WEST VISAYAS STATE UNIVERSITY

CALINOG CAMPUS
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Calinog, Iloilo

FACTORS LEADING TO POOR PERFORMANCE IN MATHEMATICS

A Research Proposal

Presented to the Faculty of AGMNHS

Technological Vocational and Livelihood

Alcarde Gustilo Memorial National Highschool

Calinog, Iloilo

In Partial Fulfillment

of the Requirements for the Course

Technological Vocatioal and Livelihood

May 2023
 WEST VISAYAS STATE UNIVERSITY
CALINOG CAMPUS
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Calinog, Iloilo

Table of Contents

Title Page

Title Page

Approval Sheet

Acceptance Sheet

Acknowledgment

Abstract

Table of Contents

List of Figures

List of Tables

List of Appendices

Chapter Page

1. Introduction to the study

Background of the Study

Theoretical Framework

Conceptual Framework

Statement of the Problem, Hypothesis

Significance of the Study

Definition of Terms

Delimitation of the Study

2. Review of Related Literature

 WEST VISAYAS STATE UNIVERSITY
CALINOG CAMPUS
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Calinog, Iloilo

Conceptual Literature

Related Studies

Summary

3. Research Design and Methodology

Purpose of the Study and Research Design

Methods

Data Collection Procedure

Data Analysis Procedure

References

The Researchers’ Biographical Data

 WEST VISAYAS STATE UNIVERSITY
CALINOG CAMPUS
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Calinog, Iloilo

List of Figure

Figure Page

1 The Research Paradigm

 WEST VISAYAS STATE UNIVERSITY
CALINOG CAMPUS
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Calinog, Iloilo

List of Tables

Table Page

1 The Respondents’ Profile

2 Item Analysis of the Challenges Encountered in Modular

Distance Learning (MDL) by the Respondents

3 The Level of Challenges Encountered by the Respondents in

a Modular Distance Learning (MDL) when Taken as an Entire

Group and Classified According to Sex, Monthly Family Income,

Location, and Module Type Used

 WEST VISAYAS STATE UNIVERSITY
CALINOG CAMPUS
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Calinog, Iloilo

List of Appendices

Appendix Page

A The Research Instrument

B The Reliability Analyses

C The Statistical Data Analyses

D Letter to the Validators

 WEST VISAYAS STATE UNIVERSITY
CALINOG CAMPUS
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Calinog, Iloilo

FACTORS LEADING TO POOR PERFORMANCE IN MATHEMATICS

Chapter 1

Introduction to the Study

Chapter 1 is divided into six parts: (1) Background of the Study, (2) Theoretical,

and Conceptual Framework of the Study, (3) Statement of the Problems and Hypothesis,

(4) Definition of Terms, (5) Delimitation of the Study, and (6) Significance of the Study,

Part One, Background of the Study, discusses some significant facts and presents

the rationale for the choice of the problem.

Part Two, Theoretical, and Conceptual Framework of the Study, presents the

theoretical and conceptual foundations of the study.

Part Three, Statement of the Problems and Hypothesis, states the problems to

be investigated and the hypothesis to be tested.

Part Four, Definition of Terms, presents the conceptual and operational

meanings of the important terms used in the study.

Part Five, Delimitation of the Study, sets the scope and the coverage of the

investigation.

Part Six, Significance of the Study, cites the importance of the research and

enumerates the benefits that maybe derived from the results of the study.
 WEST VISAYAS STATE UNIVERSITY
CALINOG CAMPUS
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Calinog, Iloilo

Background of the Study

Mathematics is the science of reasoning and computations. It is the science or

study
of numbers, quantities or shapes. Kitta (2004), defined mathematics as the language
that helps us to describe ideas and relationships drawn from the environment.
Mathematics enables one to make the invisible to be visible, thereby solving
problems that would be impossible otherwise.

