Performance in General Mathematics of Grade

11 Students in their MST and Quarter Exam: A

Quantitative Analysis

Performance Task in
STATISTICS AND PROBABILITY 11

MEMBERS:

BENEDICT INIGO P. MALABANAN

DIAN NICHOLE BALUYUT

ANDREA CALAGUAS

JUNHAO TEO

ALLAN REY ROXAS

I. INTRODUCTION

The study of General Mathematics is a critical discipline that has practical applications in various

fields, including research and development, finance, economics, and career development

(Johnson, 2020). This research report aims to investigate the performance of Grade 11 students in

their Mini-Summative and Quarterly Assessments through a quantitative analysis. This analysis

method is preferred since it allows for accurate and objective analysis of data, minimizing bias and

subjectivity.

To achieve the research objective, the study will employ statistical methods to analyze numerical

data and identify patterns and relationships between variables. This approach will enable the

researchers to make data-driven conclusions. In addition, the study will examine various factors

such as student demographics, test scores, and other predictors of academic performance to provide

a more comprehensive understanding of the factors that influence student performance.

In conclusion, this research report aims to provide an in-depth analysis of Grade 11 students'

performance in General Mathematics. By utilizing a quantitative approach and examining various

factors that influence academic performance, this study aims to contribute to the growing body of

knowledge in the field of mathematics. Ultimately, the findings of this research will have practical

implications for educators and researchers, with the potential to enhance student performance and

improve the quality of education in this critical field.

II. COMPUTATIONS AND GRAPHS

1. How many students who got a passing and failing scores? (Percentage form). Also describe

the students who got a lowest, retained, and highest scores.

After a series of thorough analysis regarding the 1st Quarter & 2nd Quarter Mini-Summative tests,

and the 1st & 2nd Quarter tests that were administered to a group of 300 students, the group shall

convey below the findings indicating the number of students who passed and failed the exam. This

analysis will serve as an instrument to identify the areas where the student’s weakness and strength

are present. The results are:

1st Quarter Mini-Summative Test:

Out of 300 students, 254 of them passed the 1st Quarter Mini-Summative Test, which implies a

passing rate of 84.67%. However, 46 students failed, indicating a failure rate of 15.33%.

1ST QUARTER PASSED PERCENTAGE FAILED PERCENTAGE

Mini-Summative 254 Students 84.67% 46 Students 15.33%

Test

For the 1st Quarter Mini-Summative Test here are the students who managed to secure the lowest

and the highest scores:

LOWEST SCORE:

STUDENT NUMBER: SCORE: ITEM:

1. #299 15 50
HIGHEST SCORE:

STUDENT NUMBER: SCORE: ITEM:

1. #3 50 50

2. #20 50 50

3. #66 50 50

4. #86 50 50

5. #94 50 50

6. #125 50 50

7. #177 50 50

8. #191 50 50

9. #231 50 50

10. #238 50 50

11. #264 50 50

12. #271 50 50

In conclusion, a huge majority of students successfully passed the 1st Quarter Mini-Summative

Test in General Mathematics. However, the data also provides a significant number of students

who failed the exam. Suggesting that there is a need to address the issues as to how these students

failed the exam.

1st Quarter Test

Out of 300 students, 167 of them passed the 1st Quarter Test, which implies a passing rate of

55.67%. However, 133 students failed, indicating a failure rate of 44.33%

 1ST QUARTER PASSED PERCENTAGE FAILED PERCENTAGE

Quarter Test 167 Students 55.67% 133 students 44.33%

For the 1st Quarter Test here are the students who managed to secure the lowest and the highest

scores:

LOWEST SCORE:

STUDENT NUMBER: SCORE: ITEM:

1. #244 7 50

HIGHEST SCORE:

STUDENT NUMBER: SCORE: ITEM:

1. #20 50 50

2. #175 50 50

3. #231 50 50

4. #293 50 50

It is evident that a decent number of students passed the 1st Quarter exam. Still, hundreds of Senior

High School Students failed. The computation provides that out of the 254 students who passed

the previous examination, 87 of those failed to secure a passing score in the 1st Quarter Test.

Resulting to a larger number of failed students in this particular examination.

