ST. ANNE BUSINESS INSTITUTE INC.

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CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Mathematical ability is the vast range of memory- and imagination-related

intellectual activities, such as judgment, reasoning, understanding, explanation,

invention, deduction, induction, analogy, abstraction, generalization, comparison,

concretization, classification, division, and problem-solving, are examples of

mathematical thinking. These skills aren’t simply for students to excel in school

but also in life. Since mathematics promotes students to have logical reasoning

which they can use in their daily life even if it’s simply as buying daily necessities

like food, clothes, and other stuff. A student with a great mathematic ability could

also choose decent careers later in life like engineers, doctors, teachers, and

many more which are higher paying jobs.

The main goal of this study is to reveal the different levels of math skills

found in this crucial grade, delving into the wide range of abilities and challenges

that define students at this stage. Especially since, lot of students struggled with

grasping the fundamental ideas behind multiplying or dividing numbers, as well

as comprehending the concept of positive and negative numbers. This made it

difficult for them to excel in grade-level tasks that relied on a solid understanding

of base ten numbers. In the realm of mathematics, having a strong grasp of

concepts and being able to apply that knowledge go hand in hand. Before

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delving into fractions, it is crucial to have a solid understanding of the base ten

number system and how operations like multiplication and division work. Only

after mastering fractions can, one confidently tackles ratios and proportions. By

thoroughly examining different aspects of mathematical thinking, we aim to

improve our understanding of their capabilities, particularly among eighth-grade

students who are halfway through their educational journey. Moreover, this

study's discoveries hold the promise of offering valuable perspectives to

teachers, policymakers, and curriculum creators when it comes to enhancing

math education for Grade 8 students. The ultimate goal is to contribute to the

broader objective of fostering capable individuals who possess the essential

math skills to thrive in academia and adapt to the ever-changing demands of the

modern world.

Background of the Study

The research focuses on the importance of mathematics education in

shaping students' academic growth. It specifically emphasizes the critical role of

Grade 8, where fundamental skills are honed and advanced mathematical

concepts are introduced. Excelling in math during this phase not only sets the

foundation for higher-level math but also enhances problem-solving skills in

different subjects. The study recognizes that students' math abilities vary due to

factors like prior knowledge, teaching methods, and individual learning styles. To

cater to these differences, educators need to understand the different levels of

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math proficiency among Grade 8 students and adapt their teaching strategies

accordingly.

Theoretical Framework

Mathematical ability is something that humans have come up with, and it

can be defined in different ways depending on what we're trying to achieve.

When we talk about it from a theoretical standpoint, we use cognitive definitions.

This means that mathematical ability is all about being able to understand, work

with, and remember mathematical information.

Based on a theory by (Piaget, 1983), adolescents develop abstract

thinking skills during the formal operational stage. These skills are crucial for

understanding and mastering advanced mathematical concepts. This holds

significant importance as it greatly aids in their comprehension and mastery of

advanced mathematical concepts. Consequently, their cognitive abilities are

enhanced, enabling them to tackle more intricate thinking, particularly in subjects

such as mathematics.

Therefore, conclude that developing the student’s mathematical ability is

definitely necessary for the grade 8 students of St. Anne Business Institute Inc.

and is therefore commendable for teachers to produce a globally competitive

individual.

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Conceptual Framework

Input Process Output

1.What is the 1.Mathematical Development of

respondent’s Mathematical
Assessment
mathematics profile Comprehension
as regards: 2. Data Analysis Materials
a)Factoring 3.Data
polynomials with Interpretation
common monomial
factors
b)Difference of two
squares
c)Sum and
Difference of two
cubes
d)Perfect square
trinomials
e) General
Trinomials
f)Solve problem
involving factors of
polynomials

In the context of the present research, the conceptual framework that we

used is Input-process-output (I-P-O) is a structured methodology for capturing

and visualizing all of the inputs, process, and output steps that are required to

transform inputs into outputs. The study is illustrated at the research paradigm in

figure 1. On the left, you'll find the mathematic abilities of the students along with

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information about their mathematics performance. In the middle, the second box

outlines the process we followed to assess the participants' mathematical ability.

This involved a mathematical assessment, data analysis, and interpretation of

the levels of mathematical ability calculated the weighted mean of the overall

results. Finally, on the right side, the third box suggests a program for enhancing

mathematical comprehension.

Review of Related Literature

The proficiency in mathematics among grade 8 students is a critical

aspect of their academic development and future success. This literature review

aims to explore the existing research on the various factors influencing the levels

of mathematics ability in grade 8 students.

According to research by (Andaya,O.J.F., 2014) showed that students'

math skills are greatly affected by personal factors like motivation and study

habits, as well as teaching factors like strategies and materials. Interestingly,

there was no significant difference in the performance of students in basic and

modern math. This study is important because it can help students understand

the factors that affect their math performance, help teachers better understand

their students' needs, and guide administrators in improving the math curriculum.