According to Lambdin (2009), mathematical demands on students increases as

they progress through school; take up their adult lives at home and in the workplace. In
order to function in a mathematically literate way in the future, students must have a
strong foundation in mathematics. A strong foundation involves much more than the
rote application of procedural knowledge. Ontario Ministry of Education report in
2004 shows that, all students should be able to understand, make sense of, and apply
mathematics; make connections between concepts and see patterns throughout in
mathematics.
The report shows that students must be able to communicate their reasoning,
the flexibility of thinking that will allow them to tackle new areas of mathematics and be
willing to continue in doing mathematics.
However findings by Iheanachor (2007), indicate that, there is a significant
positive relationship between students’ academic achievement in mathematics and
teachers’ background. Teachers who have good qualifications in mathematics have their
students performing better in mathematics.
Tata (2013) made his study in Nigeria and came out with findings that, students’
negative attitude toward mathematics, fear of mathematics, inadequate qualified
teachers and inadequate teaching materials were some of the causes of poor
 WEST VISAYAS STATE UNIVERSITY
CALINOG CAMPUS
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Calinog, Iloilo

performance in mathematics. Developing positive attitude, motivation and proper

guidance toward mathematics and provision of relevant teaching materials could
make students perform better in mathematics.
In Philippines education curriculum, mathematics is a core subject that every
student is studying at both primary and ordinary secondary education (ETP, 1995). In
spite of being the core and compulsory subject, student’s performance in Mathematics in
Philippines had been low for number of years in Certificate of Secondary Education
Examinations (CSEE) (Kita, 2004, Mlozi, Kaguo & Nyamba, 2013, URT, 2008 and
SEDP, 2004). According to (URT, 2008) large number of students fail to pass
mathematics exams with required grades as the report indicated that national form
four examination results in 2004, 2005 and 2006 failures in Mathematics were, 70%,
77% and 76% respectively.
Report by HakiElimu (2013), identified general performance of the year 2009
that about 27.5% of the students scored division zero, in the year 2010 failure increased
to 49.6%, in the year 2011 failure was 46.4% and 60.5% in the year 2012. It was not
indicated in the report that students performed better in mathematics. Factors for
students’ failure according to (HakiElimu, 2013) was inadequate in service training,
few qualified teachers to teach mathematics and poor working conditions. This was
also associated with a lot of confusion caused by limited understanding of the
requirements of the 2005 competence based curriculum and syllabi currently in use
(HakiElimu, 2013 & Mtitu, 2014).
According to Mabula (2012), students’ performance in science subjects was affected
by poor quality of science classroom teaching and a decline in interest of students
toward science subjects. Mabula (2012) had shown that 83.9% of students who set
for CSEE failed mathematics in the 2010 national examination and only 16.1%
passed mathematics. It was therefore concluded by Mabula (2012), that teacher
students relationship in classroom teaching and learning of science need to be
improved. Researchers such as Biotenbeck (2011), and Clement (2013), had
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Calinog, Iloilo

10

associated student’s failure in mathematics with teachers’ teaching practices.

Biotenbeck (2011), defined teaching practices as what teachers do in the classroom,
how teachers apply instructional methods and traditional ways of teaching. These
were such as lecture style teaching, teacher centre methods and rote memorization in
teaching mathematics.
However according to Mlozi, Kaguo & Nyamba, (2013), students’ performance in
mathematics was not good at all in Tanzania as there were no enough teaching and 4
learning materials, mixing of two languages of English and Kiswahili which confuse
students. According to SEDP I (2004), generally there had been low quality of
schooling outcomes with over 66% failing. This was associated with overloaded
curriculum, weak teacher qualifications and teaching abilities of some of the
mathematics teachers.
The government had lay down a strategy to teachers as per strategies set by the
(URT, 2010). To optimize the available teaching the study by (Pantziara & Philipou,
2007) tells us that teaching practices such as problem solving and use of visual aid in
the mathematics classroom could increase students’ motivation and morale to their
performance. This was also supported by (Mtitu, 2014, Kafyulilo, Innocent & Ikupa,
2012 & URT-MOEVT, 2010) that teachers have to be encouraged to apply student
centered methods that require teachers to actively involve students in the teaching
and learning process.