2nd Quarter Mini-Summative Test

Out of 300 students, 270 of them passed the 2nd Quarter Mini-Summative Test, which implies a

passing rate of 90%. However, 30 students failed, indicating a failure rate of 10%

2ND QUARTER PASSED PERCENTAGE FAILED PERCENTAGE

Mini-Summative 270 Students 90% 30 Students 10%

Test

For the 2nd Quarter Mini-Summative Test here are the students who managed to secure the lowest

and the highest scores:

LOWEST SCORE:

STUDENT NUMBER: SCORE: ITEM:

1. #235 20 50

HIGHEST SCORE:

STUDENT NUMBER: SCORE: ITEM:

1. #1 50 50

2. #3 50 50

3. #6 50 50

4. #18 50 50

5. #20 50 50

6. #25 50 50
 7. #26 50 50

8. #29 50 50

9. #94 50 50

10. #103 50 50

11. #141 50 50

12. #142 50 50

13. #175 50 50

14. #176 50 50

15. #180 50 50

16. #248 50 50

17. #277 50 50

18. #278 50 50

19. #282 50 50

Unlike the previous examination, the 2nd Quarter Mini-Summative Test produced a positive result

which posited the fact that an absolute majority of the students passed the exam. Although any

failure rate is a cause for concern, a 10% failure rate is relatively low as opposed to the previous

examination results. This positive outcome may reflect on the next set of examinations.

2nd Quarter Test

Out of 300 students, 144 of them passed the 2nd Quarter Mini-Summative Test, which implies a

passing rate of 48%. However, 156 students failed, indicating a failure rate of 52%

2ND QUARTER PASSED PERCENTAGE FAILED PERCENTAGE

 QUARTER 144 Students 48% 156 Students 52%

TEST

For the 2nd Quarter Test here are the students who managed to secure the lowest and the highest

scores:

LOWEST SCORE:

STUDENT NUMBER: SCORE: ITEM:

1. #134 12 50

HIGHEST SCORE:

STUDENT NUMBER: SCORE: ITEM:

1. #231 50 50

2. #264 50 50

As per the data provided, the majority of the students failed the 2nd Quarter Test. Far from the 2nd

Quarter Mini-Summative Test, where an absolute majority of the students aced the exams. This

examination will go down with the highest number of failed students in the entire semester.

After acquiring the highest and the lowest scores in both academic quarters, here are the set of

students who managed to retain their scores in both Mini-Summative and Quarterly assessments:
RETAINED SCORES FOR THE MINI-SUMMATIVE TESTS:

STUDENT NUMBER: SCORE: ITEM:

1. #3 50 50

2. #11 48 50

3. #20 50 50

4. #28 45 50

5. #35 40 50

6. #59 39 50

7. #64 35 50

8. #84 44 50

9. #94 50 50

10. #110 35 50

11. #120 47 50

12. #148 43 50

13. #164 34 50

14. #190 48 50

15. #204 47 50

16. #209 40 50

17. #218 32 50

18. #285 35 50
RETAINED SCORES FOR THE QUARTER TESTS:

STUDENT NUMBER: SCORE: ITEM:

1. #3 49 50

2. #17 25 50

3. #22 37 50

4. #50 30 50

5. #73 25 50

6. #79 26 50

7. #81 35 50

8. #89 27 50

9. #109 45 50

10. #113 30 50

11. #120 45 50

12. #135 23 50

13. #165 25 50

14. #180 38 50

15. #190 48 50

16. #196 25 50

17. #217 43 50

18. #221 35 50

19. #231 50 50

20. #258 22 50
2. What will be your recommendation to the students as well as to the subject teacher to

maintain or improve the scores of the students?

Empirical research has demonstrated that improving the quality of teaching is a critical factor in

maintaining and improving students' scores. This finding highlights the importance of the teacher's

ability to communicate effectively and deliver course content in a manner that is understandable

to students. As such, providing teachers with training and materials to improve their teaching skills

is essential (Mintz, 2023). Personalization is another approach that has been recommended to

improve students' scores. This approach tailors the teaching strategy to the student's preferred

learning style, recognizing that each student is unique. The implementation of personalized

teaching strategies has been shown to enhance student understanding and performance (Morin,

2022). In addition to personalization, teachers may also integrate digitalization into their teaching

techniques to enhance the learning process. It is well established that the current generation of

students are digital natives, and integrating technology into the classroom can improve student

engagement and performance (Herold, 2016). By incorporating digital tools and resources,

teachers can create a more interactive and dynamic learning experience that meets the needs and

expectations of students in the digital age.