According to the findings of the study conducted by (Gamit, et al., 2017)

showed that cooperative learning had a positive effect on students' academic

performance, improving their math skills. It also suggested that cooperative

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learning had a positive impact on students' attitudes towards learning, benefiting

them beyond just academic performance. This study provides valuable insights

into how cooperative learning can enhance both the academic and attitudinal

aspects of students' math abilities.

The study conducted by (Dhuzamaev & Musayeva, 2023) explores the

growth of math skills in young students, focusing on their importance in

psychology and education. It emphasizes the need to develop these skills in

elementary school because of the fast progress of technology. The study also

examines how these abilities emerge, form, and develop, highlighting the role of

early math knowledge in the cognitive and overall development of children.

A study by (Niehue, et al., 2020) Showed that the connection between

family togetherness during kindergarten and how well students performed in

math during second grade was greatly influenced by their learning habits in first

grade. These results emphasize the significance of a supportive family

environment during early childhood in shaping children's learning behaviors and

their future achievements in math. Positive family interactions and support during

this crucial time can play a significant role in fostering effective learning habits in

children. These habits, in turn, have the potential to enhance their math skills and

academic achievements as they advance in their education.

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Review of Related Studies

A study conducted by (Gunawan, et al., 2023) Showed that Teachers play

a crucial role in the learning journey, and the use of effective learning tools is

expected to greatly enhance students' skills. To further investigate the factors that

contribute to these low problem-solving abilities, future research should delve

deeper into the curriculum, teaching methods, and the learning environment of

students. Additionally, it is recommended to test educational interventions that

can boost problem-solving skills.

A study by (Wu, et al., 2017) States that math anxiety triggers a negative

emotional response when dealing with numerical problem solving. Research

indicates that experiencing stress and anxiety in math-related situations and

problem solving can greatly impact online math performance and achievement.

This uneasiness can result in negative emotions, which can hinder individuals

from effectively solving numerical problems.

The study conducted by (Bernardo, et al., 2022) used machine learning to

identify important variables that distinguish poor-performing Filipino students in

public and private schools. It found distinct factors for students in public and

private schools, emphasizing the need to address social and psychological

experiences in addition to curricular and instructional factors. The research

suggests the importance of understanding specific social and psychological

factors to enhance learning environments effectively.

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According to a study conducted by (Zhang, et al., 2019) included 84

independent samples, with an overall mean effect size of -0.3, indicating a

negative relationship between math anxiety and math performance. The Q

statistics showed heterogeneity in effect sizes, suggesting potential moderator

variables contributing to this inconsistency. The assessment of publication bias

indicated no potential bias in the data. The study also conducted moderator

analysis to explore potential factors influencing the math anxiety-performance

link.

According to a study by (Guinocor, et al., 2020) The participants in the

study were 52 Education students who were currently studying mathematics.

They completed a survey about their study habits and attitudes. The data

collected was analyzed using various statistical methods such as frequency,

simple percentage, weighted mean, Pearson r, and t-test. The results revealed a

strong positive correlation between the students' study orientations and their

academic performance in Mathematics subjects, as measured by their Graded

Point Average (GPA). In summary students that have good attitude toward their

study habits excel in math.

A study conducted by (Callaman & Itaas, 2020) The results showed that

the impact of overall effect sizes on math achievement is relatively small.

However, factors such as mathematical skills, attitude, and self-efficacy were

found to be strong indicators of students' math achievement. Additionally, the

type of school a student attends was found to have a significant influence on the

effect sizes. It is suggested that educational institutions regularly assess their

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curriculum to address the achievement gap between public and private schools.

Furthermore, teachers should employ diverse teaching strategies to foster

students' interest and positive attitudes towards math.

According to a study (INTE, M., 2020) The findings indicated that the

overall impact of effect sizes on math achievement is quite minor. Nevertheless,

factors like mathematical abilities, attitude, and self-confidence were discovered

to be powerful predictors of students' math performance. Moreover, the type of

school a student goes to was observed to have a notable impact on the effect

sizes. It is recommended that educational institutions consistently evaluate their

curriculum to tackle the disparity in achievement between public and private

schools. Additionally, teachers should utilize various teaching methods to

cultivate students' enthusiasm and favorable outlooks on math.

In conclusion factors that could improve the mathematical ability of

students are the student’s attitude toward their study habits when it comes to

math. And also, an intervention strategy should also be developed to improve the

student’s mathematical ability.

Statement of the Problem

The statement of the problem serves as a crucial foundation for any

research endeavor, outlining the specific issues, gaps, or challenges that the

study aims to address. By clearly defining the problem, this section sets the

stage for the significance of the research and provides a roadmap for the

subsequent investigation.