Theoretical Framework

Mathematics plays a vital role in every individuals everyday life. It is significant to

be aware of how useful mathematics in our lives. It serves as means in exploring and
explaining a lot of things. Mathematics is one subject that affect all aspects of human
life at different levels. A study claimed that both education and human life do not
 WEST VISAYAS STATE UNIVERSITY
CALINOG CAMPUS
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Calinog, Iloilo

11

effectively function without the knowledge of mathematics. In formal education,

mathematics forms the basis of many of the sciences such as physics, chemistry,
biology, engineering and IT disciplines as well as the nonscience disciplines such as
counting, economics, geography and physical education, music and art. It is one of the
most important subjects in school curriculum, which acts as a bridge for all knowledge.
Mathematics is a bedrock and a tool for scientific, technological, and econimic
advancement of any country. It is a common beliefs of educationists that no one can
make progess in any field without having a basic knowledge in mathematics.
Mathematics has its application in wide range of informal settings, including vegetable
selling, sewing, fishing, construction work, shopping purchasing, carpet, laying, video
games, cabs and buses, farming, entertainment, sports and everyday family activities.
Ultimately, thesurvival of any human being in this competitive world is almost possible
without the knowledge and skill in mathematics. Despite the highly decorated and
recognized importance of mathematics and the fact thati is the prerequisite for most the
subjects, poor achievement and lack of interest in mathematics ( and STEM) among
students remains as an issue of cocern in schools, colleges, and universities in
developed and developing countries. Mathematics continous to be one of the most
challenging subjects in schools as percieved by students this is a general impression that
its very nature complicates mathematics, with this impression majority of students have
a phobia for this subject.

Conceptual Framework

The conceptual framework hereunder presented variables that influence teaching and
learning in mathematics subject. Sitko (2013), defined conceptual framework as the
system of concepts, assumptions, expectations, beliefs, and theories that support and
inform about the study.
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Calinog, Iloilo

12

Students’ performance in mathematics is influenced by the teaching and learning

methods and students’ cultural backgrounds. Teaching methods are such as teacher
centred method, students’ centred method and type of homework assignments
offered to students. Learning methods are such as group discussions when solving
problems and individual work as provided by the teacher or as in textbooks. The
relationship between teachers and students, the way students are punished and
homework assignments might influence student’s performance in mathematics
(Sitko, 2013). However learning environment affected students’ concentration in
schools.
This figure of conceptual framework was adopted and modified from Omari, (2011
p. 45). The concept behind this figure was to help researcher in developing research
objectives, questions, and methodologies, analyzing and interpreting the research
findings.

Statement of the Problem and Hypotheses

Statement of the Problem

Effective and efficient teaching methods that could help improve student’s
performance in mathematics are most desired. According to Gurney (2007), teaching
is effective and efficient when students are taught the right content, having enough
learning materials and high ratio of teachers’ time on the teaching activity. This
requires a teacher to have passion in sharing knowledge with students while
motivated with school management system. Mtitu (2014) also identified that, for
effective and efficient teaching, learner centered methods that require teachers to
actively involve students in the teaching and learning process must be applied.
 WEST VISAYAS STATE UNIVERSITY
CALINOG CAMPUS
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Calinog, Iloilo

13

However enough effort was put to improve students’ performance in mathematics

through programmes like SEDP (SEDP I, 2004 & SEDP II, 2010), updating teaching
syllabus with all the guides to teachers on the competence based teaching practice
(URT, 2010). The number of mathematics teachers was increased compared to
before and were provided with frequent seminars and workshops that emphasized on
the application of competence based teaching methods.
Despite all the efforts (Mkumbo, 2013) the rate of students’ performance was
16.09% in the year 2010, 14.55% in the year 2011, 12.14% in the year 2012 and 18%
in the year 2013. Performance in the year 2013 was a bit exceptional due to the
change in national examination grading systems for CSEE, but still performance was
low.
Therefore the study motive was to seek to answers on the following questions on
what was the influence of backgrounds on students’ performance inmathematics. How
does school environment affects students’ performance in mathematics? In which ways
does school management influence teaching and learning process?

