CHAPTER 1

INTRODUCTION

Mathematics now dominates almost every field of

one’s activities. In this age of science and technology, it

has permeated through the human life in such a way that, it

has now become every man’s everyday concern. Mathematics

disciplines the mind, systematizes ones thought and

reasoning. The subject has also rich potentialities of

affording true enjoyment to its students.

Mathematics is an important subject in school

curriculum. It is more closely related to one’s daily life

as compared to other subjects. Except one’s mother tongue

there is no other subject which is more closely related to

one’s daily life as mathematics. Mathematics is considered

to be the father of all sciences. Napoleon remarked that-

“The progress and improvement of mathematics is linked to

the prosperity of the state”. Although there is no standard

definition of the term attitude, in general it refers to a

learned predisposition or tendency on the part of an

individual to respond positively or negatively to some

object, situation, concept or another person.

In assessing mathematics performance and potential

of students, Study Habits towards mathematics and

1
mathematics learning are frequently cited as factors

contributing to success. Several studies have shown that

positive Study Habits are conductive to good performance.

However, an individual’s attitude towards mathematics can be

influenced by many factors. It is generally held that

females exhibit less positive Study Habits towards

mathematics than males do. The foundation of success,

regardless of our chosen field, is attitude.

Attitude towards mathematics plays a crucial role in

the teaching and learning processes of mathematics. It

affects students’ achievement in mathematics. The teaching

method, the support of structure of the school, the family

and students’ attitude towards school affect the Study

Habits towards mathematics. Usually, the way that

mathematics is represented in the classroom and perceived by

students, even when teachers believe they are presenting it

in authentic and context dependent way stands to alienate

many students from mathematics.

In assessing mathematics performance and potential of

students, Study Habits towards mathematics and mathematics

learning are frequently cited as factors contributing to

success. Several studies have shown that positive Study

2
Habits are conductive to good performance. However, an

individual’s attitude towards mathematics can be influenced

by many factors. It is generally held that females exhibit

less positive Study Habits towards mathematics than males

do. The foundation of success, regardless of our chosen

field, is attitude.

3
REVIEW OF RELATED LITERATURE AND STUDIES

This part includes all the related studies that will be

used in this research.

Study habits towards Mathematics

Some authorities regard study habits towards

mathematics as just a like or dislike for mathematics, while

others extend the meaning to embrace beliefs, ability, and

usefulness of mathematics. For Wasiche (2006) defines

attitude as a feeling towards something or somebody which is

sometimes reflected in a person’s behavior. Attitude formed

by an individual mostly depends on his/her experience in the

learning environment. Study Habits are further enhanced by

interpersonal interaction. Njune (2005) explain that

attitude is either positive or negative depending on whether

a person likes or dislikes something or someone. Sources of

negative or positive Study Habits may not be pin-pointed.

In connection with this, the conceptions, Study Habits

and expectations of the student are the common factors that

affect the learning of the students towards the subject.

Attitude can also be gender related. There are many who

hold the view that boys do better in Mathematics than girls.

4
This belief tends to affect the attitude of girls towards

Mathematics.

Some of the studies have found that gender difference

in students’ confidence in Mathematics. Compared to boys,

girls lacked confidence, had debilitating causal attribution

patterns, perceived Mathematics as a male domain and were

anxious about Mathematics (Casey, Nuttal & Pezaris, 2001).

In the study, girls were found to have lower self-confidence

in Mathematics than boys.

Impact of Study habits on Academic Performance

Study habits of students greatly affects their

performance at school. Thus, teachers also play a vital part

in terms of motivating students to perform at their best.

Wise use of psychological principles and pedagogical

knowledge in the teaching-learning process greatly affects

student’s Study Habits towards a certain alters the attitude

and the latter will affect one’s performance in Mathematics.

Attitude can be seen as more or less positive. A

positive attitude towards mathematics reflects a positive

emotional disposition in relation to the subject and, in a

similar way, a negative attitude towards mathematics relates

5
to a negative emotional disposition. These emotional

dispositions have an impact on an individual’s behavior, as

one is likely to achieve better in a subject that one

enjoys, has confidence in or finds useful. For this reason

positive Study Habits towards mathematics are desirable

since they may influence one’s willingness to learn and also

the benefits one can derive from mathematics instruction.

Only “mathematics is fun for me”, have meaningful and

positive relation with student’s achievement in mathematics.

Math is Agree considered to be a domain in which boys are

higher achievers, both in terms of attitude and self-

concept. Contrary to this, findings show that math school

achievement and grades do not differ significantly between

boys and girls.

Positive reinforcement (praises or rewards) and

negative reinforcement (punishment or merit) can be of great

influence to a student’s development of attitude. When a

teacher praises a student for his or her good behavior, the

student can develop confidence and self-trust and so as good

attitude towards the subject knowing that he or she is

performing well.

6
Academic Performance

The reason affecting a student’s academic performance

arise from several reasons. In line with this, this research

was conducted to determine the reason that affect the

academic performance of the grades 11 students which may

result will help in the improvement of the students and

teachers alike. This research may benefit the students by

allowing them to be better understand the reasons that

affect in their academic performance.

Study Habits

Studies should Strongly Agree be arranged by depth;

studies from basic to deep from narrow to broad. Such

practice may have a positive or negative effect on student’s

attitude, behavior and socialization. This on the other

hand; contributes to behavior and Study Habits.

Having knowledge about what is the importance of

mathematics and what are its limitless possibilities can

help build up positive attitude and behavior towards it.

Eagly and Chaiken, 1993; Maio and Haddock, 2010 suggest

that there are three different components of attitude. These

7
are the cognitive component, the affective, and the

behavioral component. The cognitive component of attitude is

what the individual thinks or believes about attitude

object. An example is that a person might think that the

snake is a dangerous reptile. The affective aspect of

attitude is the feelings or emotions of the individual

associated with the attitude object. For example, the sight

of a snake may evoke the feeling of fear in the individual.

The behavioral component is the tendency to respond in a

certain way to the attitude object. An example is a person

choosing to run away or scream upon seeing snake. Hence, the

cognitive, affective and behavioral components of attitude

are interrelated and interconnected.

Research has shown that formation of attitude is

experiential. People form Study Habits through their

experiences in life. Social psychology explains how Study

Habits are formed using the three major learning theories

which are classical conditioning, operant conditioning, and

observational conditioning. Propounded by Ivan Pavlov,

classical conditioning is a procedure for modifying behavior

in which repeated pairing of conditioned stimulus with an

unconditioned stimulus leads to the development of a

conditioned response (Ntim, 2010, Linero and Hinojosa,

2012). Classical conditioning entails neutral stimuli that

8
naturally elicit a response. Children, for instance, best

develop the same passion for the clubs. Hence, we form Study

Habits according to how we are conditioned or how our

experiences condition us.

B.F. Skinner’s Operant Conditioning theory is a form of

learning in which a response is made of a stimulus. In

operant conditioning, reinforcement increases the likelihood

that behavior will be repeated (Ntim, 2010). Behaviors that

are followed by positive consequences are reinforced and are

more likely to be repeated than are behaviors and Study

Habits that are followed by negative consequences (Moris and

Maisto, 2001). Operant conditioning requires the use of

reinforcement and punishment. A case in point is if a

child’s mother smiles at her anytime she picks something up

for her, the child begins to realize that it is good to be

helpful and she is likely to repeat the behavior.