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1. What is the respondent’s mathematics performance of Grade 8 Students

as regards;

a) Factoring polynomials with common monomial factors.

b) Difference of two squares

c) Sum and Difference of Two Cubes

d) Perfect Square Trinomials

e) General Trinomials

f) Solve Problems Involving Factors of Polynomials

2. What are the implications of the test?

Significance of the study

The findings of this study have significant implications for the following:

Educators- Teachers can strategically plan instructional approaches based on

the findings of the study. This could enhance the effectiveness of teaching

strategies, potentially leading to improved mathematical comprehension.

Parents- Understanding the study parents can provide an informed and

supportive role in their child’s education. Awareness of the impact of the home

environment on mathematical ability and allows parents to create a conducive

environment that fosters the love of math.

Students- The study provides valuable insights into their mathematical ability

that can be effectively taught to students to improve their mathematical skills.

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Researchers- The study provides a foundation for future research on

mathematical ability.

Scope and Limitation of the Study

This study is quantitative research that involves collecting and analyzing

numerical data. It is ideal for identifying trends and averages, making predictions,

testing relationships, and generalizing results for large populations. This study

focuses on the Grade 8 students of St. Anne Business Institute Inc.

Definition of Terms

Actionable Guidance- Practical and implementable recommendations derived

from the study's findings. In the context of the research, actionable guidance is

provided for educators to customize instructional methods based on the identified

strengths and challenges within each proficiency level.

Classification System-A systematic method of categorizing students based on

their mathematical proficiency levels. In the study, the classification system is

developed through the analysis of standardized test scores to identify patterns,

trends, and variations in mathematical abilities.

Cognitive Development- The process by which individuals acquire and enhance

their mental abilities, including memory, problem-solving, and abstract thinking. In

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the context of the study, it refers to the cognitive growth of Grade 8 students,

particularly during the formal operational stage.

Critical Thinking Skills-The ability to analyze, evaluate, and synthesize

information to make reasoned judgments. In the study, critical thinking skills are

evaluated concerning their correlation with academic performance in

mathematics.

Heuristic Strategy- A problem-solving approach that emphasizes discovery and

learning through experimentation. The study investigates the impact of the

heuristic strategy on students' mathematical abilities, particularly in high-order

thinking.

Instructional Strategies- The approaches and methods used by educators to

teach and enhance students' understanding of mathematical concepts. In the

study, tailored instructional strategies are recommended based on the

categorized levels of mathematical proficiency.

Math Anxiety- A psychological phenomenon characterized by feelings of

apprehension and fear associated with math-related activities. In the study, the

relationship between math anxiety and math performance is explored through a

comprehensive review of literature.

Mathematical Proficiency-The overall competence and skill level of students in

understanding, applying, and solving mathematical problems. It encompasses a

range of abilities, including problem-solving, logical reasoning, and the

manipulation of abstract mathematical concepts.

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CHAPTER II

METHODOLOGY

In this chapter, the methods and procedures that will be used in the

study were presented by the researchers. This chapter presents the following

sections: (a) the research design, (b) the respondents of the study, (c) the

research instrument, (d) the research procedures and (e) the statistical treatment

of data.

Research Design

A descriptive research design study is a type of research provides a

detailed and accurate picture of the characteristics and behaviors of a particular

population or subject. By observing and collecting data on a given topic,

descriptive research helps researchers gain a deeper understanding of a specific

issue and provides valuable insights that can inform future studies.

Respondents of the study

The respondents of the study are the Grade 8 students of St. Anne

Business Institute Inc. of Toledo, Nabas, Aklan.

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Research Instrument

This study is about the levels of mathematic ability by Grade 8 students this

will define how reading strategies can affect the reading comprehension of the

students. The scale method of this study is a Likert scale, a Likert scale is a

psychometric scale commonly involved in research that employs questioners. It

is the most widely used approach to scaling responses in survey research, such

that the terms are often used interchangeably with rating scale, although there

are other types of rating scales.

The instrument that the respondents will use in conducting and developing

the research is a survey questionnaire. As part of this instrument, the researcher

can easily obtain the pulse, views, ideals, and reactions of the respondents. The

use of a survey questionnaire in this study is critical for collecting primary data.

This method was used because it gathered data more quickly than any other

method. In addition to the respondents, Grade 8 students participated. They also

have no difficulty reading and answering the questionnaire. The researcher saw

that there were enough items to collect data to cover all aspects of the problem

and to answer all the specific questions under the statement of the problem. The

copy of the questionnaire was then forward using by the researcher to the

respondents.

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Research Process

The study targets a group of 30 Grade 8 students of St. Anne Business

Institute Inc. To ensure a comprehensive understanding of their perspectives, we

have given them a standard assessment test for each one of them for them to

answer. These tests were designed to create an open and supportive

environment, where each student could answer each questions honestly. By

giving each student a chance to answer these questions we could gain from

them insights that vastly help this study.

Through these tests, we delve in their problems whenever it comes to a

mathematical problem and see how could the students answer each of these

questions. We encouraged them to improve their mathematical comprehension.

And by performing these tests we could also gain factual and accurate

information that we could use in our study.

