EFFECTS OF SYNCHRONOUS ONLNE LEARNING TO STUDENT’S ACADEMIC

PERFORMANCE IN PRE-CALCULUS

A Research Paper
Presented to the Faculty of College of Teacher Education
MINDORO STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
Calapan City Campus Masipit, Calapan City, Oriental Mindoro

In Partial Fulfillment
of the Requirements for the Subject
Math 230
Bachelor of Secondary Education Major in Mathematics

By:
Bae, Jacqueline Nichole D
Maralit, Kathleen M.
Afable, Jhon Mark C.
Bunquin, Mark Lawrince A.

June 2021
2
 APPROVAL SHEET

This research paper titled EFFECTS OF SYNCHRONOUS ONLNE LEARNING

TO STUDENT’S ACADEMIC PERFORMANCE IN PRE-CALCULUS, prepared and
submitted by JACQUELINE NICHOLE D. BAE, KATHLEEN M. MARALIT, JHON MARK
C. AFABLE and MARK LAWRINCE A. BUNQUIN, has been successfully presented and
recommended for approval by the Research Paper Committee in partial fulfillment of the
requirements for the subject, MATH 230 RESEARCH IN MATHEMATICS, Bachelor of
Secondary Education, Major in Mathematics.
LOVELYN L. CHEN
Professor

Approved and accepted in partial fulfilment of the requirements for the subject,
RESEARCH 112, BACHELOR OF SECONDARY EDUCATION, MAJOR IN
MATHEMATICS.
ROMEO C. CASTILLO, PhD
College Dean

3ii
 ABSTRACT
The coronavirus pandemic has influenced the interaction between teachers and

students in higher education institutions. Schools were forced to conduct all of their

activities with students online as a result of the pandemic. All aspects of teaching and

learning are altered by synchronous online classes. There is a lack of research aimed at

determining the effect of synchronous instructions to student's performance in Pre-

calculus. This study made use of Correlational research design to investigate the

relationship of the student's engagement and attitudes towards Pre-Calculus to their

academic performance. The researchers used an electronic survey form through

Google forms in gathering the data from the respondents' data. The target population

was 50 second year students taking Bachelor of Secondary Education major in

Mathematics. They will be chosen through purposive sampling. Students' attitudes have

an impact on their mathematical confidence and academic performance in Pre-calculus.

Many lack dedication, which limits their future opportunities due to poor performance in

the field. This could also indicate that the instructional objectives are not being met by

instructors. The researchers concluded that instructor and school should work closely

together to maximize engagement. More student-centered teaching practices should be

used by instructors even though they are using a synchronous online approach. The

instructors should advantageously make use of the learners' positive attitude to create a

strong inclination of Pre-calculus as a major mathematics subject where students can

score favorably like in any other subject.

4
iii
 ACKNOWLEDGEMENT

It was a great pleasure for us to work with magnificent professors to complete

this research. We would like to appreciate Mrs. Lovelyn L. Chen for guidance and

imparting her knowledge and expertise in this study and for the approval of this

research.

We’re also thankful to all the second year students of Bachelor of Secondary

Education, Major in Mathematics for their cooperation as respondents in this study.

We could not complete this research without the magnificent support of our

parents, classmates and friends. We would like to thank them all for their support either

morally, financially and physically.

Above all, to the Almighty God, the author of our knowledge and wisdom, for his

countless love.

We thank you!

iv
 DEDICATION

This research paper is lovingly dedicated to our respective parents who have

been our constant source of inspiration. They have given us the drive and discipline to

tackle any task with enthusiasm and determination. Without their love and support this

research would not have been made possible.

To our relatives, mentor, friends and classmates who shared their words of

advice and encouragement to complete this study.

Most of all to the Almighty God who gives us strength, power of mind, skills and

good health.

6v
 TABLE OF CONTENTS
TITLE PAGE i
APPROVAL SHEET ii
ABSTRACT iii
ACKNOWLEDGEMENT iv
DEDICATION v
TABLE OF CONTENTS vi
LIST OF TABLES Viii
LST OF FIGURES ix
LIST OF APPENDICES x

CHAPTER I THE PROBLEM AND ITS BACKGROUND

Introduction 1
Statement of the Problem 3
Statement of Hypothesis 3
Significance of the Study 4
Scope, Limitations and Delimitations of the Study 5
Theoretical and Conceptual Framework 5
Definition of Terms 7

CHAPTER II REVIEW OF RELATED LTERATURE

Synchronous Online Learning 9
Student Engagement, Attitude and
Performance in Online Learning 12

CHAPTER III RESEARCH METHODOLOGY

Research Design 17
Respondents of the Study 17
Sampling Technique 18
Research Instrument 18
Scoring and Quantification of Data 18
Data Gathering Procedure 19
Statistical Tools Used 19

CHAPTER IV RESULTS AND DISCUSSION

Factors affecting student’s academic
performance in synchronous online learning:
Student’s Engagement 21
Attitudes towards Pre-Calculus 23
Analysis of the significant difference between
student’s engagement and attitude towards 26
Pre-Calculus
Correlational analysis of the relationship

7 vi
 between student’s engagement and Academic 27
Performance.
Correlational analysis of the relationship
between attitude towards Pre-Calculus and 29
Academic performance.

CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings 31
Conclusions 33
Recommendations 34
REFERENCES
APPENDICES
CURRICULUM VITAE

LIST OF TABLES
vii

Numerical Scale, Statistical Limits and Verbal Descriptions for the

1 Evaluation of Student’s Engagement and Attitude towards Pre- 19
calculus of the Second Year Mathematics Major

Mean result of the student respondents’ evaluation their engagement

2 in Pre-calculus during synchronous online learning 23

Mean result of the student respondents’ evaluation of their attitudes

3 towards Pre-calculus during synchronous online learning 25

4 ANOVA for Students’ Engagement and Attitudes towards Pre-Calculus 26

8
5 Correlational analysis of the relationship between student’s 27
engagement and Academic performance.

6 Correlational analysis of the relationship between student’s attitude 29

towards Pre-calculus and Academic performance.

viii

9
 LIST OF FIGURES

1 Figure 1.1 Moderator variable framework 7

ix
10
 LIST OF APPENDICES

APPENDIX 1 Request Letter

APPENDIX 2 Survey Questionnaire

APPENDIX 3 Pre-calculus Examination Questionnaire

x
11
12
 Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

The coronavirus pandemic has influenced the interaction between teachers and

students in higher education institutions, causing changes in the teaching-learning

process. Schools were forced to conduct all of their activities with students online as a

result of the pandemic. All aspects of teaching and learning are altered by online

education.