In conclusion, empirical evidence supports the idea that there are several effective strategies to

maintain or improve students' scores. Improving the quality of teaching through training and

resources, personalization of teaching strategies, and digitalization of classroom instruction are all

promising approaches. By implementing these strategies, teachers can create a more effective and

engaging learning environment, which can lead to improved academic performance and success

for their students.

3. What do you think the problem of getting the lowest or highest scores of the students?

The Mini-Summative and Quarterly assessments are an essential requisite in measuring the

student’s understanding of the subject. While it is undeniable that some students excel in the

matters of taking these assessments, others struggle to secure a passing score. Furthermore, the

grounds behind these scores remain complex, stretching from poor time management, lack of study

plan to the lack of motivation and exiguous support. Understanding the underlying factors behind

these discrepancies can help educators and students develop effective strategies to improve

performance and achieve better results (NCEA, Parent Advice, 2020). Through this paper, the

group shall convey the factors that comprise the low and high scores of the students in their Mini-

Summative and Quarterly assessments.

I. Factors affecting students' low scores in Mini-Summative and Quarterly Tests:

1. Lack of Preparation:

Insufficient exam preparation has negative and enduring consequences. Poor

performance due to inadequate preparation results in low grades or failure, diminishing

confidence and self-esteem, which impedes further academic progress. Increased stress

levels, anxiety, and depression are also common outcomes. Students who lack adequate

preparation find it difficult to cope with academic pressure, leading to academic

stagnation (NCEA, Parent Advice, 2020).

2. Lack of understanding of the subject matter:

A lack of understanding of the subject matter can have a detrimental effect on a

student's academic performance. When students fail to comprehend the fundamental

concepts and principles of a subject, they are likely to struggle to apply them in various
 contexts. This can lead to poor grades in examinations, which can harm their overall

academic progress. It is therefore essential for students to devote adequate time and

effort to building a solid understanding of the subject matter. Teachers can also play a

crucial role in supporting students in this process by providing relevant resources and

offering personalized guidance to address individual student needs (NCEA, Parent

Advice, 2020).

II. Factors affecting students’ high scores in Mini-Summative and Quarterly Tests:

1. Effective test-taking strategies:

The adoption of an effective test taking strategy can significantly enhance a student's

performance in assessments. When students develop a sound test taking approach, they

can tackle test questions systematically and with greater confidence. Effective test

taking strategies often involve techniques such as time management, question analysis,

and identifying areas of strength and weakness. These strategies can also reduce stress

and anxiety levels, allowing students to focus on the test and perform to the best of

their abilities. As such, educators must emphasize the importance of test taking

strategies and provide students with the necessary guidance and resources to develop

these skills (Test-Taking Techniques, n.d.).

2. Construct a study routine:

The establishment of an effective study routine can have a profound impact on a

student's academic success. When students develop a consistent study schedule, they

can allocate adequate time to review course materials and prepare for assessments. An

effective study routine also promotes good study habits such as organization, time
 management, and active learning. This, in turn, leads to better retention and

comprehension of the course material. A well-established study routine can also

alleviate stress and anxiety levels associated with academic demands, allowing students

to approach their coursework with greater ease and confidence. As such, educators

must prioritize teaching students the importance of developing and maintaining a

structured study routine (STETSON UNIVERSITY, n.d.).

4. Explain the mean and standard deviation of your results and compare it to each other. Is

there a significant factor that might affect the scores of each student in their MST and

Quarter Exam with two quarters?

As per definition, the mean score signifies the calculated average by adding up all the values in a

set and dividing the total by the number of values within the set. This gave the group an idea of

the central value in a set. As regards to the mean of the 1st Quarter Mini-Summative Test, the

group’s findings indicate that the mean score for this particular examination is 36.8. While the

mean score of the 1st Quarter Test is 31.8. After which, the group managed to calculate the

standard deviation of both the assessments. The results provided are in accordance with the data

gathered by the analysts of the group. In the case of the 1st Quarter Mini-Summative Test, the

standard deviation is 7.91. On the other hand, 8.41 is the designated standard deviation for the 1st

Quarter Test. Signifying that both examinations comprise a high degree of variability in the

scores. In comparison, the mean score in the 1st Quarter Mini-Summative Test is higher in

contrast to the 1st Quarter Test. This stipulates that the students performed well in the first

assessment of the entire semester. Nevertheless, the standard deviation results for both quarterly

examinations provide a lower standard deviation for the 1st Quarter Mini-Summative Test as

opposed to the 1st Quarter Test. Meaning, most students scored similar to each other in the
1st Quarter Mini-Summative Test. In which, the mean served as the evidence that the students

performed well in their Mini-Summative Assessment. However, the scores were dispersed, and

that there was a wider range of scores. Concluding that some students have done well and some

did not do as well.