Definition of Terms

To set ground for assessment on the factors that leads to poor performance in
mathematics district secondary schools, the researcher presented the working
definitions for some of the terms used in this study.
 WEST VISAYAS STATE UNIVERSITY
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Calinog, Iloilo

14

Challenges -- The situation of being faced with something that needs great

mental or physical effort in order to be done successfully and therefore tests a person’s

ability (Cambridge University Press and Assessment, 2023).

The foreseen possible limitations in this study were characteristics of the respondents
for both teachers and students. The researcher was not able to involve every member
of the population but the sample of study was randomly selected from both teachers
and students. The head of schools and academic masters were purposively selected
while mathematics teachers and students were randomly selected. These were the
representative sample for which findings was found from and generalized.

Location -- Location refers to the place where a particular point or object exists.

Location is an important term in geography, and is usually considered more precise than

"place." (National Geographic Society, 2022).

This study was based on factors leading to poor performance in mathematics subject
in district schools. Calinog National Comprehensive Highschool in our district is one of
selected to be an area of study for this title due to that there wasno study done on
factors leading to poor performance in mathematics subject in thisdistrict. Also the
district has a shared characteristic in the provision of secondaryeducation as provided by
other districts in the country. The district had diversity ofschools where there are public,
community and privately owned schools where the researcher accessed comprehensive
amount of information.

Delimitation of the Study

` The study was done in ordinary level secondary schools in district. The
district was rich in nature resembling to other districts in the country as there were
 WEST VISAYAS STATE UNIVERSITY
CALINOG CAMPUS
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Calinog, Iloilo

15

public and privately owned secondary schools. Some of the schools in

district were located in urban and rural areas. Mathematics teachers were in a
position to be involved in the sample of study as they would provide reliable
information on teaching and learning process and students’ performance in
mathematics as they concerned in teaching mathematics.

Significance of the Study

The information gathered from this investigation may offer valuable information

to the following:

This study is important to other researchers as a reference on studies concerning

students’ performance in mathematics. It is the sincere hope of the researcher that by

going through this work, it will make mathematics teachers to help their
students perform well in mathematics subject. Teachers will consider students’
cultural backgrounds before actual classroom teaching to know if the students have
the basic concepts in particular unit of study in mathematics. Then teachers can be in
a position to improve students’ performance in mathematics. The study will also help
future researchers to come with findings on how school environments and teachers
backgrounds are connected to students’ cultural backgrounds that affects
performance in mathematics.

Chapter 2
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CALINOG CAMPUS
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Calinog, Iloilo

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Review of Related Literature

This chapter contains the preview pertaining to concepts and findings of

previous researchers that are relevant to the present investigation. It is composed of

three parts; 1) Conceptual Literature; 2) Related Studies; and 3) Summary.

Part one, Conceptual Literature, presents the literature pertinent to the issues

about the phenomenon by several authorities on the topic.

Part two, Related Studies, features the findings of previous researches relevant

to the topic.

Part three, Summary, presents highlight of the related literature and studies in

line with the study.