Distance and online learning has recently become a trend in most institutions of

higher learning particularly in areas which are greatly affected by the pandemic.

Synchronous online instruction has become one of the popular way to conduct classes.

Synchronous online learning involve more direct personalized contact between students

and the instructor and among students. It is regarded as a special case of face-to-face

instructions (Bernard, 2004).

Synchronous online classes takes place in real time, with students and

instructors attending from whenever location they are. It functions similarly to a

traditional classrooms, with pre-determined study schedules and real-time interactions.

It allows students to engage with the class materials and their peers as long as they are

connected to the internet. It offers the learners a controlled and immersive learning

environment hassle free and less stress of travel. A video conferenced discussion is a

common type of synchronous classroom where students can ask questions via

webcams, microphones, or chats, and the teachers can also stream their presentations.

1
 On the other hand, Pre-Calculus is a course that is designed to prepare students

for Calculus in high school or college. It is a combination of trigonometry and math

analysis that bridges the gap to Calculus. Students are expected to memorize large

amount of information and recollect diverse topics from their previous math classes.

Pre-Calculus is required for college and undergraduate-level studies, wherein it includes

factoring and division, reasoning and proofs, function and graphs, and equation and

inequalities. This course comprises a high-level study of theoretical mathematics with

an emphasis on problem solving and mental mathematics.

Given that Pre-calculus is a pre-requisite course before taking Calculus, amidst

the current situation of the society, it is still being taught through synchronous online

classes. However, there is a lack of researches which aimed at determining the effect of

synchronous instructions to student’s performance in Pre-calculus. With the continuous

grow of distance learning, more research is needed to effectively evaluate the key

factors that contribute to the student’s performance.

This study will be more beneficial to students and teachers, as it would

sufficiently identify what happens from the perspective of the learners situated in the

synchronous online learning. In that case the teachers would be able to determine and

address the significant factors that are affecting the students’ performance during their

synchronous instruction. With this continuous growth in online education classes, it is

important to take a look at the factors that contribute to students’ overall performance.

Given the insights above, the researchers were propelled to conduct a study

about the effects of synchronous online learning to student’s performance in Pre-

Calculus. It aims to investigate the impact of synchronous online learning to the

2
students’ performance’s in terms of engagement, attitude towards Pre-calculus and

academic performance and determine if there is a linear relationship between these

indicators.

Statement of the Problem

This study will determine if Synchronous Online Learning affects student’s

performance in Pre-Calculus by analyzing the following:

1. Factors affecting student’s performance in a Synchronous Online Learning:

a. Engagement;

b. Attitude towards Pre-calculus?

2. Is there a significant difference between student’s engagement and attitude

towards Pre-Calculus?

3. Is there a linear relationship between student’s engagement and Academic

performance?

4. Is there a linear relationship between attitude towards Pre-Calculus and

Academic performance?

Statement of Hypothesis

The following hypotheses were tested:

1. There is no significant difference between student’s engagement and attitude

towards Pre-Calculus.

3
 2. There is no relationship between student’s engagement and Academic

performance.

3. There is no relationship between attitude towards Pre-Calculus and Academic

performance.

Significance of the Study

Results of this study would be beneficial to the following:

Students. The students will benefit from this study because it will help them to

monitor the factors that affecting their performance in Pre-calculus which can help them

to develop new strategies in coping up with the synchronous online learning.

Teachers. The result of this study could be beneficial for the teacher to help

them develop and provide more engaging strategies to make the students heighten their

performance in Pre-calculus will using the synchronous online teaching.

School Heads. The findings of this study will help them to assess if the teaching-

learning process through synchronous online instruction is beneficial for the students.

Parents. The result of this study can provide them the basis in understanding the

needs of their children in terms of mathematical development that they have to offer.

Future Researchers. The future researchers could use the findings of this study

as reference in deepening the analysis and interpretation relating to the perspective of

the learners situated to synchronous online learning and its potential contribution to the

students’ performance.

4
Scope, Limitation and Delimitation of the Study

This study focused only on analyzing the effect of synchronous online learning to

student’s performance in Pre-calculus. It will only cover the synchronous online strategy

of teaching-learning process and the only one course subject will be discussed which is

Pre-calculus. Also the evaluation will only be done through online platforms, due to the

strict regulations because of the COVID-19 pandemic, and will be limited only to the

following factors including: (a) engagement; and (b) attitude towards Pre-calculus.

Theoretical and Conceptual Framework

This study was grounded in the most relevant theories related to the possible

effects of synchronous online learning to the student’s Pre-calculus performance.

Social constructivism, as mentioned by Davis (2017), is a social learning theory

developed by Russian psychologist Lev Vygotsky, posits that individuals are active

participants in the creation of their own knowledge. It teaches that all knowledge

develops as a result of social interaction and language use, and is therefore a shared,

rather than an individual experience. Knowledge is often a product of many social

processes. The focus on social constructivism was to describe and explain teaching and

learning as complex interactive social phenomena between teachers and students.

This links to the present study considering that synchronous online learning

approach prevent students to socialize and collaborate with their peers and classmates,

as well as the teachers. It depicts that the student’s acquired knowledge would be

possibly limited because of the lack of interaction with their teachers and peers.

5
Interaction between students and instructor supports knowledge construction,

motivation, and the establishment of a social relationship (Racheva, 2018).

Behaviorism, according to Picciano (2017), focuses on how people behave.

Behaviorism learning theory examines how students behave while learning. It involves

studying how students respond to a certain stimuli that can be analyzed, quantified, and

regulated for each individual when they are repeated. Behaviorism emphasizes what

can be seen, rather than on the mind or cognitive processes. It is a theory of learning

based on the idea that all behaviors are acquired through conditioning. Conditioning

occurs through interaction with the environment. Strict behaviorist believe that anyone,

regardless of genetic background, personality attributes, or interior thoughts, could be

trained to accomplish any task. All that is required is a proper conditioning.

This theory links to the present study since synchronous online learning hinders

physical observation of the teachers of their students during synchronous online

instruction. Even though the teachers can request their students to open their cameras

while having virtual meetings, they still can’t accurately observe the students behavior

while learning. In addition, the student’s responses to a certain stimuli can’t be reliably

distinguish given that there are many possible hindrances to the instructions that can

affects the students, like of unstable internet connection and technical issues. Also,

despite of the repetition of the instruction of the teachers, there are a lot of barriers that

can interfere with the students conditioning during the virtual classes such as lack of

engagement, focus and interest to the course subject being discussed.