Data Gathering

To collect an accurate informative data for this study, the researchers will

use printed questionnaires to conduct a test among the selected respondents.

The researchers will be conducting a test at St. Anne Business Institute Inc.

Toledo, Nabas, Aklan, High School Department to determine if reading strategies

used in the classroom improves their reading comprehension of Grade 8.

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The data analysis procedure will begin once respondents have completed

the test provided. The data collected from the test would be the basis of our

investigation and analysis of the study findings. The information will be properly

organized and we would then be able to formulate a conclusion.

Statistical Treatment of Data

The following statistical procedures is used to interpret the data gathered

from the respondents of the study:

1. Percentage

The frequency and percent distributions would use in presenting the profile of the

Respondents. The researcher utilizes the formula:

P= F x 100
N
Where:

P = Percentage of Respondents (%)

F = Frequency of Respondents

n = Total number of Respondents

2. Weighted mean was used to determine the assessment of respondents on the

procedures as to application, evaluation, selection and collection and to

determine the effectiveness of blended learning method to the students.

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Ẋ = ∑ fi Xi
______
N
Where:

Ẋ = weighted mean

∑ = Summation

fi = Frequencies

Xi = items given

N = total number of respondents

Data Analysis

In this study, the following tools were used in analyzing data,

1. To interpret qualitatively the mathematics achievement test score of the

students, the grading system in the K to 12 curriculum, as prescribed by

DepEd Order No. 31, s. 2012 was adopted—Beginning level (74.99% and

below); Developing level (75.00% - 79.99%); Approaching Proficiency

level (80.00% - 84.99%); Proficient level (85.00% - 89.99%); and

Advanced level (90.00% and above).

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Chapter III

RESULTS AND DISCUSSION

This chapter highlights the presentation, analysis and interpretation of the

gathered data which are vital in the realization of this research entitled “The

Levels of Mathematics Ability of Grade 8 Students.

1. What are Mathematics performance levels of students?

Table 1.1 mathematic performance level of students

Respondent Percentage Verbal Interpretation
1 65% Beginning Level
2 60% Beginning Level
3 65% Beginning Level
4 60% Beginning Level
5 55% Beginning Level
6 60% Beginning Level
7 70% Beginning Level
8 65% Beginning Level

9 70% Beginning Level

10 40% Beginning Level
11 60% Beginning Level
12 55% Beginning Level
13 45% Beginning Level
14 65% Beginning Level
15 75% Developing Level
16 70% Beginning Level
17 55% Beginning Level
18 60% Beginning Level
19 60% Beginning Level
20 40% Beginning Level
21 35% Beginning Level
22 45% Beginning Level
23 35% Beginning Level
24 50% Beginning Level
25 50% Beginning Level
26 35% Beginning Level
27 40% Beginning Level
28 50% Beginning Level
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29 55% Beginning Level
30 50% Beginning Level
Legend: Beginning level (74.99% and below); Developing level (75.00% - 79.99%); Approaching
Proficiency level (80.00% - 84.99%); Proficient level (85.00% - 89.99%); and Advanced level
(90.00% and above)

Table 1.1 shows the overall performance of students in terms of factoring

polynomial with common monomial, difference of two square, sum and difference

of two cubes, perfect square trinomials, general trinomials, solve problems

involving factors of polynomials. It also shows that most students are in

beginning level which shows that ,most of them have experienced difficulty

answering the test.

Table 1.2 Factoring Polynomials with Common Monomials

Objectives Percentage Verbal Interpretation

Factoring Polynomials 47% Beginning Level
with Common Monomial
Factors

Table 1.2 states that most students scored 47% with a verbal

interpretation of beginning level, which states that students experienced difficulty

in factoring polynomials with common monomial factors. Factoring polynomials

with common monomial factors can be difficult for students because they may

not fully understand important concepts like the distributive property and may

have weak algebraic skills. It can be challenging to identify common factors

within expressions and apply factoring techniques such as distribution and

grouping. To overcome these challenges, students should regularly practice,

have a strong understanding of foundational concepts, and approach factoring

systematically. Teachers can help by providing examples, step-by-step

explanations, and encouraging hands-on practice.

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Table 1.3 Difference of Two Squares

Objectives Percentage Verbal Interpretation

Difference of Two 40% Beginning Level

Squares

Table 1.3 shows that students scored a percentage of 40% with the verbal

interpretation of beginning level. Which states that most students experience

difficulty in performing difference of two squares. Factoring the difference of two

squares can be a difficult task for students. It involves recognizing the specific

pattern of a2 - b2, which can be factored as (a + b)(a - b). This concept can be

challenging, especially for those who struggle with algebra or get confused with

other factoring methods. To become proficient in factoring the difference of two

squares, students need to practice consistently and apply the rule to various

examples. However, some students may miss opportunities to use this technique

if they haven't been exposed to a wide range of examples. This limited exposure

can hinder their ability to understand and apply the concept effectively.

