathering data for my
research study, that aims to determine the relationship between mathematics anxiety,
mathematical resilience, and math performance. This also aims to know the difference in
the mathematics anxiety and resilience of the students in Day and Night shift classes.
Knowing the relationship could help in discovering new approaches to mathematics
education, in order to inspire more students of all ability levels to persevere in
mathematics.
In the light of educational research, I would like to seek your consent to conduct my
research study with the Grade 9 students of Bankal National High School and Bankal
Night High School as partial fulfillment of my requirements at the University of the
Philippines. Rest assured, information and the data will be held with ultimate
confidentiality and to be used for academic purposes only.
I hope that my request merits your approval. If you require any additional information,
please do not hesitate to contact me. I hope to hear from you very soon.
Respectfully yours,
LYRA C. BITAYO
Graduate Student, UP Cebu
Permission Granted:
APPENDIX C
Transmittal Letter to the School Principal
of Bankal Night High School
VICENTA G. INOC
Officer-In-Charge
Bankal Night High School
Bankal, Lapu- Lapu City, Cebu
Madame:
Greetings!
I am a graduate school student at the University of the Philippines, Cebu, taking up Master
of Education in Mathematics. I am currently in the process of gathering data for my
research study, that aims to determine the relationship between mathematics anxiety,
mathematical resilience, and math performance. This also aims to know the difference in
the mathematics anxiety and resilience of the students in Day and Night shift classes.
Knowing the relationship could help in discovering new approaches to mathematics
education, in order to inspire more students of all ability levels to persevere in
mathematics.
In the light of educational research, I would like to seek your consent to conduct my
research study with the Grade 9 students of Bankal National High School and Bankal
Night High School as partial fulfillment of my requirements at the University of the
Philippines. Rest assured, information and the data will be held with ultimate
confidentiality and to be used for academic purposes only.
I hope that my request merits your approval. If you require any additional information,
please do not hesitate to contact me. I hope to hear from you very soon.
Respectfully yours,
LYRA C. BITAYO
Graduate Student, UP Cebu
Permission Granted:
APPENDIX D
Permit to Use the Research Instrument
44
APPENDIX E
(Each of the statement of this questionnaire expresses a feeling which a person has towards
Mathematics. Please indicate the level of your anxiety in the following situations. Please choose by
checking ONE on each line.)
APPENDIX F
(Each of the statement of this questionnaire expresses a feeling which a person has towards
Mathematics. Please indicate the level of your resilience in the following situations. Please choose
by checking ONE on each line.)
APPENDIX G
NIGHT SHIFT
Mathematics Numerical Task Mathematics
Student # As a whole
Test Anxiety Anxiety Course Anxiety
1 3.64 3.80 4.00 3.75
2 2.93 2.40 2.40 2.71
3 1.57 1.20 1.40 1.46
4 2.57 1.60 2.60 2.38
5 2.29 2.40 1.40 2.13
6 1.86 1.40 2.60 1.92
7 2.86 2.00 3.60 2.83
8 3.21 2.00 1.60 2.63
9 2.57 2.60 2.80 2.63
10 2.36 2.60 2.40 2.42
11 3.14 3.00 2.40 2.96
12 3.57 3.40 3.40 3.50
13 3.07 2.60 3.60 3.08
14 3.36 4.00 3.60 3.54
15 2.93 3.40 3.40 3.13
16 3.57 4.00 3.80 3.71
17 4.07 1.80 2.80 3.33
18 4.29 4.60 4.80 4.46
19 2.93 3.00 2.80 2.92
20 1.79 2.00 2.40 1.96
21 3.57 2.40 3.40 3.29
22 2.79 2.60 2.40 2.67
23 4.00 4.20 5.00 4.25
24 1.93 2.60 1.80 2.04
25 1.57 1.60 1.60 1.58
26 2.21 2.20 2.20 2.21
27 3.57 3.20 2.40 3.25
28 1.14 1.00 1.00 1.08
29 2.29 3.20 2.40 2.50
30 2.71 3.00 3.40 2.92
47
DAY SHIFT
APPENDIX H
NIGHT SHIFT
Student # Value Struggle Growth As a whole
1 4.13 4.00 3.00 3.75
2 4.63 4.11 4.00 4.25
3 4.75 4.56 3.86 4.42
4 4.50 4.56 2.14 3.83
5 3.50 3.67 2.86 3.38
6 3.88 3.67 3.71 3.75
7 4.13 4.11 2.43 3.63
8 3.63 4.00 4.29 3.96
9 3.38 3.00 2.86 3.08
10 3.63 3.44 3.00 3.38
11 3.13 3.56 3.00 3.25
12 2.00 3.78 2.00 2.67
13 4.25 3.33 2.43 3.38
14 3.25 3.33 2.29 3.00
15 3.63 3.33 2.86 3.29
16 4.13 4.00 3.57 3.92
17 3.63 3.78 2.86 3.46
18 4.25 4.00 3.00 3.79
19 2.75 2.89 2.86 2.83
20 3.88 4.00 2.29 3.46
21 2.75 3.56 2.71 3.04
22 3.63 3.78 4.00 3.79
23 3.75 3.67 4.43 3.92
24 4.13 3.22 3.57 3.63
25 4.00 4.00 2.29 3.50
26 4.00 4.00 2.86 3.67
27 4.13 4.00 3.00 3.75
28 4.38 3.67 3.43 3.83
29 3.75 3.78 3.00 3.54
30 3.38 3.67 3.71 3.58
53
DAY SHIFT
APPENDIX I
NIGHT DAY
Student # Scores Student # Scores
1 18 1 46
2 37 2 44
3 16 3 39
4 27 4 40
5 43
5 24
6 41
6 22 7 48
7 16 8 43
8 13 9 38
9 14 10 38
10 20 11 45
11 24 12 44
12 27 13 38
13 21 14 40
14 16 15 48
15 35 16 45
16 30 17 20
17 24 18 20
18 36 19 32
19 10 20 21
20 26 21 22
21 37 22 18
22 25 23 46
23 36
24 25
24 22
25 19
25 15
26 26
26 19
27 14
27 30
28 13
28 35
29 30
29 24
30 25 30 34
31 16
32 38
33 36
34 22
35 22
36 36
37 23
38 17
59
CURRICULUM VITAE
I. Personal Information
II. Eligibility
Graduate Studies
Educational Institution : University of the Philippines
Professional Schools
Masters Program : Master of Education in Mathematics
Year Level : Second Year, Third Trimester
Academic Year : 2018-2019
Address : Cebu South Road Properties, Cebu City
6000
Undergraduate Studies
Educational Institution : Cebu Normal University
Degree Program : Bachelor of Secondary Education
Major : Mathematics
Date Graduated : March 2016
Address : Osmeña Boulevard, Cebu City 6000
Major Awards Received : Cum Laude
Secondary Level
Educational Institution : Bankal National High School
Date Graduated : March 2012
Address : Bankal, Lapu-Lapu City 6015
Major Awards Received : Class Salutatorian
Elementary Level
Educational Institution : Soong Elementary School
Date Graduated : April 2008
Address : Soong Center, Lapu-Lapu City 6015
Major Awards Received : Graduate with Honors
Professional Teacher
Educational Institution : Bankal National High School
Department : Senior High Department
Subjects Taught : General Mathematics
Statistics and Probability
Address : Bankal National High School
Inclusive Dates : August 2016 – present