6
The paradigm of the study is presented below:

Synchronous
Student’s Performance
Online Learning

Factors that affects the students’ performance

Engagement
Attitude towards Pre-Calculus

Figure 1.1 Moderator variable framework

The Figure 1.1 shows how the factors brought by synchronous online learning

which are the student’s engagement and attitude towards the subject affects the

student’s performance in Pre-Calculus. The student’s engagement and attitude towards

Pre-Calculus will be evaluated through surveys. After gathering data from the students,

the researchers will analyze the linear relationship of this factors to their academic

performance which will be a basis of the effect of synchronous online learning to

student’s performance.

Definition of Terms

To understand deeply what this study is all about, the following terms were

conceptually and operationally defined.

Student’s engagement. The level of attention, curiosity, interest, optimism, and

passion shown by students is referred to as student engagement when they are

learning or being taught, which extends to their desire to learn and advance in their

7
education, as well as their involvement in the teaching profession essentially is a

synonym for teacher commitment, dedication and involvement in their workspace (Great

Schools Partnership, 2016).

Attitude. Attitudes are defined by psychologist as an acquired tendency to judge

things in a particular way. People, issues, objects, and events can all be evaluated in

this way. These assessments are frequently positive or negative, but they can also be

ambiguous at times (Cherry, 2021). However in this study, it was defined as how

students perceive the subject Pre-calculus during their classes via synchronous online

approach.

Academic Performance. Academic achievement refers to the amount to which

a person has met certain goals that were the focus of activities in educational settings,

such as school, college, and university (Steinmayr et al., 2014). In this study, it refers to

the measurement of student’s achievement in a form of the student’s score to an

adapted quiz for Pre-calculus.

Synchronous Online Learning. Synchronous online learning implies that the

students will virtually attend a class session each week, at the same time as your

instructor and classmates, despite the fact that you will be learning from a distance. The

class is a one-time, weekly commitment that cannot be rescheduled. A live video lecture

or an instructor-led discussion aren’t the only ways to study online synchronously.

Students can also frequently lead discussions or make presentations to the rest of the

class (Scheiderer, 2021). In this study, synchronous online learning functioned the

same as how Scheiderer (2021) has defined it.

8
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents concepts and findings both foreign and local related to the

present study of the effects of synchronous online learning to student’s performance in

Pre-calculus.

Virtual communities and a new sort of student population have evolved as

technology becomes more widely available in many parts of the world, requiring the

creation of additional online learning possibilities for students (Barrett, 2010). E-learning

has become a vital aspect of distance education and virtual classrooms that integrate

the usage of numerous new technologies and infrastructures as a result of these

technical breakthroughs in online education (Pandza & Masic, 2011). The number of

students taking at least one online course has increased significantly. According to the

Sloan Consortium, 6.7 million students were enrolled in at least one online course in

2013, with 572,000 more online students in the fall of 2011 than in the fall of 2010.

(Allen & Seaman, 2013).

With the ongoing rise in demand for online classes, it is crucial that educational

institutions examine the numerous components that contribute to a successful learning

environment in an online class. This literature review will include an overview of the

research related to and surrounding synchronous online learning.

Synchronous Online Learning

9
 Synchronous online learning is currently gaining greater popularity than

asynchronous online learning, owing to the fact that synchronous online learning, when

combined with improved technology, boosts students' feelings of connection to

instructors and other students (Watts, 2016). Asynchronous online learning, like

traditional distant education, promotes flexible online learning in which participants are

not obliged to be online at the same time and is facilitated via emails and discussion

boards (Hrastinski, 2008). Students, on the other hand, lack opportunities to

communicate with peers and teachers in real time due to the flexible nature of

asynchronous online learning.

Students viewed synchronous online interactions favourably because of the quick

feedback and contact with classmates and instructors, resulting in increased student

engagement in an online learning environment (Falloon, 2011; Hrastinski, 2008; Strang,

2013; Watts, 2016). In a comparison of asynchronous and synchronous online learning,

Hrastinski (2008) found that asynchronous online learning allows students to reflect on

difficult tasks without time constraints, whereas synchronous online learning

encourages students to interact and participate with their peers in group work. In

graduate-level project management courses, Strang (2013) examined asynchronous

and synchronous team sessions and found that synchronous engagement provided

more collaboration than asynchronous interaction.

Online education, like face-to-face education, requires course content–related

communications, task planning, and social support for collaborative learning

(Haythornthwaite, 2002; Hrastinski, 2008). Falloon (2011) stated that adopting

synchronous communication systems may increase interactions and the learning

10
experience after studying 30 students in a postgraduate online teacher education

program who used synchronous and asynchronous communication systems. Combining

asynchronous and synchronous e-learning, according to Giesbers et al. (2013), would

improve the learning experience. After using both synchronous and asynchronous web

videoconferencing, they discovered positive connections between the two in discussion

forums.

Duncan, Kenworthy, and McNamara (2012) looked into both synchronous and

asynchronous forums to see if they could help with chat rooms and discussion boards.

This study indicated that synchronous involvement had a favorable impact on students'

performance, including two final exams and total course grades, after looking at 262

executive MBA students.

Blended learning has been utilized in postsecondary education for more than a

decade to include the benefits of both online and face-to-face learning, incorporating

online components into face-to-face course delivery (Francescucci & Foster, 2013).

Blended learning (Porter et al, 2014; Torrisi-Steele & Drew, 2013) refers to instruction

that incorporates both technology and a face-to-face teaching setting. Francescucci and

Foster (2013) used VIRI classroom technology to investigate students' involvement,

performance, and satisfaction in a blended course context. They found that by

combining the best of online and face-to-face learning characteristics, the VIRI

classroom style might enable enhanced engagement for 80 students taught by one

instructor.

In conclusion, synchronous online learning allows students to communicate with

their peers and instructors in real time. Therefore, the current study attempts to

11
investigate the effect of synchronous online learning to student’s academic performance

in Pre-Calculus subject.

Student Engagement, Attitude and Performance in Online Learning

Engagement is described as “the amount of physical and psychological energy

that the student commits to the academic experience” (Astin, 1999, p. 518). There are

three types of student engagement: and they are cognitive, emotional, and behavioral

engagement (Fredricks et al. 2004). Students' cognitive efforts and resources are

included in cognitive engagement; emotional engagement comprises motivation and

commitment; and behavioral engagement is concerned with students' on-task behavior

(Northey et al. 2015). Collaborating and interacting with students during the learning

process increases student engagement and improves co-creation, satisfaction, and

commitment (Brodie et al. 2013).