Table 1.4 Sum and Difference of Two Cubes

Objectives Percentage Verbal Interpretation

Sum and Difference of 43% Beginning Level

Two Cubes

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Table 1.4 states that students scored an average of 43% with a verbal

interpretation of beginning level, which shows a number of students couldn’t

perform the sum and difference of two cubes very well. Factoring the sum and

difference of two cubes can be a real struggle for students. One of the main

reasons for this is the difficulty in recognizing patterns like a^3 + b^3 and a^3 -

b^3. These patterns require specific formulas to be used in the factoring process.

However, consistently understanding and applying these formulas can be quite

challenging. Weakness in algebraic skills is another factor that adds to the

difficulty. Students who struggle with algebra may find it even harder to grasp the

concept of factoring the sum and difference of two cubes. Additionally, confusion

with other factoring techniques can further complicate matters. Another issue is

that students often overlook opportunities to use the sum and difference of two

cubes formulas. This can happen due to a lack of familiarity with the formulas or

simply not recognizing when they can be applied.

Table 1.5 Perfect Square Trinomials

Objectives Percentage Verbal Interpretation
Perfect Square 40% Beginning Level
Trinomials

Table 1.5 shows that students scored a 40% in performing perfect square

trinomials with a verbal interpretation of beginning level. Which means that

students experience difficulty in performing perfect square trinomials is due

toPerfect square trinomials can be quite challenging for students because they

require recognizing a specific pattern. This pattern involves terms like (a 2 + 2ab +

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b2) or (a2 - 2ab + b2). Understanding the structure of these trinomials, including

the coefficients, and knowing how to apply the factoring formula (a 2 + 2ab + b2 =

(a + b)2 or (a2 - 2ab + b2 = (a - b)2 can be tricky. To master this concept, students

need plenty of practice in identifying the pattern and applying the formula.

Teachers play a crucial role in this process by providing examples and

explanations to help students better comprehend the topic.

Table 1.6 General Trinomials

Percentage Verbal Interpretation
General Trinomials 40% Beginning Level

Table 1.6 reveals that students scored 40% in General Trinomials with a

verbal interpretation of beginning level. This means that when it comes to general

trinomials students experienced difficulty. This is because factoring general

trinomials can be quite challenging for students because of the different forms

they can have and the use of complex coefficients. It is crucial to correctly

identify the appropriate factoring method, which may involve trial and error or

more advanced techniques.

Table 1.7 Solve Problem Involving Factors of Polynomials

Percentage Verbal Interpretation
Solve Problem Involving 47% Beginning Level
Factors and Polynomials

Table 1.7 states that when solving problem involving factors and

polynomials students scored a 40% with a verbal interpretation of beginning

level. This show that some students experienced difficulty in solving problem

involving factors and polynomials. It can be quite difficult to solve problems that

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involve factors and polynomials because polynomial expressions can be quite

complex. This complexity means that you need to use multiple factoring

techniques and find different solutions. You also have to choose the right method,

deal with real or complex roots, and identify factors in polynomials with higher

degrees. It's really important to be skilled at manipulating algebraic equations,

and mistakes can happen if you don't apply the techniques correctly.

Table 2 Overall performance

Percentage Verbal Interpretation

Overall Performance 43% Beginning Level

Table 2 the overall performance of students is 43% with a verbal

interpretation. Which means that most students experienced difficulty overall.

Math can be tough for students for a bunch of reasons. Some of them might not

have a strong base in math, others might lack confidence, and some might

struggle with the way it's taught. Not getting enough practice and being afraid of

making mistakes can also make things harder. On top of that, feeling anxious

about math, thinking it's not useful in the real world, having trouble paying

attention, and not getting enough support can all add to the challenges. But there

are ways to overcome these difficulties! Teachers can give personalized

instruction, help students build a strong foundation, boost their confidence, and

show them how math is relevant in everyday life.

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CHAPTER IV

SUMMARY OF FINDING, CONCLUSIONS AND RECOMMENDATIONS

This chapter summarized the results, conclusion, and recommendations

that based on the study on the survey of Grade 8 Students of St. Anne Business

Institute Inc. A mathematics assessment test was used to conduct “ The Levels

of Mathematics Ability of Grade 8 Students”.

Summary of Findings

Based on the findings of the gathered data, the researchers were able to

come up with that grade 8 students of St. Anne Business Institute Inc. have a low

understanding when it comes to factoring polynomials with a common monomial

factor, difference of two square, sum and difference of two cubes, perfect square

trinomials, general trinomials, and solving problems involving factors of

polynomials.

Conclusion

Based on the findings of the gathered data, the researchers were able to

come up with the following findings conclusions .It appears that many students

are facing difficulties in understanding these mathematical concepts. It is

important to address these challenges and provide targeted interventions to

improve proficiency in this particular area of mathematics education. This

outcome signals a clear indication that there is a notable portion of students

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grappling with challenges in mastering the skill of factoring across diverse

polynomial scenarios. Addressing these difficulties through targeted educational

strategies may be essential to fostering a deeper understanding and proficiency

among students in this specific aspect of mathematical learning. This suggests

that a significant portion of students faces challenges in successfully navigating

problems related to factors and products across different types of polynomials.