Conceptual Literature

The conceptual framework hereunder presented variables that influence teaching and
learning in mathematics subject. Sitko (2013), defined conceptual framework as the
system of concepts, assumptions, expectations, beliefs, and theories that support and
inform about the study.
Students’ performance in mathematics is influenced by the teaching and learning
methods and students’ cultural backgrounds. Teaching methods are such as teacher
centred method, students’ centred method and type of homework assignments
offered to students. Learning methods are such as group discussions when solving
problems and individual work as provided by the teacher or as in textbooks. The
relationship between teachers and students, the way students are punished and
homework assignments might influence student’s performance in mathematics
(Sitko, 2013). However learning environment affected students’ concentration in
 WEST VISAYAS STATE UNIVERSITY
CALINOG CAMPUS
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Calinog, Iloilo

17

schools.
This figure of conceptual framework was adopted and modified from Omari, (2011
p. 45). The concept behind this figure was to help researcher in developing research
objectives, questions, and methodologies, analyzing and interpreting the research
findings.

Related Studies

Plato and Socrates’ Perspectives on teaching and learning methods

Maganga (2013), as he made a study on Plato and Socrates work, he found that the
knowledge of geometry have been in possession even before the birth of a child.
Thus according to Plato it is known that the ideas or general concept behind the
concrete entities were experienced through senses, by means of questions set that
awaken knowledge or understanding of such ideas behind concrete phenomena.
This implies that students could become good in mathematics as teachers give them
more questions to awaken their knowledge and understanding on mathematics
concepts. It was declared that ideas must have existed in our mind even before our
birth. Such knowledge is termed a priori, that means knowledge which is their prior
to and independent of any experience (Maganga, 2013). Therefore questions came on
how teachers keep in mind that their learners had concepts or ideas that they should
help them develop such ideas and cultivate what is in their experience as they
immerse in the module or topic under study.
John Locke and Knowledge of Practice
John Lock said that empiricism is an epistemological position which contends that
genuine knowledge is what comes to us through our sensory experiences. This means
that the only sources of genuine knowledge are senses of sight, hearing, touching,
smelling and tasting. John Locke stated that the child’s mind is like a white sheet of
paper on which experiences are recorded (Tarcov, 1989).
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Calinog, Iloilo

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This implied that teaching methods in mathematics needs to involve five sense
organs of students in the class. While teaching, students must be given tasks to
attempt with the guide of a teacher; they must see clearly what is been written on the
chalkboard and practically solve mathematics problems. Teachers should be able to
teach students in such a way that students can practically do what they are taught, 13
hearing it well by minimizing number of students in overcrowded classes and use of
actual environment to make students understand mathematics (Maganga, 2013).
Therefore the researcher wanted to know whether in actual teaching students
practically learn mathematics and how teachers help students to solve, interact with
teaching materials as well as the impact of school environments to students learning.
Paul Freire and the Learning Environment
Freire (1921-1997), an influential thinker about education in the late 20th was the
first philosopher to concern himself with oppressed people whose natural rights to
liberty and property were violated. In his book (Freire, 1970) ―Pedagogy of the
Oppressed‖ he suggested that educational activities should be conducted under
existing experiences of the participants (Maganga, 2013). Teachers should discuss
with their students and help them in re-labeling or generating new ideas (Smith
2002).
This implies that mathematics teachers are supposed to teach their students in the
actual living environments of their students. Students can be taken to field such as
farms, pitch or football grounds to learn many forms of diagrams as examples. This
will make students not to forget what they have practically learned.
According to Maganga (2013), Freire was insisting on the use of dialogue method
whereby teachers should discuss with their students about their learning
environments. The methods involve students discussing together or conversing,
rather than using written books and syllabuses in a curriculum of study as what Paul
Freire called banking education. Banking system of education the one that teachers
deposit knowledge to the students. 14
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Bartlett (2008), as he learned from Freire’s work, banking education is a relationship