Student performance, according to Picciano (2002), can be defined and

measured in a variety of ways, including course completion, grades, and increased

knowledge and skills. Many people argue that online learning is ineffective, researchers

use a set of benchmarks to compare student performance, final course ratings and

assessments (Driscoll et al. 2012; Logan et al. 2002; Mcfarland & Hamilton, 2005).

Exams, assignments, and final grades are used by diverse instructors to create a wide

range of variance, but they may not always capture students' true learning ability

(Driscoll et al., 2012; Lombardi & Oblinger, 2008).

12
 They are, nevertheless, widely used to assess student performance and are

frequently regarded as reliable markers of students' achievement of course objectives

(Suskie, 2004). Bacon (2003), citing a study of program performance, underlined the

relevance of assessments in a student's major field. They discovered that assessments

in a student's primary field were the most useful variable for determining the efficacy of

marketing campaigns.

While much of the scholarly literature has focused on the effectiveness of online

learning vs face-to-face classroom learning, there is no consensus on how online

learning affects student performance. According to several research, there is no

statistical difference in students' grades based on course delivery modality (Atchley et

al., 2013; Driscoll et al., 2012; Francescucci & Foster, 2013; Mclaren, 2004).

Francescucci and Foster (2013) determined that students' performance and

engagement in a blended VIRI learning environment is equivalent to that of an F2F

learning environment after comparing 44 students in an F2F classroom setting and 36

students in a VIRI classroom environment. As a result, they argue that the VIRI

classroom features could be a viable option for improving online education learning

experiences.

Hansen (2008) found that when it came to building abilities in experiential

studies, where students must apply their knowledge to real-world tasks, online course

delivery was more effective than traditional course delivery. Students in the online

component of the study met twice a week in an online chat room, where PowerPoint

slides and class discussion materials were provided as needed.

13
 Cavanaugh and Jacquemin (2015) used more than 6,000 student observations to

compare the grades of online and face-to-face courses and proposed a model based on

a relationship between student grade point averages (GPAs) and course delivery

modality. Students with higher previous GPAs performed better in online course settings

than in F2F classroom settings, while students with lower GPAs struggled even more in

online course settings than in F2F classroom settings, according to this study. This lack

of agreement on the efficacy and impact of online learning would suggest the necessity

for more study to try to clarify the literature.

Some research also found negative impacts on learning objectives and student

grades (Atchley et al., 2013; Jaggars et al., 2013; Xu & Jaggars, 2013). Atchley et al.

(2013) discovered that in online courses, a higher proportion of students received letter

grades of A, D, and F, whereas in face-to-face classes, a higher proportion of students

received letter grades of B and C. Jaggars et al. (2013) found that students in online

community college courses had greater rates of failure and withdrawal than those in

face-to-face classes in a study of community college online course outcomes. In this

study, they pointed out that preexisting performance inequalities between student

subgroups may be worsened when the course is provided online rather than face-to-

face.

After evaluating a data set of over 40,000 students in another study of community

and technical college students, Xu and Jaggars (2013) discovered that online courses

had an overall negative association with course persistence and grade. Male, younger,

and Black student subgroups struggled more than others, and students underperformed

in English and social science subject areas, according to the report.

14
 According to Cavanaugh and Jacquemin (2015), the majority of past research on

student performance in online learning depends on small samples and does not account

for academic and demographic differences. Over the course of four years, they

collected data from students in around 5,000 courses taught by approximately 1,000

faculty members. More research on blended learning involving various instructors,

disciplines, and levels of study, according to Francescucci and Foster (2013), is needed

to improve generalizability of their findings.

On the other hand, several studies which show that students' success in

Mathematics is determined by their attitude toward the topic, which influences their

ability, motivation to study, actions taken, and responses to problems. It influences the

level of involvement, interest, and personal effort required to perform (Garden & Smith,

2001). Negative dispositions cause dread, anxiety, and stress, leading to other

nonproductive behaviors that impede people from enjoying the richness of mathematics

and the different techniques that may be employed to gain competence in the field. As a

result, the students have low motivation, low involvement, boredom, and behavioral

issues, including class and lesson avoidance. This is in fact evident when the teacher is

doing his best presentation in class, but the student may seem to be alienated and aloof

(Furinghetti and Perkhonen, 2002). Students who develop positive attitudes toward a

subject, on the other hand, get engaged in the material fact and motivated to achieve in

the subject because they appreciate, enjoy, and are interested in it.

In conclusion, several researchers have looked into the usefulness of online

learning settings and found a mixed bag of positive and negative outcomes. The

majority of studies on online learning compared student grades in online and face-to-

15
face courses taught by the same instructor. Because online learning is such a broad

area, the utilization of asynchronous versus synchronous learning could potentially

contribute to the mixed findings. As a result, research into and comparisons of student

performance and engagement outcomes in synchronous online course contexts taught

by different teachers are needed. The objective of this study is to compare student

performance and engagement in synchronous online learning in the field of Pre-

calculus.

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 Chapter III

RESEARCH METHODOLOGY

This chapter presents the research design, respondents of the study, sampling

technique, instrumentation, scaling and quantification, data gathering procedures and

statistical tools used.

Research Design

This study made use of Correlational research design to investigate the

relationship of the student’s engagement and attitudes towards Pre-calculus to their

academic performance during the synchronous online teaching. Particularly it

addressed the following research questions: (1) Is there a significant difference between

student’s engagement and attitude towards Pre-Calculus? (2) Is there a linear

relationship between student’s engagement and Academic performance? and (3) Is

there a linear relationship between attitude towards Pre-Calculus and Academic

performance?

Correlational research is a type of research method that involves observing two

variables in order to establish a statistically corresponding relationship between them.

The aim of correlational research is to identify variables that have some sort of

relationship do the extent that a change in one creates some change in the other.

Respondents of the Study

The target population of this study was the second year students taking Bachelor

of Secondary Education major in Mathematics in MinSCAT City Campus during the

17
academic year of 2020-2021. The fifty (50) second year students taking Bachelor of

Secondary Education are the sample of the study that will be chosen through purposive

sampling.