Identifying and addressing the specific areas of difficulty in understanding and

applying these mathematical concepts may be essential for improving overall

proficiency in problem-solving within this domain. Implementing targeted

interventions and providing additional support may prove beneficial in helping

students overcome these challenges and enhance their capabilities in dealing

with polynomial-related problems. It is evident that a significant number of

students encounter difficulties in understanding and applying mathematical

concepts, as shown by their test scores. It is essential for educators to

acknowledge these challenges in order to implement specific strategies and

interventions that can enhance students' proficiency in mathematics. By

addressing these obstacles through personalized educational approaches, we

can foster a deeper understanding and mastery of mathematical principles

among students.

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Recommendations

Based on the findings of the gathered data, the researchers were able to

come up with the following findings recommendations:

1. Foster communication with parents and guardians to keep them informed

about their child's progress in mathematics. Encourage parental

involvement in supporting learning at home and seeking additional

resources or support if needed.

2. Consider providing small group support sessions or individual tutoring for

students who need extra help. This customized approach can offer the

additional assistance necessary to overcome challenges and gain

confidence in solving polynomial-related problems.

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Flores, I. M., & Flores, I. M. (2019). Original paper correlates of mathematics

performance of students in public secondary schools in the Division of
Batangas, Philippines: Basis for mathematics intervention
programs. World Journal of Educational Research, 6(2).

Gamit, A. D., Antolin, J. A., & Gabriel, A. G. (2017). The effects of cooperative
learning in enhancing the performance level of grade-10 mathematics
students in Talavera national high school in the Philippines. Journal of
Applied Mathematics and Physics, 5(12), 2386-2401.

Peteros, E., Gamboa, A., Etcuban, J. O., Dinauanao, A., Sitoy, R., & Arcadio, R.
(2019). Factors affecting mathematics performance of junior high school
students. International Electronic Journal of Mathematics
Education, 15(1), em0556.

Piaget J. (1983). Piaget’s Theory. P. Mussen (ed). Handbook of Child

Psychology. 4th edition. Vol. 1. New York Wiley.

Tambunan, H. (2018). Impact of heuristic strategy on students’ mathematics

ability in high order thinking. International Electronic Journal of
Mathematics Education, 13(3), 321-328.

Verzosa, D. M. B., & Vistro-Yu, C. P. (2019). Prospects and challenges in

implementing a new mathematics curriculum in the Philippines. School
mathematics curricula: Asian perspectives and glimpses of reform, 207-
226.

Wenke Niehues, Yasemin Kisbu-Sakarya & Bilge Selcuk (2021) Family Cohesion
Facilitates Learning-Related Behaviors and Math Competency at the
Transition to Elementary School, Early Education and
Development, 32:1, 134-147, DOI: 10.1080/10409289.2020.1739418

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SENIOR HIGH SCHOOL DEPARTMENT
Widyatiningtyas, R., Kusumah, Y. S., Sumarmo, U., & Sabandar, J. (2015). The
Impact of Problem-Based Learning Approach to Senior High School
Students' Mathematics Critical Thinking Ability. Indonesian Mathematical
Society Journal on Mathematics Education, 6(2), 30-38.
Wu, S. S., Chen, L., Battista, C., Watts, A. K. S., Willcutt, E. G., & Menon, V.
(2017). Distinct influences of affective and cognitive factors on children’s
non-verbal and verbal mathematical abilities. Cognition, 166, 118-129.

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APPENDICICES

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LETTER TO THE RESPONDENT

A pleasant day to you! We are the grade 12 Humss students from St.
Anne Business Institute Inc. currently taking up our Practical Research 201 as a
partial fulfilment of our requirements in the said subjects. May we ask your
precious time to answer our questionnaires for our study entitled “Levels of
Mathematics Ability of Grade 8 students of St. Anne Business Inc.”.

Your utmost feedback, concerns and response are great help for us in
achieving our goal. Rest assured that all the information that we will gather will
be treated with outmost confidentiality and it will be only used for our study.

We are hoping that this request will merit your positive response. Again,
thank you for accepting our concern. May God bless you.

Respectfully yours,

Johannes Marc Otayde

Chielo Nace

Stela Mariz Sibulan

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Appendix A
AUTHORIZATION LETTER

Dear Ma’am/Sir,

Good day!

We, the Senior High School Students of Grade 12 Humss would like to
ask for permission to allow us to conduct a survey among your students about
the LEVELS OF MATHEMATICS ABILITY OF GRADE 8 STUDENTS OF ST.
ANNE BUSINESS INSTITUTE INC. The survey will last about 5 to 10 minutes.
Rest assured that the data gathered will remain confidential and for academic
purposes only. We are hoping that this request will merit your favorable approval.