of domination in which the teacher has knowledge that he/she deposits in the heads
of the passive objects of assistance, his/her students. In contrast to banking
education, Freire proposed a problem posing education that encourages students to
become active in thinking. Problem posing education relies upon dialogue and
critical consciousness, democratic teacher-student relationships, the concretion of
knowledge through interaction, and a curriculum grounded in students’ interests and
experiences.
The theory by Freire raised some questions to us whether in teaching mathematics
there is an element of banking as students are dominated by their teachers in classes
or there is any democratic way of teaching and learning in mathematics classes. Do
teachers and students have a culture of discussing mathematics concepts?
John Dewey
John Dewey (1859-1952) proposed a pragmatic philosophy of education that
education was a process of reconstructing and reinstituting experience to promote
individual’s efficiency and good citizenship. It goes all the way from the birth of the
individual to his death.
The curriculum content should not be burdened with subjects that are unrelated to the
pupils’ lives and every day experiences. If mathematics contents are related to
learner experiences students’ performance might be good. This needs to be in line
with teachers’ teaching methods for which their methods of delivery must be in line
with such experiences.15
Julius Nyerere
Julius Nyerere according to Mtitu,( 2014) was the founder and the first president of
Tanzania who introduced a policy of education, the education for self reliance, which
was a means of inducing socialism in the country. According to Nyerere (1967), the
need for curriculum change was insisted in both content and pedagogical approaches.
This means that, there was a need for a curriculum to be tailored on the teachers’ and
 WEST VISAYAS STATE UNIVERSITY
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GRADUATE SCHOOL
Calinog, Iloilo

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students’ daily life and the classroom practices need to connect students’ real life
what Nyerere called ―praxis‖.
Various changes have been made in Tanzania on teachers’ teaching methods.
Methods such as student’s centred methods were the proposed one (URT, 2010). In
order to achieve this in mathematics today, teachers need to actively engage learners
in their teaching and learning process to make them practically learn mathematics.

Summary

This chapter has presented the conceptual framework, theoretical framework

and empirical studies that informed about the study. In conceptual framework the
researcher has given out assumptions on factors that have an influence on student’s
performance in mathematics. These assumptions have been enlightened with
theoretical and empirical literatures reviewed. It was noticed that students’
performance is the function of teaching and learning methods, teachers’-students’
relationship, school learning environments and school management system.
Lastly the research gap was developed whereby the researcher wanted to asses
factors leading to poor performance in mathematics subject for which findings were
generalised to other schools in Tanzania.

Chapter 3

Research Design and Methodology

Chapter 3 presents the following topics: (1) Purpose of the Study and Research

Design; (2) Methods; (3) Statistical Data Analysis Procedure.

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Calinog, Iloilo

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Part one, Purpose of the Study and Research Design, discusses the purpose of

the study and describes the research design and cites the variables use in the research.

Part Two, Methods, describes the respondents, the data gathering materials

and the research procedure employed.

Part Three, Statistical Data Analysis Procedure, describes the statistical tools to

use in processing and analyzing the data.

Purpose of the Study and Research Design

According to Omari (2011), research design refers to a distinct plan on how a

research problem will be attacked. Creswell, (2003) & Kerlinger (1978) defined
research design as the plan, structure and strategy of investigation conceived so as to
obtain answers to research questions and control variance.
In this study the researcher applied a survey research design where the researcher
employed cross-sectional survey. Cross-sectional survey is done where a researcher
uses different categories of people (Enon, 1998). Therefore the researcher surveyed
secondary schools in Kibaha district whereby mathematics teachers, students,
academic masters and head of schools were involved so as to systematically describe
a situation of poor performance in mathematics subject.
However the study applied both quantitative and qualitative research approaches.
Quantitative approach helped to quantify the problem by way of generating
numerical data or data from the field and transform them into useable statistics.
Qualitative approach helped to study attitudes, opinions, behaviors, and other defined
variables of the population.
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Method

The Respondents

CNCHS this secondary school, approximately 1,000 students and approximately 50

teachers, 17 faculty and staff and an approximate average of 10 mathematics teachers.
According to Best & Kahn (1993) a sample can be defined as a group or subset of the
total populations selected for observation and analysis. Cohen, Manion & Morrison
(2000), points out that the knowledge gained from the sample representative of the
total population under the study. This study had three categories of respondents
including Mathematics teachers, Administrative personnel and students in CNCHS.