Sampling Technique

This respondents of this study was chosen through purposive sampling. The

main purpose of Purposive Sampling is to collect data and information from the

participants who are proficient and well- informed with the event and is most useful to

the purposes of the research. (Cresswell, J. W., & Plano Clark, V. L. 2011)

Research Instrument

The tool that the researchers used is an electronic survey form through Google

forms in gathering the data from the respondents. The survey questionnaire for the

student’s engagement is adapted from Parker (2015) Student Engagement in Online

Learning Survey. However, the questionnaire for the student’s attitude towards Pre-

calculus is from Sharma (2017) Student’s Attitudes towards Learning Mathematics:

Impact of teaching in a Sporting Context Survey. The questions from the sources are

modified to fit in the current study.

The respondents will also answer an adapted Pre-calculus 20-item quiz. The

score from this quiz will be used as the data for the student’s academic performance in

the said subject.

Scoring and Quantification of Data

18
 A 4-point Likert scale was used to quantify the respondents’ perceptions

composed of numerical scale, statistical limits and verbal descriptions shown below.

Table 1

Numerical Scale, Statistical Limits and Verbal Descriptions for the Evaluaton of
Student’s Engagement and Attitude towards Pre-calculus of the Second Year
Mathematics Major
Numerical Statistical Limits Verbal Descriptions
Scale
4 3.50- 4.00 Very High Extent (VHE)
3 2.50-3.49 High Extent (HE)
2 1.50-2.49 Low Extent (LE)
1 1.00-1.49 Very Low Extent (VLE)

Data Gathering Procedure

The researcher explained first the instructions on how the respondents are going

to answer the survey forms through messenger. The objectives of this study were

explained in detailed so that the gathered data were more reliable. The survey have

been disseminated to the students through online platform namely Google Docs due to

the outspread pandemic.

After all the responses of the participants were collected, the gathered data were

tabulated and processed manually with the use of spreadsheets. Tables were to be

devised in order to analyze, organize and summarize the data.

Statistical Tools Used

Data gathered were described and were analyzed using descriptive and

inferential statistical tools.

19
 1. Standard Deviation

This was used to measures the dispersion of a dataset relative to its mean. The

dataset will be the student’s engagement, attitudes and academic performance.

2. Weighted Mean.

This was used to measure the indicators that affects the student’s performance in

a synchronous online learning which are the engagement and attitudes towards Pre-

calculus, including the student’s performance data.

3. Analysis of Variance (ANOVA)

It is a parametric statistical technique used to test the null hypothesis of no

difference between two or more population means. It test two or more means at the

same time using variances. The sources of variation are between groups and within

groups.

4. Pearson’s Correlation Coefficient

It is suitable for this study since it is used to measure the he strength of a linear

association between two variables. When the two variables increase together then the

value of the correlation is positive but when the first variable increases and the second

variable decreases simultaneously then the correlation is negative.

20
 Chapter IV
RESULTS AND DISCUSSIONS
This chapter presents the analysis and interpretation of the data collected from

the groups of respondents. Each group of data was analyzed and interpreted with

corresponding tables for clear presentation of the results based on the problems raised

in the study.

1. Factors affecting student’s academic performance in synchronous online

learning:

1.1.1. Student’s Engagement

Table 2 presents the mean result of the student respondents’ evaluation of their

engagement in Pre-calculus during synchronous online learning.

As indicated on the table, item number 5 which states that the examinations and

other evaluations challenged the students to do their best ranked the highest with its

obtained mean of 3.3 described as high. However, item number 2 which states that the

students become comfortable expressing their own ideas on how to look for solutions to

a difficult problems ranked the lowest with an obtained mean of 2.82 but still described

as high.

Results revealed that during their classes in Pre-calculus, the examinations and

quizzes seems to make them more involved and interested in the subjects since it

challenges them to do their best in answering the assessments. To make the students

be able to do their best, engaging to the discussion and activities during the classes is

required. On the other hand, even though the results in terms of expressing their ideas

on how to look for solutions to a difficult problems comfortably is quite low, having it

21
described as high conveys that the students lack in encouragement to actively

participate and share their ideas during the discussion.

Meanwhile, items 1, 3, 4, 6 and 7 which states that class keep their attention and

focus on the discussion, they learned to work effectively with others, they often work

harder to meet my instructor’s standards and expectation, they enjoyed studying Pre-

Calculus even through synchronous online meeting, and that they are willing to take

more than the required units of Pre-Calculus ranked 4 th, 2nd, 3rd, 5th, and 6th attested with

the computed mean of 3.04, 3.2, 3.12, 2.92 and 2.86 respectively, which are all

describe as high.

This clearly indicate that the students are engage in high extent during the

synchronous online learning. Despite of learning in a distance, the students seems to be

more collaborative with their peers and do their best to meet the expectations of their

teachers. It also indicates that the students enjoyed learning Pre-calculus in this kind of

approach and some of them are even willing to take additional units of Pre-calculus.

These led the respondents to obtain an overall mean of 3.04 which indicates that

the students are highly engage in studying Pre-calculus via synchronous online

learning. The results revealed that the students tends to enjoy learning and can work

effectively with their classmates even they are in a distance learning approach.

These findings contradicts the notion of Francescucci and Rohani (2019)

suggesting face-to-face learners tends to have higher level of engagement on some

factors either at the start or at the end of the semester, whether one considers the

aggregate results or the instructor/semester results. They considered some potential

22
contributing factors that may explain these differences such as gender, program of

study, and year of study, however it appears that none of these variables helped explain

potential differences in engagement.

Table 2

Items Mean Rank Description

1. The class always keep my attention and 3.04 4 High
focus on the discussion.
2. I am comfortable expressing my own 2.82 7 High
ideas on how to look for solutions to a
difficult problems.
3. I learned to work effectively with others. 3.2 2 High
4. I often work harder to meet my 3.12 3 High
instructor’s standards and expectation.
5. Examinations and other evaluations 3.3 1 High
challenged me to do my best.
6. I enjoyed studying Pre-Calculus even 2.92 5 High
through synchronous online meeting.
7. I am willing to take more than the 2.86 6 High
required units of Pre-Calculus.

Overall mean 3.04 High

Mean result of the student respondents’ evaluation their engagement in Pre-

calculus during synchronous online learning

1.2 Attitudes towards Pre-Calculus

Table 2 presents the mean result of the student respondents’ evaluation of their

attitudes towards Pre-calculus during synchronous online learning.