Conversely, if a mother screams at a child for picking up a

puff of a piece of cigarette, the child will grow up having

an unfavorable attitude towards smoking and probably those

who smoke. This is due to the negative consequence of her

action.

Finally, people also learn attitude through observation

of people around them, especially if they are people they

admire, respect or hold in high esteem. Children therefore

9
invariably observe the attitude of parents and teachers and

learn a lot from them. Observational learning propounded by

Albert Bandura posits that behaviors are acquired by

watching another or the model that performs the behavior

(Yan, 2009. The model displays the behavior and the learner

observes and tries to imitate it. Teachers are, invariably,

role models whose behaviors are easily copied by students.

Games have yielded consistently positive results with

regard to attitude toward learning and positively impacts

students’ learning of arithmetic, regardless of ability

level. (Namshoo Shin 4035 SEB, 601 E and LeeAnn M.

Sutherland of University of Michigan, Cathleen A Norris of

University of North Texas and Elliot Soloway), but in this

study the result shown that the student played such as

rubik’s cube, puzzle, and others has a relation in interest

towards mathematics while their study habits towards

mathematics has no relation in the game that they played.

Steinberger & Wagner (2005) distinguishes more simply

among three intelligence; the academic-problem solving; the

practical intelligence; and creative intelligence; all these

three have peculiar influence to performance. Success in

study does not depend on ability and hard work but also on

effective methods of study. Individualized method of

studying is adopted by every individual student, thus, a

10
good study habit wills mean the ability to learn and make

use of what one is reading or studying.

Fielden (2004) states that good study habits help the

student in critical reflection in skills outcomes such as

selecting, analyzing, critiquing, and synthesizing. Cheung

(1998) also discovered positive correlation between attitude

and Mathematics achievement. The correlation showed that the

more positive the attitude, the higher the level the

achievement in the student.

11
Theoretical Framework

This study is based on the theory of Daniel Katz,

functionalist theorist, who suggests that Study Habits are

formed according to how a particular person or thing meets

his needs. To a functionalist, Study Habits are shapes base

on the personal benefit they offer. Katz also notes that we

form Study Habits to support our self-image or existing

values. According to the functionalist, an attitude will

change when we needs of individual change.

Born in Trenton, New Jersey, Katz received his MA from

the University of Buffalo in 1925, and his PhD from the

Syracuse University in 1928 under Floyd Henry Allport,

founder of the American experimental social psychology.

In 1928, Katz started his academic career at the

faculty of Princeton University. In World II Katz did

government research in Washington with a group of social

scientist under Rensis Likert, who eventually founded the

Institute for Social Research at the University of Michigan.

In 1943, Katz went to the Brooklyn College, where he headed

the psychology department. From 1947 to 1974, his academic

career culminated at the University of Michigan where he was

12
Professor in the Department of Psychology and fellow at the

Institute for Social Research. Here Katz cooperated with

Theodore Newcomb, who founded Michigan’s doctoral program in

social psychology and he chaired the program from 1947 to

1953. In honor of both since 1970 the University of Michigan

organizes an annual Katz-Newcomb Lecture.

Katz produced classic studies of racial stereotyping

and prejudice, and attitude change, and his pursuit of the

connections between individual psychology and social systems

helped to found the field of organizational psychology. An

important methodological contribution was his open system

theory, presented in The Social Psychology of Organizations

(1966, later revised), which was co-authored by Robert L.

Kahn.

In this study, it seeks the different attitude that

student may possess towards Mathematics, attitude is said to

depend on how or what can be acquired from a specific

person, and that it changes whenever our needs change. An

example scenario is when a student has a positive attitude

towards the Mathematics subject for the reason that the

teacher is an effective teacher. The student is eager to

learn when the teacher supplies knowledge; he needs thus

forming a positive relationship and attitude towards one

another.

13
CONCEPTUAL FRAMEWORK

The study habits of students towards mathematics can

affect their academic performance because of different

factors they may have while taking this subject. This study

seeks to know how the Study Habits of the respondents affect

their academic performance in the said subject.

In this study, it includes the students’ profile: strand

enrolled, Junior high school graduated, games prepared and

grades that will used in assessing the academic performance

of the student. The students will also answer the provided

questionnaire of this study, addressing the factors that

affect the attitude of the students towards mathematics. The

respondents of this study are the Senior High School

students of PHINMA Araullo University Main Campus.

14
1. STUDENTS’ PROFILE

a. Types of junior high school

b. Strand enrolled in

c. Games played

Academic
performances
of Grade 11
students in
selected
mathematics
subject.

Study Habits of respondents

towards mathematics

Figure 1

Research Paradigm

15
Statement of the problem

This study seeks to examine the Study Habits of the

Grade 11 students of PHINMA-Araullo University towards

selected mathematics which affect to their academic

performance

Specifically it seeks to answer the following:

1. How may the respondents be described in terms of?

1.1 types of junior high school (private,

public);

1.2 strand enrolled;

1.3 games played; and

1.4 grades in General Mathematics

2. How may the study habits of the respondents towards

Mathematics be described?

3. Is there a significant difference between or among

the study habits of the student-respondents when

grouped according to:

16
 3.1. type of junior high school;

3.2 strand enrolled; and

3.3 games played

4. What is the relationship between the study habits

toward mathematics and Mathematics performance of the

student-respondents?

5. What is the relationship between the profile and

Mathematics performance of the student-respondents?

17
Hypothesis of the Study

The following are the null hypotheses tested in the

study:

1. There is no significant difference between the study

habits towards Mathematics of the student-respondents when

grouped according to the type of school they completed in

junior high school.

2. There is no significant difference between the study

habits towards Mathematics of the student-respondents when

grouped according to game played?

3. There is no significant difference between the study

habits towards Mathematics of the student-respondents when

grouped according to strand enrolled?

4. There is no significant relationship between the study

habits toward mathematics and Mathematics performance of the

student-respondents.

5. There is no significant relationship between the profile

and Mathematics performance of the student-respondents.

18
DEFINITION OF TERMS

The following terms are defined operationally:

Mathematics – is a subject that is studied by the

respondents.

Study Habits towards mathematics – generalized feelings

towards mathematics. It can be positive or negative reaction

of the person towards mathematics.

Respondents – grade 11 students of Phinma-Araullo

University.

Students – Someone who is studying at a University or

School. Someone who is very interested in particular

subject.

Mathematics performance – respondents grades in subject of

mathematics.

General Mathematics - subject that the student-respondents

currently taking.

19
Significance of the Study

The result of the study will be relevant to the

following:

Respondents. This study will help to address the factors

that affect the attitude towards Science and its effect on

their academic performance.

Parents and Future Teacher. This study will help them to

know and understand the factors affecting the attitude of

the students towards mathematics and its effects on their

academic performance

School Administrator. It will help the school administrator

to take the first step on giving solution to this.

Department of Education. It will serve as the guide to be

able to set a plan on changing or revising the curriculum to

improve the teaching process and the learning of the student

in the said subject.

20
Future Researchers. It will serve as the guide to improve

this study or to create new study out of this research.

Scope and Delimitation

This study focuses on the study habits of the grade 11

students in mathematics subject and how it affects their

academic performance. The respondents in the research where

studying at PHINMA-Araullo university main campus in

Cabanatuan City.

The descriptive method of research was employed using

question as the major source data.