Table 1

The Research Instruments

According to Kothari (2004), data analysis is a process of editing, coding,

classification and tabulation of collected data. The process involves operations which
are performed with the purpose of summarizing and organizing the collected data
from the field. Since the study involved both qualitative and quantitative data, the
data analysis process was done by the two ways.
First the researcher applied Statistical Packages for Social Sciences (SPSS) for
quantitative data. This is the software which is used to analyse information that is
quantitative in nature. In this study, data collected using questionnaire was analysed
using SPPS software. The process involved coding of data, sorting and conclusion
was drawn.
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Secondly, the qualitative data obtained using interview, observation, focus group
discussion and documentary reviews was analysed by considering major themes to
extract relevant information. This helped the researcher to make description of the
data collected from the field basing on research objectives and derived conclusion on
what to take regarding its usefulness.

The Data Gathering Procedure

The researcher applied both primary and secondary data collection instruments for
this study. Primary data was collected through interview, observation, focus group
discussion and questionnaire while secondary data was through documentary review.
Most of the secondary data was obtained from relevant documents such as school
academic files, school performance results and CSEE results. More than one
instrument was used for this study because total dependence on one instrument may
distort or may lead to biasness on a particular piece of information, (Kothari 2000).

Statistical Data Analysis Procedure

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The data gathered were subjected to appropriate descriptive and inferential

statistics. For descriptive analysis, the frequency counts and percentages, mean,

standard deviation and rank were employed. For inferential analysis, Mann-Whitney U

Test, Kruskall-Wallis H Test and Spearman’s rho were used.

The Frequency Count. This was be used to determine the number of

respondents belonging to the various categories of the independent variables.

The Percentage Distribution. This was used to determine the proportion of

respondents in each category of the independent variables.

The Mean. This was used to describe the level of challenges encountered by the

respondents in modular distance learning and student’s performance in MTH 101 –

Mathematics in the Modern World as an entire group and when they are classified

according to the categories age, monthly family income, location and module type used.

The following scale was used to determine the level of challenges encountered:

Mean Description

4.51 – 5.00 Extremely Challenging

3.51 – 4.50 Highly Challenging

2.51 – 3.50 Moderately Challenging

1.51 – 2.50 Slightly Challenging

1.00 – 1.50 Not Challenging at All

The following scale was used to determine the level of performance of the

respondents in MTH 101 – Mathematics in the Modern World:

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Mean Description

1.24 - 1.00 Outstanding

1.49 - 1.25 Highly Outstanding

1.74 - 1.50 Outstanding

1.99 - 1.75 Very Good

2.24 - 2.00 Good

2.49 - 2.25 Very Satisfactory

2.74 – 2.50 Satisfactory

2.99 – 2.75 Fair

3.00 Passing

5.00 Failure

Adapted from: 2011 Revised University Code

Standard Deviation. This was used to determine the homogeneity or

heterogeneity of the responses in terms of the challenges encountered by the

respondents in modular distance learning and their level of performance in MTH 101 –

Mathematics in the Modern World.

Rank. This was used to determine the most and least commonly encountered

challenges by the respondents in modular distance learning.

Mann-Whitney U Test. This was used to determine the significance of the

differences in the challenges encountered and student’s performance in MTH 101 –

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CALINOG CAMPUS
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Calinog, Iloilo

26

Mathematics in the Modern World of the respondents in modular distance learning when

classified as to sex, monthly family income, and location.

Kruskall-Wallis H Test. This was used to determine the significance of the

differences in the challenges encountered and student’s performance in MTH 101 –

Mathematics in the Modern World of the respondents in modular distance learning when

classified as to module type used.