As indicated on the table, item number 7 which states that the students believe

studying Pre-Calculus helps them with problem solving in other areas ranked the

23
highest with its obtained mean of 3.04 described as high. However, item number 2 and

3 which states that Pre-Calculus makes them excited to even think of having to do a

difficult problems and that they are happier in a Pre-Calculus class than in any other

class ranked the lowest with an obtained mean of 2.74 but still described as high.

Results revealed that students understands that studying Pre-calculus is

important to be able to learn higher mathematics and its significance to other subject

area. However, the students’ confidence is quite low in learning Pre-calculus in a

synchronous online approach which makes them unhappy compare to other classes.

Students’ problem solving performance was influenced by the respective beliefs,

attitudes, and emotions students bring to the task. Therefore, helping students to control

and monitor affective factors can significantly increases their academic achievement.

Meanwhile, items 1, 2, 4, and 5 which states that Pre-calculus is one of their

anticipated subject, Pre-Calculus classes makes them feel comfortable, they expect to

do fairly well in their Pre-calculus class, and they are confident that they could learn a

lot from this subject ranked 3 rd, 5th, 4th, and 2nd confirmed with the computed mean of

2.9, 2.76, 2.88, and 2.98 respectively, which are all describe as high.

The results indicates that while learning Pre-calculus in a synchronous online

approach the students tends to be a little uncomfortable since they expect to do well in

any activities that would be assigned to them given that Pre-calculus is one of their

anticipated subject. It also conveys that they are confident that they would learn a lot

from the subject despite that they are taking it through synchronous online class.

24
 These led the respondents to obtain an overall mean of 2.86 which indicates that

the student’s attitude towards Pre-calculus is in high extent even though in a

synchronous online learning. The results revealed that the students are confident to do

well in the subject and that they will learn a lot from it that can help them in other subject

area. Although, they seem to be a little uncomfortable in this class and that they are a

little unhappy compared to other subjects.

These findings supports the study of Albelbisi (2018) which states that it is critical

to encourage students to develop favorable attitudes toward mathematics. As a result,

employing online technologies helps to enhance students' attitudes toward mathematics

and motivates them to work harder on their math studies.

Table 3
Mean result of the student respondents’ evaluation of their attitudes towards Pre-
calculus during synchronous online learning

Items Mea Rank Description

n
1. Pre-Calculus is one of my anticipated 2.9 3 High
subject.
2. My Pre-Calculus classes makes me feel 2.76 5 High
comfortable.
3. It makes me excited to even think of having 2.74 6.5 High
to do a difficult problems.
4. I expect to do fairly well in my Pre-calculus 2.88 4 High
class.
5. I am confident that I could learn a lot from 2.98 2 High
this subject.
6. I am happier in a Pre-Calculus class than in 2.74 6.5 High
any other class.
7. I believe studying Pre-Calculus helps me with 3.04 1 High

25
 problem solving in other areas.
Overall mean 2.86 High

2. Analysis of the significant difference between student’s engagement and

attitude towards Pre-Calculus
Table 4 presents the necessary data for analyzing the significant difference

between student’s engagement and attitude towards Pre-calculus in a synchronous

online learning. Data were analyzed at the 95% confidence level. Notations were

made when the level of significance was higher. The survey yielded 50 valid

responses from a population of 55 (91% response rate).

Table 4
ANOVA for Students’ Engagement and Attitudes towards Pre-Calculus

SUMMARY
Groups Count Sum Average Variance
Column 1 50 151.8571 3.0371 0.1647
Column 2 50 143.1428 2.8628 0.2357

ANOVA
Source of P-
Variation SS df MS F value F crit
Between
Groups 0.7594 1 0.7594 3.7924 0.0543 3.9381
19.623
Within Groups 2 98 0.2002

20.382
Total 7 99        

In this research, no significant differences were found between the student’s

engagement and attitudes towards Pre-calculus. Since the computed F-value of 3.7924

is less than the critical value of 3.9381, we fail to reject the null hypothesis. This means

26
that at α = 5%, there is no enough evidence that supports the claim suggesting that

there is a significant difference between the students’ engagement and attitude towards

Pre-calculus.

3. Correlational analysis of the relationship between student’s engagement and

Academic performance.

Table 5 presents the necessary data for analyzing the relationship between

student’s engagement and Academic performance in Pre-calculus in a synchronous

online learning. Data were analyzed at the 95% confidence level. Notations were made

when the level of significance was higher. The survey yielded 50 valid responses from a

population of 55 (91% response rate).

Table 5
Correlational analysis of the relationship between student’s engagement and
Academic performance.

Academic
Students' Performanc
Engagement e ∑(x- x ̅)2 ∑(y-y ̅)2 ∑(x- x ̅)*(y-y ̅)

8.08540
Mean 3.0372 11.9 8 720.5 36.556
  Students' Engagement Academic Performance
Students' Engagement 1
Academic Performance 0.478950583 1

Using the alpha level (0.05) and degree of freedom (48), the researchers look up

a critical value in the r-table and find a critical r of 0.273. If the Pearson’s r is greater

than the r-tabled value, the researchers shall reject the null hypothesis. If Pearson’s r is

27
less than the r-tabled value, the researcher must not reject the null hypothesis. Since

Pearson’s r (0.479) is greater than the r-tabled value (0.273), then the researchers shall

reject the null hypothesis.

Out from the statistical analysis applied to the data from the survey, the

researchers found out that there was a moderate positive relationship (0.479) between

the student’s engagement and academic performance in Pre-calculus. There was also a

moderate correlation between the student’s engagement and academic performance.

This means that the degree of the strength and direction of the relationship between the

students engagement is moderately related to the academic performance of the

students in Pre-calculus in a synchronous online learning.

These finding find supports from the following study: Gray & DiLoreto (2016)

which states that student’s engagement fully controlled the perceived students learning;

Urquijo and Extremera (2017), concluded that the more engaged students

demonstrated higher academic achievement; Casuso-Holgado, et. al, (2013)

hypothesized that the more engaged students would be more likely to have the best

academic achievement; Gunuc (2014), where he found that cognitive, behavioral and

emotional engagements predicted academic achievement and explained it with a rate of

10%; Roberts and McNeeze, (2007) discovered that as levels of student

involvement/engagement increases, so does student retention in higher education; and

Sbrocco (2009) where he was concluded that the student academic engagement can

predict student academic achievement and added that the more engaged students

demonstrated higher academic achievement.

28
4. Correlational analysis of the relationship between attitude towards Pre-
Calculus and Academic performance.
Table 5 presents the necessary data for analyzing the relationship between

student’s attitudes towards Pre-calculus and Academic performance in a synchronous

online learning. Data were analyzed at the 95% confidence level. Notations were made

when the level of significance was higher. The survey yielded 50 valid responses from a

population of 55 (91% response rate).