21
 Chapter II

RESEARCH METHODOLOGY

This chapter presents the methods of research used, the

respondents, the instruments and the procedure.

Research Design

The Research design used in this study was Descriptive

Research Method, also known as survey or narrative approach.

This technique was used for descriptive reporting with the

help of questionnaire to identify individual differences

that cannot be observed.

The researcher used the Stratified Random Sampling

Technique, where the subject are divided into group based on

homogeneity in order to avoid the possibility of drawing

samples whose members come only from one stratum. (Pagoso &

Montana, 2000)

22
 The general procedures used in these types of research

are gathering data, classification, interpretation and

evaluation.

Respondents of the Study

The respondents of the study were the Grade 11 Senior

High School students of PHINMA-Araullo University main

campus who are enrolled in School Year 2016-2017.

To determine the appropriate size of sample from a

specific population, researchers will use Slovin’s formula.

N
The formula is as follows: n=
1+ N e 2

Where,

n = Sample Size e = Desired Margin of Error

Degree Program N n %

ABM 558 121 38.54

GAS 535 116 36.94

STEM 357 77 24.52

23
 1,450 314 100
N = Population Size 1=Constant

Table 1 : Respondent Distribution

Source: PHINMA-Araullo University, Registrar’s Office

To justify the point, the use of Slovin’s Formula was

utilized in the formula of:

To Compute for the Sample Size:

N
n=
1+ N e 2

1,450
n=
1+1,450( 0.05)2

1,450
n=
1+1,450 ( .0025 )

n=314

Research Site

This study was conducted in PHINMA Araullo University

main campus, Maharlika Highway Brgy. Bitas, Cabanatuan City.

The respondents were the Grade 11th Senior High School in

24
PHINMA Araullo University main campus enrolled in the school

year 2016-2017.

Materials and Instruments

The following instruments were used in this study:

The study which is a survey research for the collection

of relevant data and information uses a comprehensive

questionnaire. It was designed to identify the attitude of

the students towards mathematics. The responses to each item

were evaluated according to Likert’s Scale as shown below:

Point Score Range Interval Verbal

Interpretation
1 1.00 – 1.8 Strongly Disagree
2 1.81 – 2.6 Disagree
3 2.61 – 3.4 Neutral
4 3.41 – 4.2 Agree
5 4.21 – 5.00 Strongly Agree

Data Collection

Descriptive method will be used in this research, also

known as survey or narrative approach where in an individual

is asked to respond on a set of questions. Grade 11 Senior

High School students will be required to answer the

questionnaire. After doing so, the gathered data will be

tabulated and recorded and will further be used for the

25
advancement of the research. The respondents will be assured

that the data gathered will highly confidential.

On the other hand, the cumulative grade point averages

of the respondents were gathered from the registrar through

faculty access. The scores were group into five levels

namely:

Outstanding, Very Satisfactory, Satisfactory, Fairly

Satisfactory, Did not meet the expectations.

Specifically, the grade’s descriptions were grouped as

follows:

Table 2: Measurement of Grades

Grading System Used Academic Average

90-100 Outstanding

85-89 Very Satisfactory

80-84 Satisfactory

75-79 Fairly Satisfactory

70-74 Did not meet the

expectations

Source: PHINMA-Araullo University, Registrar’s Office

Tools for Data Analysis

To determine the distribution of the respondents as to

their profile, frequency and percentage were used.

26
1. Frequency and percentage was used for the profile of

the respondents.

f
Percentage Formula: % = x 100
N

Where:

% = Percentage N = Total Number of Respondents

f = frequency 100 = Constant Value

2. Weighted Mean

WM=
∑ fx
N

Where:

WM = weighted mean

∑ fx = sum of f and x

N = Total Number of Respondents

3. Chi-square - is a statistical method assessing the

goodness of fit between observed values and those expected

theoretically. Chi square is used to determine whether

there is a significant association between the two

variables. Chi square is employed to test the difference

between an actual sample and another hypothetical or

previously established distribution such as that which maybe

27
expected due to change or probability. Chi square can also

be used to test the differences between two or more actual

samples.

The formula is as follows:

x 2= ∑ ¿ ¿

Where: x 2 = Chi Square fe = expected frequency

f 0 = observed frequency ∑ = summation

CHAPTER 3

DATA PRESENTATION, INTERPRETATION AND ANALYSIS

This chapter provides the presentation of statistical

data relative to the problems as earlier posited.

Corresponding analysis and interpretation regarding these

data also presented in this portion of the study.

Profile of the Respondents

1. Type of Junior High School

Students-respondents were asked on the type of school

they graduated in junior high school. Results showed that

most (%) of the senior high school students in Araullo

University came from public junior high school. This is

because of the voucher system of the government supporting

the K-12 implementation of the Department of Education

(refer to Table 3).

28
 Table 3: Type of school of the student-respondents
Type of Frequency Percentage Rank
School
Public
The table shows216 68.79
that there are 1 or 68.79 %
216 respondents
Private 98 31.21 2
Total 314 100

who graduated from public school more than the private

school with only 98 or 31.21 %.

Table 4: Strand where the respondents are enrolled

Strand Frequency Percentage Rank
ABM 121 38.54 1
GAS/GHT 116 36.94 2
STEM 77 24.52 3
Total 314 100

Student-respondents were also classified according to

the strand they are enrolled and taking. Because of the

sampling techniques, distribution of the respondents are

equally distributed from the three strands (refer to table

5).

On the other hand the table shows the frequency number

of respondents on each course who answered the

questionnaire; the relevant percentage; and the ranking. 121

respondents in ABM; 116 in GAS; and 77 in STEM were given

the chance to answer the questionnaire. The relevant

percentage and ranking are presented on the table.

29
Table 5: Type of Games they played

Game Played Frequency Percentage Rank

Rubik’s Cube 117 37.26 2
Puzzle 152 48.41 1
Others 45 14.33 3
Total 314 100

Student-respondents were also asked on the type of game

they played during leisure time aside from computer games.

The table shows that 48.41% or 152 of the student-

respondents played all type of puzzle, 37.26% or 117 played

Rubik’s cube and the 14.33% or 45 remaining respondents

played Board Games, Snake and Ladder, Word Factory, and

Scrabble.

30
 Grading System Frequency Percentage Rank

Used
90-100 136 43.31 1
85-89 90 28.66 2
80-84 31 9.87 4
75-79 22 7.01 5
70-74 35 11.15 3
Total 314 100
Table 6: Mathematics Performance of the respondents

Student-respondents were also classified according to

their performance in Mathematics based on Grades in General

Mathematics. 23.25% of the students have grades ranging from

70-74, 13.69% have grade ranging from 75 to 79, 80-84 which

compose the 15.29% of the respondents; 22.61% of the

students ranging from 85 to 89, next is 43.31% of the

students ranging from 90 to 100 (shown in table 6).

Findings revealed that majority of the Grade 11

students in PHINMA-Araullo University were belong to the

outstanding academic average especially in Math subject and

considering that Math is one of the hardest subject.

In line with this, this research was conducted to

determine the factors that affect the academic performance

31
of its the Grade 11 students which may consequently help in

the improvement of the students and teachers alike. This

study may benefit the students by allowing them to

understand better the factors that can affect their academic

performance. The academic performance of a student is

greatly affected by many factors. Each factor that affects

one’s performance depends solely on the student’s ability to

handle such stimulus or situation. Thus, external factors

are important and vital to someone’s academic performance.