Respectfully yours,

Johannes Marc Otayde

Chielo Nace

Stela Mariz Sibulan

Noted By:

MICHELLE D. TAYTAYON
Research Adviser

JESS JAY M. SAJISE, DBA

Chairman/ School President

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Appendix B
Survey Questionnaires for Respondents

Assessment Test in
Math 8
Name:______________________________ Grade:____
Directions: Read each question carefully and encircle the answer of your
choice.
1) Factor 56a3- 8a
a) 8a2(56a3-8a)
b) 8a(7a2-1)
c) 8a(7a3-a)
d) 8a2(35a2-a)
2) 80x5-70x2-60x7
a) 2x2(80x3-70-60x6)
b) 10x2(8x4-70x-60x6)
c) 10x2(8x3-7-6x6)
d) 3x2(80x3-40-60x5)
3) 2n2-8n3
a) 2n2(n-4n2)
b) 2n(1-4n2)
c) 2n3(10-8n2)
d) 3n(1-4n)
4) Fully factorize x2-25
a) (x-5)(x-5)
b) (x+5)(x-5)
c) (x+1)(x-25)
d) (x-1)(x+25)
5) Fully factorize y2-81
a) (y+9)(y-9)
b) (y-9)(y-9)
c) (y+1)(y-81)
d) (y-1)(y+81)

6) Which of the following expressions represents the difference of two

squares?
a) ( x2 - y2 )
b) ( x2 + y2 )
c) ( x2 - 2xy + y2)

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d) ( (x + y)2
7)What is the formula for the sum of two cubes?
a) ( a2 + 2ab + b2)
b) ( a3 + b3 = (a + b)3
c) ( a3 + b3 = (a - b)3
d) ( a3 + 3a2b + 3ab2 + b3)
8)If ( x3 + 27) is a sum of cubes, what is the value of ( x )?
a) 1
b) 3
c) 5
d) 6
9)What is the factorization of \( 8y^3 - 64 \) as the difference of two cubes?
a) (2y + 4)3
b) (2y - 4)3
c) (2y + 2)3
d) (2y – 2)3
10) Which of the following expressions is a perfect square trinomial?
a) (x2 - 4x + 4)
b) (x2 + 5x + 4)
c) (x2 - 6x + 9)
d) (x2 + 3x + 1)
11) If (9x2 - 12x + 4) is a perfect square trinomial, what is the value of \(a\) in the
general form (ax2 - 2ab + b2)?
a) 1
b) 3
c) 2
d) 4
12) What is the factorization of the perfect square trinomial (x2 + 16x + 64)?
a) (x + 8)2
b) (x - 8)2
c) (x + 4)2
d) (x - 4)2
13) Which of the following is an example of a trinomial?
a) (x2 + 4x)
b) (2y - 7)

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c) (a2 - b2)
d) (3z2 + 5z - 2)
14) What is the standard form of a quadratic trinomial?
a) (ax2 + bx + c)
b) (2x3 - x2 + 4x)
c) (3y2 - 2y + 1)
d) (4z2 + 7z - 5)
15) If you have a trinomial in the form (2x2 - 5x + 3), what are the possible
factorizations?
a) (2x - 3)(x - 1)
b) (2x + 3)(x - 1)
c) (2x - 1)(x - 3)
d) (2x + 1)(x + 3)
16) Factorize the quadratic expression (x2 - 4x + 4).
a) (x - 2)2
b) (x + 2)2
c) (x - 4)(x + 1)
d) (x + 4)(x - 1)
Given the polynomial (2y2 - 8y), factor out the common factor.
a) (2(y - 4)
b) 2y(y - 4)
c) 4y(y - 2)
d) 2y(y - 2)
18)Factorize the cubic expression (x3 + 8).
a) (x + 2)3
b) (x - 2)3
c) (x + 2)(x2- 2x + 4)
d) (x - 2)(x2 + 2x + 4)
19) Solve the equation (3x2 - 12 = 0) by factoring.
a) (x = 2)
b) (x = -2)
c) (x = -4)
d) (x = 4)
20) If the polynomial (4a2 - 16) can be factored, what is its factorization?
a) 2(a - 2)(a + 2)

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b) 4(a - 2)(a + 2)
c) (2a - 4)(2a + 4)
d) 4(a - 4)(a + 4)

Table of Specification
MATH 8
Content/Objectives No. of Items % Item Placement

Polynomials with 3 15% 1-3

common monomial
factors

Difference of Two 3 15% 4-6

Squares

Sum and Difference 3 15% 7-9

of Two cubes

Perfect Square, 3 15% 10-12

trinomials

General Trinomials 3 15% 13-15

Solve problems 5 25% 16-20

involving factors of
Polynomials

Total 20 100%

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 ST. ANNE BUSINESS INSTITUTE INC.
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Appendix C
CERTIFICATE OF INSTRUMENT VALIDATION

This is to certify that the survey questionnaire/instrument of the study entitled

LEVELS OF MATHEMATICS ABILITY OF GRADE 8 STUDENTS OF ST. ANNE
BUSSINESS INSTITUTE INC.