Table 6
Correlational analysis of the relationship between student’s attitude towards Pre-
calculus and Academic performance.

Attitud Academic
e Performance ∑(x- x ̅)2 ∑(y-y ̅)2 ∑(x- x ̅)*(y-y ̅)

Mea 720.5
n 2.8626 11.9 11.552362 27.813

  Attitude Academic Performance

Attitude 1
0.30485649
Academic Performance 2 1

Using the alpha level (0.05) and degree of freedom (48), the researchers look up

a critical value in the r-table and find a critical r of 0.273. If the Pearson’s r is greater

than the r-tabled value, the researchers shall reject the null hypothesis. If Pearson’s r is

less than the r-tabled value, the researcher must not reject the null hypothesis. Since

Pearson’s r (0.305) is greater than the r-tabled value (0.273), then the researchers shall

reject the null hypothesis.

29
 After applying the statistical treatment to the gathered data, the researchers

found out that there was a weak positive relationship (0.305) between the student’s

attitude towards Pre-calculus and academic performance. There was also a weak

correlation between student’s attitude towards Pre-calculus and academic performance.

This indicates that degree of the strength and direction of the relationship between the

student’s attitudes is weakly related to the academic performance of the students in

Pre-calculus in a synchronous online learning.

This results finds support from several studies which show that students' success

in Mathematics is determined by their attitude toward the topic, which influences their

ability, motivation to study, actions taken, and responses to problems. It influences the

level of involvement, interest, and personal effort required to perform (Garden & Smith,

2001). Negative dispositions cause dread, anxiety, and stress, leading to other

nonproductive behaviors that impede people from enjoying the richness of mathematics

and the different techniques that may be employed to gain competence in the field. As a

result, the students have low motivation, low involvement, boredom, and behavioral

issues, including class and lesson avoidance. This is in fact evident when the teacher is

doing his best presentation in class, but the student may seem to be alienated and aloof

(Furinghetti and Perkhonen, 2002). Students who develop positive attitudes toward a

subject, on the other hand, get engaged in the material fact and motivated to achieve in

the subject because they appreciate, enjoy, and are interested in it.

30
 Chapter V

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summarized findings, conclusions and

recommendations based from the analyzed data on the effects of synchronous online

learning to student’s academic performance in Pre-calculus.

Summary of Findings

The following are the summary of findings of the study:

1. Factors affecting student’s academic performance in synchronous online

learning:

1.1. Student’s Engagement

Item number 5 which states that the examinations and other evaluations

challenged the students to do their best ranked the highest with its obtained mean of 3.3

described as high. However, item number 2 which states that the students become

comfortable expressing their own ideas on how to look for solutions to a difficult

problems ranked the lowest with an obtained mean of 2.82 but still described as high.

These led the respondents to obtain an overall mean of 3.04 which indicates that the

students are highly engage in studying Pre-calculus via synchronous online learning.

The results revealed that the students tends to enjoy learning and can work effectively

with their classmates even they are in a distance learning approach.

1.2 Attitudes towards Pre-Calculus

Item number 7 which states that the students believe studying Pre-Calculus

helps them with problem solving in other areas ranked the highest with its obtained

31
mean of 3.04 described as high. However, item number 2 and 3 which states that Pre-

Calculus makes them excited to even think of having to do a difficult problems and that

they are happier in a Pre-Calculus class than in any other class ranked the lowest with

an obtained mean of 2.74 but still described as high. These led the respondents to

obtain an overall mean of 2.86 which indicates that the student’s attitude towards Pre-

calculus is in high extent even though in a synchronous online learning. The results

revealed that the students are confident to do well in the subject and that they will learn

a lot from it that can help them in other subject area. Although, they seem to be a little

uncomfortable in this class and that they are a little unhappy compared to other

subjects.

2. Analysis of the significant difference between student’s engagement and

attitude towards Pre-Calculus
The researchers found out that there is no significant differences between the

student’s engagement and attitudes towards Pre-calculus. Since the computed F-value

of 3.7924 is less than the critical value of 3.9381, we fail to reject the null hypothesis.

This means that at α = 5%, there is no enough evidence that supports the claim

suggesting that there is a significant difference between the students’ engagement and

attitude towards Pre-calculus.

3. Correlational analysis of the relationship between student’s engagement and

Academic performance.
Out from the statistical analysis applied to the data from the survey, the

researchers found out that there was a moderate positive relationship (0.479) between

the student’s engagement and academic performance in Pre-calculus. There was also a

moderate correlation between the student’s engagement and academic performance.

32
This means that the degree of the strength and direction of the relationship between the

students engagement is moderately related to the academic performance of the

students in Pre-calculus in a synchronous online learning.

4. Correlational analysis of the relationship between attitude towards Pre-

Calculus and Academic performance.
After applying the statistical treatment to the gathered data, the researchers

found out that there was a weak positive relationship (0.305) between the student’s

attitude towards Pre-calculus and academic performance. There was also a weak

correlation between student’s attitude towards Pre-calculus and academic performance.

This indicates that degree of the strength and direction of the relationship between the

student’s attitudes is weakly related to the academic performance of the students in

Pre-calculus in a synchronous online learning.

Conclusions
Based on the foregoing findings, the researchers concluded that in a

synchronous online in Pre-calculus, instructor and the school should work closely

together to provide students with opportunities to maximize their engagement even in a

distant learnings. It would be beneficial to increase student participation in order to

provide relevant learning experiences for the students. Students' attitudes also have an

impact on their mathematical confidence and academic performance in Pre-calculus,

particularly in terms of how they feel about achieving good marks, completing

mathematical assignments, and their motivation to continue mathematics-related

courses in the future. Though students understand the value of Pre-calculus and what it

33
takes to succeed in the subject, many lack dedication, which limits their future

opportunities due to poor performance in the field. This could also indicate that the

instructional objectives are not being met.

Recommendations

The following are hereby recommended based on the foregoing conclusions:

1. More student-centered teaching practices should be used by instructors even

though they are using a synchronous online approach. These strategies should

allow students to maximize their engagement in the teaching and learning

process.

2. The instructors should advantageously make use of the learners’ positive attitude

to create a strong inclination of Pre-calculus as a major mathematics subject

where the students can score favorably like in any other subject.