32
2. Study Habits of the student-respondents

The main objective of this study is to find out the

attitude towards mathematics of the senior high school

students of Araullo University.

Table 7

Study Habits of the respondents toward Mathematics (ABM)

Study Habits WM VI
1. I make myself prepared for the
math subject.
4.07 Agree
1. I listen attentively to the
lecture of my math teacher.
4.12 Agree
2. I actively participate in the
discussion, answering
exercises and/or clarifying
things I did not understand.
4.14 Agree
3. I want to get good grades on
test, quizzes, assignments and
projects.
4.55 Agree
4. I do my assignments regularly.
4.24 Strongly Agree
5. I exert more effort when I do
difficult assignments.
4.09 Agree
6. I spend my vacant time in
doing assignments or studying
my lessons.
3.77 Agree
7. I study and prepared for
quizzes and test.
4.32 Strongly Agree
8. I spend less time with my
friends during school days to
concentrate more on my
studies.
3.84 Agree
9. I prefer finishing studying
and my assignments first
before watching any television
program.
4.00 Agree
10. I see to it that
extracurricular activities do
not hamper my studies.
4.05 Agree
33
Total Mean 4.11 Agree
 The table shows that they want to get good grades in

math with a weighted mean of 4.55 (Strongly agree). It was

followed by actively participating in the discussion,

answering exercises and/or clarifying things that they did

not understand 4.14 (Agree); Listening attentively to the

lecture of a math teacher 4.12 (Agree); making themselves

prepared for the math subject 4.07 (Agree); student-

respondents perceived themselves Strongly Agree doing their

assignments regularly (4.24), Strongly Agree studying and

preparing themselves for quizzes and test (4.32). Agree

spending vacant time in doing assignments or studying

lessons (3.77), Agree spend less time with friends during

school days and concentrate on studies (3.84), Agree prefer

finishing study and assignments first before watching

television program (4.00), Agree prioritize academic

activities than extra-curricular (4.05), and Strongly Agree

have a clean and orderly study place at home (4.43).

34
 Table 8

Study Habits of the respondents toward Mathematics (GHT/GAS)

Study Habits WM VI
1. I make myself prepared for the
math subject.
3.78 Agree
2. I listen attentively to the
lecture of my math teacher.
3.92 Agree
3. I actively participate in the
discussion, answering
exercises and/or clarifying
things I did not understand.
4.03 Agree
4. I want to get good grades on
test, quizzes, assignments and
Strongly
projects.
4.85 Agree
5. I do my assignments regularly.
Strongly
4.28 Agree
6. I exert more effort when I do
difficult assignments.
4.01 Agree
7. I spend my vacant time in
doing assignments or studying
my lessons.
3.29 Neutral
8. I study and prepared for
quizzes and test.
4.03 Agree
9. I spend less time with my
friends during school days to
concentrate more on my
studies.
2.94 Neutral
10. I prefer finishing studying
and my assignments first
before watching any television
program.
3.59 Agree
11. I see to it that
extracurricular activities do
not hamper my studies.
3.86 Agree

Total Mean 3.57 Agree

35
 The table shows that they want to get good grades in

math with a weighted mean of 4.85 (Strongly Agree). It was

followed by actively participating in the discussion,

answering exercises and/or clarifying things that they did

not understand 4.03 (Agree); Listening attentively to the

lecture of a math teacher 3.92 (Agree); making themselves

prepared for the math subject 3.78 (Agree); student-

respondents perceived themselves Strongly Agree doing their

assignments regularly; 4.28 interpreted Agree. Second is “I

study and prepared for quizzes and test” with a weighted

mean of 4.03 interpreted Agree. Followed by “I see to it

that extracurricular activities do not hamper my studies”

with a weighted mean of 3.86 and interpreted Agree.” I

prefer finishing studying and my assignments first before

watching any television program”; 3.59 interpreted Agree.

Next is “I spend my vacant time in doing assignments or

studying my lessons’; 3.29 interpreted Sometimes. Lastly, “I

spend less time with my friends during school days to

concentrate more on my studies; 2.94 interpreted sometimes.

36
 Table 9

Study Habits of the respondents toward Mathematics (STEM)

Study Habits WM VI
1. I make myself prepared for the
math subject.
3.87 Agree
2. I listen attentively to the
lecture of my math teacher.
3.83 Agree
3. I actively participate in the
discussion, answering
exercises and/or clarifying
things I did not understand.
3.51 Agree
4. I want to get good grades on
test, quizzes, assignments and
Strongly
projects.
4.44 Agree
5. I do my assignments regularly.
4.01 Agree
6. I exert more effort when I do
Agree
difficult assignments.
3.77
7. I spend my vacant time in
doing assignments or studying
Sometime
my lessons.
3.11 s
8. I study and prepare for
quizzes and test.
3.87 Agree
9. I spend less time with my
friends during school days to
concentrate more on my
studies.
3.04 Neutral
10. I prefer finishing
studying and my assignments
first before watching any
television program.
3.44 Agree
11. I see to it that
extracurricular activities do
not hamper my studies.
3.77 Agree
Total Mean 3.70 Agree

The STEM gave their study habits towards Mathematics,

the highest mean was on “I want to get good grades on test,

quizzes, assignments and projects.” with 4.44 weighted mean

and interpreted as Strongly Agree, followed by making

37
themselves prepared for the Math subject with a 3.87

weighted mean and interpreted as Agree, next is listening

attentively to the lecture of their Math teacher with a

weighted mean of 3.83 interpreted as Agree, fourth is “I

actively participate in the discussion, answering exercises

and/or clarifying things I did not understand.”;3.51

interpreted as Agree “I actively participate in the

discussion, answering exercises and/or clarifying things I

did not understand.”, with a weighted mean of 3.51

interpreted as Agree. “I do my assignments regularly.” 4.01

and interpreted as Agree, followed by they Agree study and

prepare themselves for the quiz and test in Math with a

weighted mean of 3.87, fourth, they exert more effort in

difficult assignments and Agree prioritize academic

activities than extra-curricular with a weighted mean of

3.77 and interpreted as Agree, next, 3.44 weighted mean and

interpreted as Agree is that they prefer finishing studying

and assignments first before watching any television

program, next is “I spend my vacant time in doing

assignments or studying my lessons”, with a weighted mean of

3.11 and interpreted as sometimes, and lastly they spend

less time with their friends during school days to

concentrate more on their studies; 3.04 weighted mean and

also interpreted as sometimes.

38
 Table 10

Summary Description of the Study Habits of student-

respondents towards Mathematics.

Strand Enrolled Weighted Verbal

Mean Interpretation
1. ABM
4.11 Agree
2. GHT/GAS
Agree
3.57
3. STEM
3.70 Agree
Total Mean
3.91 Agree

The summary of the weighted mean obtained by the

respondents in their description of the Study Habits towards

Mathematics is given in the table 10, ABM obtained 4.13 in

weighted mean and interpreted Agree, followed by GHT/GAS;

3.91 and interpreted Agree, and STEM that obtained 3.91

weighted mean and also interpreted as Agree, and with 3.91

overall weighted mean as Agree.

Findings revealed that the study habits of Grade 11

students of PHINMA Araullo University shows their constant

interest and study habits towards mathematics. This implies

that they Agree like Mathematics even this is one of the

hardest subjects.