Spearman’s rho. This was used to determine the significance of the

relationship between the level of challenges encountered in modular distance learning

and MTH 101 – Mathematics in the Modern World performance of the respondents.

The data were processed using the Statistical Package for the Social Sciences

(SPSS) software with level of significance set at 0.05.

WEST VISAYAS STATE UNIVERSITY
CALINOG CAMPUS
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Calinog, Iloilo

27

REFERENCES

References
 WEST VISAYAS STATE UNIVERSITY
CALINOG CAMPUS
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Calinog, Iloilo

28

Abaidoo, A. (2018). Factors contributing to academic performance of students in a

Junior High School. Retrieved from https://www.grin.com/document/450284

Abramovits, B., Berezina, M., & Shvartsman, L. (n.d.). A Blended Learning Approach in

Mathematics. pp. 22-42.

Aksan, A. (2021) Effect of Modular Distance Learning Approach to Academic

Performance in Mathematics of Students in Mindanao State University-Sulu

Senior High School Amidst Covid-19 Pandemic.

Alcantara, M. A. (2015, May). Development and Evaluation of Learning Modules in

Algebra. Retrieved from

https://www.academia.edu/33347558/DEVELOPMENT_AND_EVALUATION_

Ali, R., Ghazi, S. R., Khan, M. S., Hussain, S., & Faitma, Z. T. (2010). Effectiveness of

modular teaching in biology at secondary level. Asian Social Science, 6(9), 49.

doi:10.5539/ass.v6n9p49

Ambayon, C. M. (2020). Modular-Based Approach and Students’ Achievement in

Literature. Available at SSRN: https://ssrn.com/abstract=3723644

or http://dx.doi.org/10.2139/ssrn.3723644 .
WEST VISAYAS STATE UNIVERSITY
CALINOG CAMPUS
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Calinog, Iloilo

29

APPENDICES

Appendix A
 WEST VISAYAS STATE UNIVERSITY
CALINOG CAMPUS
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Calinog, Iloilo

30

The Research Instrument

This data-gathering instrument is intended to gather data for a study entitled:

MODULAR DISTANCE LEARNING (MDL): CHALLENGES ENCOUNTERED AND
MATHEMATICS PERFORMANCE OF EDUCATION STUDENTS.
In this regard, we are requesting for your assistance in accomplishing the
instruments. Rest assured that the information provided herein will be treated in
strictest confidentiality.
Thank you very much.

- The Researchers
-----------------------------------------------------------------------------------------------------------

I. RESPONDENT’S PERSONAL PROFILE

Instructions: Please check or fill up the needed information below. Do not leave the
items unanswered.

Name: _____________________________________________________________
Degree Program: BEED BSED - English BSED - Math

1. Sex
[ ] Male
[ ] Female

2. Monthly Family Income: _______

3. Location
[ ] Barangay-based
[ ] Town-based

4. Module Type Used

[ ] Printed
[ ] Digitized/Online
[ ] Both Printed and Digitized/Online

5. Final Grade in MTH 101- Mathematics in the Modern World: ________

(to be checked/verified by the subject teacher)
 WEST VISAYAS STATE UNIVERSITY
CALINOG CAMPUS
COLLEGE OF EDUCATION
GRADUATE SCHOOL
Calinog, Iloilo

31

II. MAIN QUESTIONNAIRE

A. CHALLENGES ENCOUNTERED IN A MODULAR DISTANCE LEARNING(MDL)

Instruction: Below are the statements which indicate the possible challenges that you have
been encountered in modular distance learning. Kindly put a check on the column that
corresponds to your honest responses using the following legend:

Numerical Descriptive Rating Qualitative Description

Rating
5 Always The situation is observed or encountered all the time.
4 Often The situation is observed or encountered 75% of the time.
3 Sometimes The situation is observed or encountered 50% of the time.
2 Seldom The situation is observed or encountered 25% of the time.
1 Never The situation is not observed or encountered all the time.

THANK YOU VERY MUCH!