3. Conduct a follow-up study, which will include more parameters on student

engagement, student’s attitudes, and other factors affecting student’s academic

performance in a synchronous online learning approach.

34
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41
 REQUEST LETTER
March 15, 2021
Dear Ma’am/Sir, Greetings!

We, the College Students of Bachelor of Secondary Education, Major in

Mathematics, conducting a research entitled EFFECTS OF SYNCHRONOUS ONLNE
LEARNING TO STUDENT’S ACADEMIC PERFORMANCE IN PRE-CALCULUS,
would like to ask for permission to allow us to conduct a survey among Second year
students of Bachelor of Secondary Education, Major in Mathematics. Rest assured that
the data gathered will remain confidential and for academic purposes only. We are
hoping that this request will merit your favorable approval.
Thank you for your time.

Respectfully Yours,
Researchers:
Jacqueline Nichole D. Bae
Kathleen M. Maralit
Jhon Mark C. Afable
Mark Lawrince A. Bunquin

Noted by:
LOVELYN L. CHEN
Subject Teacher

ROMEO C. CASTILLO, PhD

College Dean

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 EFFECTS OF SYNCHRONOUS ONLNE LEARNING TO STUDENT’S
ACADEMIC PERFORMANCE IN PRE-CALCULUS
SURVEY QUESTIONNAIRE

Name: _________________________

Directions: This survey consists of statements on the following three categories:

Student’s Engagement and Attitude towards Pre-Calculus. These categories can reflect

your performance in Pre-Calculus. Please think about how you feel about each

statement. Check the box which corresponds to your answer. Please use the indicated

codes below.

PLEASE USE THESE RESPONSE CODES:

Strongly Agree – 4

Agree – 3

Disagree – 2

Strongly Disagree – 1

Student’s Engagement
Statements 1 2 3 4
The class always keep my attention and focus on the discussion.
I am comfortable expressing my own ideas on how to look for
solutions to a difficult problems.
I learned to work effectively with others.
I often work harder to meet my instructor’s standards and
expectation.
Examinations and other evaluations challenged me to do my
best.
I enjoyed studying Pre-Calculus even through synchronous online
meeting.
I am willing to take more than the required units of Pre-Calculus.
Adapted from Parker (2015) Student Engagement in Online Learning Survey.

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Attitude towards Pre-Calculus

Statements 1 2 3 4
Pre-Calculus is one of my anticipated subject.
My Pre-Calculus classes makes me feel comfortable.
It makes me excited to even think of having to do a difficult
problems.
I expect to do fairly well in my Pre-calculus class.
I am confident that I could learn a lot from this subject.
I am happier in a Pre-Calculus class than in any other class.
I believe studying Pre-Calculus helps me with problem
solving in other areas.
Adapted from Sharma (2017) Student’s Attitudes towards Learning Mathematics: Impact of
teaching in a Sporting Context Survey

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 Pre-calculus Quiz

This exam consists of 20 multiple choice questions. Make sure to choose the

correct answers.
48
49
 CURRICULUM VITAE

Name: Kathleen M. Maralit

Email: [email protected]
Address: Ibayo, Estrella Naujan,

Oriental Mindoro
Birthdate: June 01, 2000
Nationality: Filipino
Civil Status: Single
Cellphone Number: 09289105740
Mother: Jocelyn M. Maralit
Father: Felix A. Maralit
Religion: Roman Catholic
Education
Elementary: Jose L. Basa Memorial School
Poblacion 1, Naujan Oriental Mindoro
2006-2012
Junior High School: Agustin Gutierrez Memorial Academy
Mabini St. Pob. 1, Naujan, Oriental Mindoro
2012-2016
Senior High School: Agustin Gutierrez Memorial Academy
Mabini St. Pob.1, Naujan, Oriental Mindoro
2016-2018
College: Mindoro State University
Masipit, Calapan City, Oriental Mindoro
Bachelor of Secondary Education Major in Mathematics
2018-Present
Name: Jacqueline Nichole D. Bae
Email: [email protected]
Address: Ilag, San Teodoro,

Oriental Mindoro
Birthdate: November 9, 1999
Nationality: Filipino
Civil Status: Single
Cellphone Number: 09518707490
Mother: Minerva D. Bae
Father: Henry M. Bae
Religion: Roman Catholic
Education

50
Elementary: Villaflor Elementary School
Villaflor, Puerto Galera, Oriental Mindoro
2006-2012
Junior High School: Northern Mindoro Academy
Parang Poblacion, San Teodoro, Oriental Mindoro
2012-2016
Senior High School: Northern Mindoro Academy
Parang Poblacion, San Teodoro, Oriental Mindoro
2016-2018
College: Mindoro State University
Masipit, Calapan City, Oriental Mindoro
Bachelor of Secondary Education
Major in Mathematics
2018-Present

Name: Jhon Mark C. Afable

Email: [email protected]
Address: Sta. Cruz Calapan City,

Oriental Mindoro
Birthdate: October 3, 2000
Nationality: Filipino
Civil Status: Single
Cellphone Number: 09301832114
Mother: Myra C. Afable
Father: Felix G. Afable
Religion: Roman Catholic
Education
Elementary: Sta. Cruz Elementary School
Calapan City , Oriental Mindoro
2011- 2012
Junior High School: Agustin Gutierrez Memorial Academy
Mabini St. Pob. 1, Naujan, Oriental Mindoro
2012-2016
Senior High School: Agustin Gutierrez Memorial Academy
Mabini St. Pob. 1, Naujan, Oriental Mindoro
2012-2016

51
College: Mindoro State University
Masipit, Calapan City, Oriental Mindoro
Bachelor of Secondary Education
Major in Mathematics
2018-Present

Name: Mark Lawrince A. Bunquin

Email: [email protected]
Address: Tabinay, Puerto Galera,

Oriental Mindoro
Birthdate: March 3, 2000
Nationality: Filipino
Civil Status: Single
Cellphone Number: 09557652944
Mother: Ma. Liza A. Bunquin
Father: Mariel H. Bunquin
Religion: Roman Catholic
Education
Elementary: Tabinay Elementary School
Puerto Galera, Oriental Mindoro
2011- 2012
Junior High School: Puerto Galera National High School Dulangan Extension
Dulangan, Puerto Galera, Oriental Mindoro
2015 - 2016
Senior High School: Prince of Peace College
Puerto Galera, Oriental Mindoro
2017 - 2018
College: Mindoro State University
Masipit, Calapan City, Oriental Mindoro
Bachelor of Secondary Education
Major in Mathematics
2018-Present

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