Being motivated as a student greatly helps in making a

positive attitude towards Mathematics. Such notice of one’s

39
performance whether it may be negative or positive affects

one’s academic performance. Teacher’s teaching performance

also contributes to such Study Habits.

3. Relationship between the study habits and the profile

of the respondents.

Table 11

Type of School and its relation to the study habits of the

respondents towards Mathematics.

Source of
Variation SS Df MS F
Groups 638.9 2 319.45 5.23
Within
Groups 18989.84 311 61.06  
Total 19628.74      

F(2,311) @.05 = 2.99

5.23 > 2.99 Significant

The obtained F-value of 5.23 is greater than 2.99i, the

minimum value for significance at the .05 level; therefore,

it is significant. Hence the hypothesis of no-significant

difference is not accepted. There is a significant

difference between study habits and type of school of the

respondents.

In Addition, games have yielded consistently positive

results with regard to attitude toward learning and

positively impacts students’ learning of arithmetic,

40
regardless of ability level. (Namshoo Shin 4035 SEB, 601 E

and LeeAnn M. Sutherland of University of Michigan, Cathleen

A Norris of University of North Texas and Elliot Soloway),

but in this study the result shown that the student played

such as rubik’s cube, puzzle, and others has a relation in

interest towards mathematics while their study habits

towards mathematics has no relation in the game that they

played.

Table 12

Games played and its relation to the study habits of the

respondents towards Mathematics.

Source of
Variation SS Df MS F
Groups 6811.07 3 2270.36 37.17

Within
Groups 18933.31 310 61.08
Total 25744.38

F(3,310) @.05 = 2.60

37.17 > 2.60 Significant

The obtained F-value of 37.17 is greater than to 2.60,

the minimum value for significance at the .05 level;

therefore, it is significant. Hence the hypothesis of no-

significant difference is not accepted. There is a

41
significant difference between study habits and games played

of the respondents.

Table 13

Strand Enrolled and its relation to the study habits of

the respondents towards Mathematics.

Source of
Variation SS Df MS F
Groups 4976.56 2 2488.28 52.97

Within
Groups 14609.73 311 46.98
Total 19586.29 313

F(2,311) @.05 = 2.99

52.97 > 2.99 Significant

The obtained F-value of 52.97 is greater than to 2.99,

the minimum value for significance at the .05 level;

therefore, it is significant. Hence the hypothesis of no-

significant difference is not accepted. There is a

significant difference between study habits and strand

enrolled of the respondents.

42
4. Relationship between the study habits towards

mathematics and Mathematics performance of the student-

respondents.

TABLE 14

Mathematics performance and its relation to the study

habits of the respondents towards Mathematics.

TABLE
Grading STUDY HABITS TOWARD MATHEMATICS
System Used 5 4 3 Total
fo=43 fo=62 fo=30 136
90 – 100 =
X2 fe=35.08 fe=60.64 fe=32.05
fo=25 fo=45 fo=15 90
85 – 89 fe=23.22 fe=40.13 fe=21.21
fo=7 fo=11 fo=9 31
80 – 84
fe=8.00 fe=13.82 fe=7.31
fo=4 fo=10 fo=7 22
75 – 79 fe=5.68 fe=9.81 fe=5.18
fo=2 fo=12 fo=13 35
70 – 74
fe=9.03 fe=15.61 fe=8.25
Total 81 140 74 314

40.96

X 2 (df= 8,α= .05)= 15.51

40.96 > 15.51 = Significant

The obtained value (refer to table 14.1) of chi square

is 40.96 and it is greater than to 26.30, therefore “There

43
is a significant relationship between the study habits

toward mathematics and Mathematics performance of the

student-respondents”. Hence the attitude (interest and study

habits) towards Mathematics affect the Mathematics

performance of student-respondents.

Steinberger & Wagner (2005) distinguishes more simply

among three intelligence; the academic-problem solving; the

practical intelligence; and creative intelligence; all these

three have peculiar influence to performance. Success in

study does not depend on ability and hard work but also on

effective methods of study. Individualized method of

studying is adopted by every individual student, thus, a

good study habit wills mean the ability to learn and make

use of what one is reading or studying.

Fielden (2004) states that good study habits help the

student in critical reflection in skills outcomes such as

selecting, analyzing, critiquing, and synthesizing. Cheung

(1998) also discovered positive correlation between attitude

and Mathematics achievement. The correlation showed that the

more positive the attitude, the higher the level the

achievement in the student.

In addition, research on the relationship between

student study habits and performance has also been

44
inclusive. Researcher’s that have been conducted to

determine the relationship between students’ attitude

towards Mathematics and Mathematics performance have yielded

significant results. The findings have thus consistency on

the subject. Studies have demonstrated a strong and

significant relationship between Mathematics attitude and

Mathematics performance (Minato & Yanase 1984, Randwha &

Bearner 1992, Schenkel 2009).

5. Relationship between the profile and Mathematics

performance of the student-respondents.

Table 15

Relationship between the profile and Mathematics

performance of the student-respondents.

Type of Strand Games Played

School Enrolled
X 2 9.80 54.84 14.10

Critical Value 9.49 15.51 15.51

(5%)
Interpretation S-R S-R NS-A

*Legend:

X 2 – Chi-square

45
 S-R – Significant - Reject
NS-A – Not Significant, Accept Ho

Based on the information above, the obtained X 2 value

of the type of school is 9.80 which is greater than 9.49,

the minimum value required for the significance of the .05

level, so the null hypothesis is rejected. Therefore “There

is a significant relationship between the type of school and

mathematics performance of the student-respondents.”

Second, the obtained X 2 value of the strand enrolled is

54.84 which is greater than to 15.51, the minimum value

required for .05 significance level, so the null hypothesis

is rejected. “There is a significant relationship between

the strand enrolled and mathematics performance of student-

respondents”.

From the information above, the obtained value of X2

in games played is 14.10 and it is less than to 15.51, so

the null hypothesis is accepted. Therefore “There is no

significant relationship between the games played and

Mathematics performance of the student-respondents.”

46
 CHAPTER 4

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the brief summary of study,

summary of the findings, the conclusions arrived and the

recommendations offered.

Summary of the study

This study aimed to identify the study habits of the

students in Mathematics subject and how it affects their

academic performance. The respondents of the study were the

Grade 11 Senior high school of PHINMA Araullo University who

were enrolled for school year 2016-2017.

This study used the Descriptive Research Method, also

known as survey or narrative approach as the main

instrument. Questionnaire was formulated using written

interview gathered from a sample of respondents. The

interview and data gathering were also done for the purpose

of formulating the questionnaire as well as cross checking

the returns. The statistics weighted mean and ranking were

utilized. The study involved 314 Grade 11 Senior high school

students enrolled in the school year 2016-2017.

47
Summary of the findings

The following were the summary of the findings of the

study based on the questions provided under the statement of

the problems:

1. Profile of the respondents

Types of junior high school majority of the respondents

belong to the public school with a frequency of 216 or

68.79%.

Strand enrolled 121 or 38.54% enrolled in ABM, 116 or

36.94% enrolled in GHT/GAS, and 77 or 24.52% enrolled in

STEM.

Games played majority of the respondents played a

puzzle game with a frequency of 152 or 48.41%.

Mathematics performance majority of the respondents

belong to the 90-100 (Outstanding) with a frequency of 136

or 43.31%.

