TITLE

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A Mini Research Presented to the Faculty

of the JUNIOR HIGH SCHOOL MATHEMATICS
Davao City National High School
Davao City

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In Partial Fulfillment of the Requirements for the Subject

Grade 10
Mathematics – Mini Research
(Lopez Jaena)

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LEADER:
MEMBERS:

April 2023
 Introduction
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Background of the Study

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Mainstreaming is the practice of educating children with special needs, such

as autism, in regular education classes for part or all of the school day. According to

federal guidelines, children with special needs should be placed in the "least restrictive

environment," which means that, if possible, they should be placed in a classroom with

other children who do not have disabilities rather than in a classroom with only children

with disabilities (Bailey, 2020). Finding out what was legally required was the first step in
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examining the mainstreaming of students who are on the autism spectrum. The space

individuals with Disabilities Education Act mandates that any student with special needs

be accommodated in the least restrictive learning environment possible. Students with

autism are subject to this statutory requirement. As a result of this regulation, whenever

possible, students on the autism spectrum must be mainstreamed into a regular

classroom. Depending on the particular skills and requirements of a student on the autism

spectrum, mainstreaming into a typical classroom might take several forms (Applied

Behavior Analysis Program, n.d.). (Base on your study.. Context Global, national and local at least two

pages and intro.)

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Statement of the problem
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This study examined the intervention given and the performance of the grade 10

students with one student with autism spectrum disorder. Specifically, it sought the

answers to the following queries:

 1. What is the level of the academic performance of the grade 10 learners with one

learner with special needs?(Nagsabot naman ta nga ang number 1 to number 3

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kay base sa atoa lesson) kani additional nani siya 4 5 6 base sa inyo title. space

2. Does the intervention, think-pair-and-share, have significant effect to the

performance of the grade 10 students with a learner with special needs?

3. To answer objectively, null hypothesis will be made:

Ho: The intervention think-pair-and-share does not have significant effect to the

performance of the grade 10 students with a learner with special needs.

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Significance of the Study or Purpose of the Study

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The goal line of this study was on how to support one student with autism who was

enrolled in a regular classroom setting with a teacher who be deficient in the necessary

skills to work with a student who had special needs and the students' Academic

performance in mathematics 10, at the same time, would not be affected meaningfully by Double
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the use of the think-pair-share technique along with one learner who has a learning

impediment. This study was conducted straightaway in order to determine whether or not

learners with disabilities should be included in the mainstream.

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Review Related Literature

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This section presents the selected readings related to the study that could provide

adequate background and insights to aid in answering the problem. They are organized
according to the problem earlier stated.

A strong foundation in mathematics is very important as it allows children or learners to

better acquire new and advanced knowledge in mathematics, which contributes to Double
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successful participation in tertiary education and an increasingly knowledge - based

society (Education Counts, 2013). (12 – 15 RRL..dont forget citation APA format)

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Method
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This section thoroughly discussed the methodology in conducting this study. The

following are being discussed in details: research design, research respondents, research

instruments, data gathering procedures and data analysis (statistical treatment).

Research Design

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This study utilized the experimental research design, a quantitative method along

with a scientific approach.(add more about quantitative-purposive sampling.. don’t forget

citation APA format)(Double space)

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Respondents
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The study utilized the grade Mathematics 9 students of Davao City National High

School along F. Torres St., Davao City in the second quarter of academic school year

2018 – 2019. This study has the total of 115 respondents. (how did you choose your

respondents) double space

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Research Instrument

This study made use of the survey test questionnaire (see Appendix F). This

is a checklist consisting of two parts. Part I contained the rating of teaching strategies

used by the teachers which consisted six (6) teaching strategies. To interpret the gathered

data, detail of the scale is shown below.

Range of Verbal Interpretation

Means Description
4.50 – 5.00 Very High This indicates that teaching
strategies are always evident.

3.50 – 4.49 High This indicates that teaching

strategies are often evident.

2.50 – 3.49 Moderate This indicates that teaching

strategies are sometimes
evident

1.50 – 2.49 Low This indicates that teaching

strategies are rarely evident

1.00 – 1.49 Very Low This indicates that teaching

strategies are never evident.

Each strategy is given one set of five check boxes. The researcher used the scale: 5-

Always, 4 – Often, 3- Sometimes, 2- Rarely, and 1- Never. (katong nay survey

questionnaire nga likert scale dapat naa mo ani) (reference Ninyo to interpret your data)..

The academic achievement test questionnaire used in this study was adopted from

Department of Education Cluster Test made by selected Math Teacher, (see Appendix E).

This test is a 50- item test taken for 60 minutes. This multiple-choice test encompasses

the pre-requisite competencies (see Appendix J) for secondary level. The test was

developed upon consultation and validation of the experts (see Appendix D). Piloting of

the test was done to determine its internal consistency reliability. Reliability index was
0.77 (see Appendix I). Presented below is the scale for the overall level of mathematical

achievement of the students.

Mean Range Verbal Interpretation

Description

26 - 30

21 - 25 Very High This indicates that at least 81%

of the items were answered correctly

16 – 20 High This indicates that at least 61-80%

of the items were answered correctly

11 - 15 Moderate This indicates that at least 41-60%

of the items were answered correctly

6 - 10 Low This indicates that at least 22-40% of the items

were answered correctly

0-5 Very Low This indicates that less than 21% of

the items were answered correctly
(katong test scores ang basihan) (pag grade pud like 98, 85. Maghimo pud mo ani..

double space gihapon)sample lang na…)( continue lang ang spacing ha.. follow ang kung

giunsa sa previous..

Data Gathering

Statistical Treatment

Results and Discussion

Conclusion

Reference
Bailey, E. (2020). Pros and Cons of Mainstream classrooms for kids with Austism.
Retrieved from: The Pros and Cons of Mainstream Classrooms for Children with
Autism (healthcentral.com) (APA format) (Alphabetical Order)