Apropos to the 2nd Quarter Mini-Summative Test, the mean score is 39.2. Additionally, the mean

score for the 2nd Quarter Test is 29.6. Following that is the standard deviation of the 2nd Quarter

Mini-Summative Test which is 6.96. Thereafter, the standard deviation for the last assessment

for the entire semester is 8.45. After a series of calculations, the results imply that just like the

previous quarterly examinations, the score for this quarterly summative test shows a decent mean

score. Stating that, again, the students performed well in this type of examination. Furthermore,

the 2nd Quarter Mini-Summative Test’s standard deviation in comparison to the 2nd Quarter Test,

is lower. This denotes that the scores for the 2nd Quarter Mini-Summative Test were consistent

than of the scores of the 2nd Quarter Test, which had more fluctuations.

Overall, looking at the test scores from the 1st and 2nd Quarterly Assessments, it is evident that

the Mini-Summative Tests were a better approach to measure how well the students performed in

contrast to the Quarterly Tests. The scores in the Mini-Summative Tests did not vary as much

like the Quarterly Tests, and that the scores were more consistent. These findings, therefore,

posited the truth that incorporating Mini-Summative Assessments in the educational curriculum

is a good way to check how well students are performing and to help them improve in the future.

5. Compare the behavior of MST and Quarter scores of students, do you think MST results

can predict the result of the Quarter exam? Also compare the behavior of First Quarter

scores of students, do you think First Quarter results can predict the result of Second

Quarter?
After a series of thorough analysis, the group is confident to deliver the findings that it produced.

Regarding the behavioral comparison of the scores, the data indicates that there are links in the

matters of the performance of the students in both different assessments. Take for instance, Mini-

Summative Tests proved that it is a better indicator of student performance than of the Quarter

Exams. Considering that the mean scores in this type of examination were relatively higher in

comparison to the Quarter Exams. Same goes as well with the standard deviation, wherein the

data stipulates that Mini-Summative exams comprise a lower standard deviation. Thus, this only

suggests that through Mini-Summative exams, educators can assess the understanding of the

student regarding the subject matter.

As regards to the question of whether the Mini-Summative Test results can predict student

performance for the next examination, the data does not provide a strong correlation indicating

that Mini-Summative Assessments are an objective predictor of future student performance.

Since this is a quantitative analysis, the main objective is to minimize subjectivity. Moving on,

the data may provide the possibility that the 1st Quarter Mini-Summative Test may serve as a

foundation and guide for the next set of examinations, but the point still stands, that there are

external factors that may affect student performance. Such as: domestic affairs, changes in the

curriculum, the learning environment, the amount of motivation, socioeconomic status and more.

For those reasons, it is not rational to assume that 1st Quarter examinations may serve as a

predictor of student performance for the incoming set of examinations.

III. Conclusion, Presentation and Recommendation

In summary, the five questions addressed in this entire written report focuses on the ways as

to how educators and students can improve their own educational techniques and strategies
that can benefit both parties. From improving the quality of teaching to the establishment of

an effective study routine, the possibility of acquiring low scores as indicated in both

Quarterly examinations can be reduced to absolute minimum. Moreover, this paper aims to

enlighten the emerging generations that Mini-Summative assessments are not an objective

tool to predict the performance of the students in the future. In terms of mean and standard

deviation, both mathematical approaches aided the analysts to acquire the necessary and

relevant findings which contributed to the validity and objectivity of this paper. The analysts

also utilized their knowledge of the Microsoft Excel, Microsoft Word and other internet

sources that aided the group in attaining the reliable data required. Finally, the group made

use of the quantitative approach which demonstrated the performance of the students in their

Mini-Summative and Quarterly Tests. Through this type of analysis, the group was able to

input its insights and data-driven conclusions that leads to the betterment of the learning

experience of the future professionals of the world.

-END