2. Description of the Study Habits of the Respondents

towards Mathematics

The summary of the weighted mean obtained by the

respondents in their description of the study habits towards

Mathematics is: ABM obtained 4.11 in weighted mean and

48
interpreted Agree, followed by GHT/GAS; 3.57 and interpreted

Agree, and STEM that obtained 3.70 weighted mean and also

interpreted as Agree, and with 3.79 overall weighted mean as

Agree.

Findings revealed that the study habits of Grade 11

students of PHINMA Araullo University shows their constant

interest and study habits towards mathematics. This implies

that they agree that Mathematics is one of the hardest

subject.

3. Relationship between the study habits and the type of

school graduated in junior high school.

The obtained F-value of 5.23 is greater than 2.99, the

minimum value for significance at the .05 level; therefore,

it is significant. There is a significant difference between

study habits and type of school of the respondents.

4. Relationship between the study habits and strand

enrolled.

The obtained F-value of 52.97 is greater than to 2.99,

the minimum value for significance at the .05 level;

therefore, it is significant. There is a significant

difference between study habits and strand enrolled of the

respondents.

5. Relationship between the study habits and games played.

The obtained F-value of 37.17 is greater than to 2.60,

49
the minimum value for significance at the .05 level;

therefore, it is significant. There is a significant

difference between study habits and games played of the

respondents.

6. Relationship between the profile and Mathematics

performance of the student-respondents.

Type of school findings revealed that there is a

significant relationship between the type of school and

mathematics performance of the student-respondents so the

null hypothesis is rejected, as the chi-square value is 9.80

which is greater than to 9.49 the minimum value required for

.05 level of significance.

Strand enrolled based on the study there is a

significant relationship between the strand enrolled and

mathematics performance so the null hypothesis is rejected,

as the chi-square value 54.84 is greater than to 15.51 the

minimum value required for .05 level of significance.

Game played based on the research the obtained value of

chi-square is 14.10 which is less than to 15.51 the minimum

value required for .05 level of significance therefore there

is no significant relationship between the game played and

mathematics performance. Hence the kind of game they played

does not influence their academic performance in

mathematics.

50
Conclusions

After the data collection, analysis and interpretation, the

following conclusions are drawn.

First, the grade 11 students want to get a good grades and

Agree participating in a Math class. But they get frustrated

when the discussion is interrupted or the teacher is absent.

Furthermore, they study harder and exert more effort in

subject. It makes them do their assignments regularly. And

they spend less time with their friends and concentrate more

in studies. Based on the findings majority of the

respondents belong to the public school, second most of the

students is in ABM and majority of the students played

puzzle. Third, majority of the students belongs to

outstanding academic average (GPA). Fourth, the profile of

the respondents which is the type of school, games played

and strand enrolled shows a strong correlation to their

study habits toward mathematics. Fifth, and also the type of

school and strand enrolled shows a relationship to their

mathematics performance while games played does not show a

correlation to the performance.

51
 Recommendations

The following were recommended by the researcher for

further enrichment of attitude of attitude of the student

towards Mathematics Subjects:

1. Continuous seminars and updating of knowledge of the

senior high school students should be empathized about the

importance of the Mathematics subjects, not only in school

but in everyday life.

2. Encouragement and verbal reinforcement from their

professors are vital to boost the determination of the

senior high school students to study well, and to give an

attention on the Mathematics subjects as well as its

importance to real life and education.

3. The school administrator should create a program that

will boost moreover the Study Habits of the students towards

the Mathematics subjects.

4. Further study is recommended for a more comprehensive

result which will cover the Study Habits of the students

towards the Mathematics subjects.

52
 BIBLIOGRAPHY

Books

Dimayuga, A.,Arimbuyatan, M., Volante, J., Hurtado, R.,

Gonzales, L. 2015-2016(Study Habits of Third year Education

Students of Phinma-Araullo University towards Science

Subject and its Impact on their Academic Performance)

Alota, B., Bernitez, C., Castillo, C., Dagman, V., Santos,

L., Sumang, M. 2014-2015 (the effects of social media on the

academic performances of CMA students)

Internet

https://www.hindawi.com/journals/cdr/2012/876028

https://www.jstor.org/stable/25825325

https://www.nationalnumerecy.org.uk/sites/default/files/Stud

y Habits towards maths-updated branding.pdf

http://people.oregonstate.edu/~schorir/ocept/survey.html

(Study Habits Towards Maths)(Research & Approach overview)

53
http://cd1.edb.hkedcity.net/cd/maths/en/ref_res/document/res

earch%202%20eng-pdf./chap-03.pdf (Measuring Student Attitude

in Mathematics Classrooms)

http://ir-

library.ku.ac/bitstream/handle/123456789/609/JACKSON

%20KIPRONOH.pdf?sequence= (

http://rdmodernresearch.org/wp-

content/uploads/2015/12/109.pdf (Attitude of Secondary

School Students Towards Mathematics)

http://www.ijcta.com/documents/volumes/vol3issue2/ijcta20120

30231.pdf (attitude of Secondary Students towards

Mathematics and its relationship to achievement in

mathematics)

http://pakacademicsearch.com/pdf-files/edu/413/132-139%20vol

%204,%20No%203%20(2013).pdf (student Study Habits towards

Mathematics and performance: Does the teacher attitude

matter?)

https://pdfs.semanticscholar.org/8bc0/378d51530d15a105354dc3

8e39cd18de854e.pdf

54
APPENDICES

55
 Appendix A

To whom it may concern:

Good Day!

We, third year student, taking up Bachelor of Secondary

Education major in Mathematics, needs to conduct a survey on
Grade 11 senior High School students for the compliance on
our Action Research in Mathematics Education Thesis.

In line with this, may we ask for all the list of students
in each strand and their grades in General Mathematics?

We are hoping for your favorable response.

Thank you.

Researchers,

Dumlao, Venus C.

Molina, Tala S.

Servito, Joshua G.

Soliven, Iza Marie P.

Noted:

JAYCRIS C. AGNES

Instructor

56
Dear respondents,

We, third year student, taking up Bachelor of Secondary

Education major in Mathematics, conducting a research on the

topic “Attitude of Grade 11 students of PHINMA-Araullo

University towards Mathematics and its impact on their

performance in the subject”.

We humbly request your assistance in filling-up the

questionnaire. All information gathered shall be used purely

for research purpose and shall be treated with

confidentiality.

Thank you very much for your kind consideration and

compliance to our request.

Yours faithfully,

Dumlao, Venus C.

Molina, Tala S.

Servito, Joshua G.

Soliven, Iza Marie P.

Noted:

57
 Jaycris C. Agnes

Research Coordinator

Questionnaire for Action Research in Mathematics Education

Name:__________________________________________________

Strand Enrolled:______________________________

Types of junior high school

(___) private (___) public

Games Played

(___) Rubik’s Cube

(___) Puzzle

(___) Others please specify ________________

I. Student-related factors

Direction: Please check (/) and rate yourself

honestly based on what you actually do given the

statement using the following scales:

5 – Strongly Agree
4 – Agree
3 – Neutral
2 – Disagree
1 – Strongly Disagree

58
Study habits 5 4 3 2 1
1. I make myself prepared for
the math subject.
2. I listen attentively to the
lecture of my math teacher.
3. I actively participate in
the discussion, answering
exercises and/or clarifying
things I did not
understand.
4. I want to get good grades
on test, quizzes,
assignments and projects.
5. I do my assignments
regularly.
6. I exert more effort when I
do difficult assignments.
7. I spend my vacant time in
doing assignments or
studying my lessons.
8. I study and prepare for
quizzes and test.
9. I spend less time with my 5. 7.
friends during school days
8. 9. 10.
to concentrate more on my
studies.
10. I prefer finishing 6. 8.
studying and my assignments
9. 10. 11.
first before watching any
television program.
11. I see to it that 7. 9.
extracurricular activities 10. 11. 12.
do not hamper my studies.

59
 Grading System Public Private Total
Used
fo= 100 fo= 36 136
90 – 100
fe= 93.55 fe= 42.45
fo= 65 fo= 25 90
85 – 89 fe= 61.91 fe= 28.09
fo= 20 fo= 11 31
80 – 84
fe= 21.32 fe= 9.68
fo= 13 fo= 9 22
75 – 79 fe= 15.13 fe= 6.87
fo= 17 fo= 18 35
70 – 74
fe= 24.08 fe= 10.92
Total 216 98 314
Appendix B

Relationship between the profile and Mathematics

performance of the student-respondents.

Type of School

X2 = 9.80
Df=(#r-1)(#c-1)
Df=(5-1)(2-1)
(Df=4; alpha=.05) = 9.49
9.80 > 9.49
Decision: S-R; Reject Ho

There is a significant relationship between the type of

school graduated and Mathematics performance of the student-
respondents.

60
 Strand Enrolled

Grading ABM GHT/GAS STEM Total

System Used
fo=28 fo=61 fo=47 136
90 – 100
fe=52.41 fe=50.24 fe=33.35
fo=36 fo=35 fo=19 90
85 – 89 fe=34.68 fe=33.25 fe=22.07
fo=15 fo=9 fo=7 31
80 – 84
fe=11.95 fe=11.45 fe=7.60
fo=10 fo=8 fo=4 22
75 – 79 fe=8.48 fe=8.13 fe=5.39
fo=32 fo=3 fo=0 35
70 – 74
fe=13.49 fe=12.93 fe=0
Total 121 116 77 314

X2= 54.84
Df=(#r-1)(#c-1)
Df=(5-1)(3-1)
X2(Df=8; alpha=.05) = 15.51
54.84 > 15.51
Decision: S-R; Reject Ho

There is a significant relationship between the strand

enrolled and Mathematics performance of the student-
respondents.

61
 Grading Rubiks Puzzle Others Total
System
Used
fo=40 fo=69 fo=27 136
90 – 100
fe=50.68 fe=65.83 fe=19.49
fo=37 fo=46 fo=7 90
85 – 89 fe=33.54 fe=43.57 fe=12.90
fo=12 fo=15 fo=4 31
80 – 84
fe=11.55 fe=15.01 fe=4.44
fo=12 fo=6 fo=4 22
75 – 79 fe=8.20 fe=10.65 fe=3.15
fo=16 fo=16 fo=3 35
70 – 74
fe=13.04 fe=16.94 fe=5.02
Total 117 152 45 314

Game Played

X2=14.10
Df=(#r-1)(#c-1)
Df=(5-1)(3-1)
X2(Df=8; alpha=.05)=15.51
14.10 < 15.51
Decision: NS-A; Accept Ho

There is no significant relationship between the Games

Played and Mathematics performance of the student-
respondents.

62
 Appendix C

STEM Mathematics Performance

in First Term and Second Term of S.Y.2016-2017
No
. FIRST TERM SECOND TERM MEAN
1 92 95 93.5
2 91 95 93
3 91 92 91.5
4 70 81 75.5
5 94 92 93
6 87 92 89.5
7 70 81 75.5
8 70 91 80.5
9 94 96 95
10 70 92 81
11 93 94 93.5
12 92 93 92.5
13 90 94 92
14 89 93 91
15 92 95 93.5
16 89 94 91.5
17 92 94 93
18 93 91 92
19 93 94 93.5
20 91 93 92
21 91 92 91.5
22 93 95 94
23 90 91 90.5
24 90 90 90
25 91 90 90.5
26 92 91 91.5
27 95 92 93.5
28 92 95 93.5
29 70 92 81
30 92 70 81
31 93 92 92.5
32 91 93 92
33 90 91 90.5

63
34 93 90 91.5
35 93 93 93
36 81 96 88.5
37 90 93 91.5
38 92 97 94.5
39 88 92 90
40 74 93 83.5
41 91 94 92.5
42 81 93 87
43 85 92 88.5
44 92 95 93.5
45 91 95 93
46 88 94 91
47 89 92 90.5
48 70 81 75.5
49 77 90 83.5
50 90 92 91
51 88 92 90
52 85 96 90.5
53 73 81 77
54 91 92 91.5
55 90 96 93
56 92 93 92.5
57 77 96 86.5
58 91 89 90
59 84 93 88.5
60 86 91 88.5
61 91 96 93.5
62 89 92 90.5
63 81 95 88
64 91 94 92.5
65 81 97 89
66 85 93 89
67 90 92 91
68 70 81 75.5
69 91 87 89
70 77 89 83
71 83 87 85
72 90 87 88.5
73 90 84 87
74 84 92 88
75 76 85 80.5
76 82 87 84.5
77 91 94 92.5

64
 ABM Mathematics Performance
in First Term and Second Term of S.Y.2016-2017

No. FIRST TERM SECOND TERM MEAN

1 78 70 74
2 77 86 81.5
3 70 81 75.5
4 89 91 90
5 91 89 90
6 87 89 88
7 90 93 91.5
8 92 93 92.5
9 70 87 78.5
10 87 89 88
11 70 92 81
12 91 92 91.5
13 92 93 92.5
14 77 70 73.5
15 79 92 85.5
16 84 94 89
17 88 93 90.5
18 90 91 90.5
19 80 87 83.5
20 84 85 84.5
21 87 86 86.5
22 85 88 86.5
23 90 93 91.5
24 88 87 87.5
25 87 82 84.5
26 91 90 90.5
27 71 73 72
28 92 93 92.5
29 74 70 72
30 73 78 75.5
31 90 92 91
32 73 76 74.5
33 70 70 70

65
34 70 70 70
35 91 89 90
36 77 90 83.5
37 72 70 71
38 80 84 82
39 81 77 79
40 90 93 91.5
41 70 70 70
42 82 75 78.5
43 70 70 70
44 70 70 70
45 70 70 70
46 70 70 70
47 70 77 73.5
48 72 70 71
49 87 85 86
50 70 73 71.5
51 85 89 87
52 72 70 71
53 70 70 70
54 85 91 88
55 91 89 90
56 73 89 81
57 70 70 70
58 70 70 70
59 74 90 82
60 70 70 70
61 88 82 85
62 82 90 86
63 70 70 70
64 70 70 70
65 87 86 86.5
66 85 84 84.5
67 71 70 70.5
68 72 92 82
69 87 89 88
70 71 70 70.5
71 70 70 70
72 92 94 93
73 75 70 72.5
74 70 86 78
75 92 92 92
76 92 94 93
77 81 78 79.5
78 70 85 77.5

66
 79 70 82 76
80 76 80 78
81 79 92 85.5
82 70 77 73.5
83 87 84 85.5
84 91 88 89.5
85 81 90 85.5
86 82 90 86
87 70 70 70
88 78 90 84
89 82 83 82.5
90 87 94 90.5
91 88 83 85.5
92 90 93 91.5
93 91 94 92.5
94 77 82 79.5
95 74 85 79.5
96 70 75 72.5
97 92 93 92.5
98 85 85 85
99 89 94 91.5
100 74 70 72
101 85 89 87
102 71 70 70.5
103 86 86 86
104 84 92 88
105 84 85 84.5
106 76 83 79.5
107 85 92 88.5
108 85 90 87.5
109 70 70 70
110 79 90 84.5
111 82 84 83
112 86 88 87
113 86 88 87
114 85 93 89
115 88 94 91
116 70 70 70
117 93 94 93.5
118 89 93 91
119 74 82 78
120 88 85 86.5
121 70 70 70

67
 GHT/GAS Mathematics Performance
in First Term and Second Term of S.Y.2016-2017

No. FIRST TERM SECOND TERM MEAN

1 78 78 78
2 82 88 85
3 70 70 70
4 71 84 77.5
5 73 70 71.5
6 71 83 77
7 71 82 76.5
8 80 83 81.5
9 72 85 78.5
10 85 87 86
11 70 70 70
12 90 93 91.5
13 88 93 90.5
14 73 70 71.5
15 70 70 70
16 70 75 72.5
17 70 70 70
18 76 81 78.5
19 87 87 87
20 84 72 78
21 86 91 88.5
22 70 74 72
23 82 92 87
24 73 70 71.5
25 86 95 90.5
26 70 70 70
27 75 91 83
28 76 70 73
29 76 70 73
30 78 70 74
31 70 81 75.5
32 70 70 70
33 80 80 80

68
34 82 94 88
35 86 80 83
36 77 70 73.5
37 81 84 82.5
38 78 70 74
39 77 70 73.5
40 79 71 75
41 78 86 82
42 72 71 71.5
43 71 70 70.5
44 70 70 70
45 84 88 86
46 82 85 83.5
47 78 93 85.5
48 75 79 77
49 85 94 89.5
50 84 81 82.5
51 83 94 88.5
52 70 70 70
53 73 89 81
54 72 76 74
55 76 70 73
56 74 85 79.5
57 71 71 71
58 73 70 71.5
59 73 70 71.5
60 70 70 70
61 87 89 88
62 82 92 87
63 86 90 88
64 78 90 84
65 73 70 71.5
66 70 70 70
67 70 70 70
68 85 94 89.5
69 88 88 88
70 87 90 88.5
71 86 86 86
72 83 89 86
73 75 71 73
74 75 82 78.5
75 72 71 71.5
76 79 83 81
77 77 91 84
78 75 77 76

69
 79 81 85 83
80 71 70 70.5
81 72 97 84.5
82 78 78 78
83 76 70 73
84 70 70 70
85 80 82 81
86 80 85 82.5
87 73 81 77
88 83 83 83
89 79 86 82.5
90 84 84 84
91 86 89 87.5
92 83 90 86.5
93 79 78 78.5
94 70 82 76
95 78 74 76
96 78 80 79
97 88 89 88.5
98 74 82 78
99 70 70 70
100 73 70 71.5
101 84 89 86.5
102 84 85 84.5
103 76 73 74.5
104 70 70 70
105 79 71 75
106 70 81 75.5
107 82 87 84.5
108 70 70 70
109 70 85 77.5
110 79 89 84
111 77 72 74.5
112 91 90 90.5
113 70 90 80
114 70 82 76
115 88 86 87
116 90 76 83

70
 Appendix D
CURRICULUM VITAE
Venus C. Dumlao
Marikit, Pantabangan, Nueva Ecija
[email protected]
(0915) 370 6939

PERSONAL INFORMATION

Age : 24 years old

Date of Birth : May 8,1993
Place of Birth : Pantabangan, Nueva Ecija
Nationality : Filipino
Religion : Roman Catholic
Gender : Female
Civil Status : Single
Mother’s Name : Loida C. Dumlao
Occupation : Domestic Helper
Father’s Name : Reynaldo T. Dumlao Sr.
Occupation : Farmer

EDUCATIONAL BACKGROUND

Tertiary
PHINMA-Araullo University-Main
Maharlika highway Brgy.Bitas, Cabanatuan City
Bachelor of Secondary Education major in Mathematics
4th year
Secondary
Doňa Irene Rayos Ombac Memorial National High
School
Bogalleon, Pangasinan
SY 2007-2011
Elementary

71
 Marikit Elementary School
Marikit, Pantabangan, Nueva Ecija
SY 2002-2007

Tala S. Molina
Cadaclan, Pantabangan, Nueva Ecija
[email protected]
(0935) 904 9849

PERSONAL INFORMATION

Age : 19 years old

Date of Birth : November 1,1997
Place of Birth : Pantabangan, Nueva Ecija
Nationality : Filipino
Religion : Born Again Christian
Gender : Female
Civil Status : Single
Mother’s Name : Nympha S. Molina
Occupation : Domestic Helper
Father’s Name : Edwin S. Molina
Occupation : Teacher

EDUCATIONAL BACKGROUND

Tertiary
PHINMA-Araullo University-Main
Maharlika highway Brgy.Bitas, Cabanatuan City
Bachelor of Secondary Education major in Mathematics
4th year

Secondary
Alfonso Castaňeda National High School
Lublob, Alfonso Castaňeda, Nueva Vizcaya
SY 2010-2014

Elementary
Cadaclan Elementary School
Cadaclan, Pantabangan, Nueva Ecija

72
 SY 2004-2010

Joshua G. Servito
Caalibangbangan, Cabanatuan City, Nueva Ecija
[email protected]
(0936) 766 9625

PERSONAL INFORMATION

Age : 21 years old

Date of Birth : December 23,1995
Place of Birth : Cabanatuan City, Nueva Ecija
Nationality : Filipino
Religion : Roman Catholic
Gender : Male
Civil Status : Single
Mother’s Name : Janet J. Servito
Occupation : House Wife
Father’s Name : Eduardo A. Servito
Occupation : Electrician

EDUCATIONAL BACKGROUND

Tertiary
PHINMA-Araullo University-Main
Maharlika highway Brgy.Bitas, Cabanatuan City
Bachelor of Secondary Education major in Mathematics
4th year

Secondary
Nueva Ecija High School
Burgos, Cabanatuan City, Nueva Ecija
SY 2008-2012

Elementary
Caalibangbangan Elementary School

73
 Caalibangbangan, Cabanatuan City, Nueva Ecija
SY 2002-2008

Iza Marie P. Soliven

Matindeg, Cuyapo, Nueva Ecija
[email protected]
(0926) 187 3929

PERSONAL INFORMATION

Age : 19 years old

Date of Birth : March 4, 1998
Place of Birth : Malate, Manila
Nationality : Filipino
Religion : Roman Catholic
Gender : Female
Civil Status : Single
Mother’s Name : Junie P. Soliven
Occupation : Vendor
Father’s Name : Isagani P. SOliven
Occupation : Electrician

EDUCATIONAL BACKGROUND

Tertiary
PHINMA-Araullo University-Main
Maharlika highway Brgy.Bitas, Cabanatuan City
Bachelor of Secondary Education major in Mathematics
4th year

Secondary
Dr. Ramon De Santos National High School
San Antonio, Cuyapo, Nueva Ecija
SY 2010-2014

Elementary
Cuyapo Central School
Cuyapo, Nueva Ecija

74
SY 2004-2010

75