Prepared by:
NACE, CHIELO M.

OTAYDE, JOHANNES M

SIBULAN, STELA V.

has been validated and found to be complete and satisfactory with respect to
face and content validity

______________________________
DR. JESS JAY M. SAJISE

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 ST. ANNE BUSINESS INSTITUTE INC.
SENIOR HIGH SCHOOL DEPARTMENT

CERTIFICATE OF INSTRUMENT VALIDATION

This is to certify that the survey questionnaire/instrument of the study entitled

LEVELS OF MATHEMATICS ABILITY OF GRADE 8 STUDENTS OF ST. ANNE
BUSSINESS INSTITUTE INC.

Prepared by:
NACE, CHIELO M.

OTAYDE, JOHANNES M

SIBULAN, STELA V.

has been validated and found to be complete and satisfactory with respect to
face and content validity

_________________________________
MR. RICKY M. LATOSA

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 ST. ANNE BUSINESS INSTITUTE INC.
SENIOR HIGH SCHOOL DEPARTMENT

Certificate of Instrument Validation

This is to certify that the survey questionnaire/instrument of the study

entitled LEVELS OF MATHEMATICAL ABILITY OF GRADE 8 STUDENTS OF
ST. ANNE BUSINESS INSTITUTE INC.

Prepared by:
NACE, CHIELO M.

OTAYDE, JOHANNES M

SIBULAN, STELA V.

has been validated and found to be complete and satisfactory with respect to
face and content validity

MR. MILO GREGORIO, LPT

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 ST. ANNE BUSINESS INSTITUTE INC.
SENIOR HIGH SCHOOL DEPARTMENT

APPENDIX D

Table 1.1 mathematic performance level of students

Respondent Percentage Verbal Interpretation
1 65% Beginning Level
2 60% Beginning Level
3 65% Beginning Level
4 60% Beginning Level
5 55% Beginning Level
6 60% Beginning Level
7 70% Beginning Level
8 65% Beginning Level

9 70% Beginning Level

10 40% Beginning Level
11 60% Beginning Level
12 55% Beginning Level
13 45% Beginning Level
14 65% Beginning Level
15 75% Developing Level
16 70% Beginning Level
17 55% Beginning Level
18 60% Beginning Level
19 60% Beginning Level
20 40% Beginning Level
21 35% Beginning Level
22 45% Beginning Level
23 35% Beginning Level
24 50% Beginning Level
25 50% Beginning Level
26 35% Beginning Level
27 40% Beginning Level
28 50% Beginning Level
29 55% Beginning Level
30 50% Beginning Level

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Table 1.2 Factoring Polynomials with Common Monomials

Objectives Percentage Verbal Interpretation

Factoring Polynomials 47% Beginning Level
with Common Monomial
Factors

Table 1.3 Difference of Two Squares

Objectives Percentage Verbal Interpretation

Difference of Two 40% Beginning Level

Squares

Table 1.4 Sum and Difference of Two Cubes

Objectives Percentage Verbal Interpretation

Sum and Difference of 43% Beginning Level

Two Cubes

Table 1.5 Perfect Square Trinomials

Objectives Percentage Verbal Interpretation
Perfect Square 40% Beginning Level
Trinomials

Table 1.6 General Trinomials

Percentage Verbal Interpretation
General Trinomials 40% Beginning Level

Table 1.7 Solve Problem Involving Factors and Polynomials

Percentage Verbal Interpretation
Solve Problem Involving 47% Beginning Level
Factors and Polynomials

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Table 2 Overall performance

Percentage Verbal Interpretation

Overall Performance 43% Beginning Level

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Curriculum Vitae

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SENIOR HIGH SCHOOL DEPARTMENT

CHIELO M. NACE
Email Address: [email protected]
Address: Nagustan, Nabas, Aklan

______________________________________________________________
OBJECTIVE: To secure a challenging position in a reputable organization where
I can utilize my skills, experience, and knowledge to contribute to the company’s
growth and success while further enhancing my professional development.

PERSONAL DETAILS:
Name : Chielo M. Nace
Birthday : May 01, 2006
Birthplace : Caloocan, Bagong Silang City
Age : 17
Gender : Female
Father : Regilde N. Nace
Occupation : Driver
Mother : Marilyn N. Nace
Occupation : Housewife
Religion : Roman Catholic
Nationality : Filipino
Civil Status : Single

Educational Background
Secondary: St. Anne Business institute Inc.
Toledo, Nabas, Aklan
May 5, 2017
Elementary: Nagustan Elementary Schoool
Nagustan, Nabas, Aklan
February 11, 2011

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 ST. ANNE BUSINESS INSTITUTE INC.
SENIOR HIGH SCHOOL DEPARTMENT

JOHANNES MARC M. OTAYDE

Email Address: [email protected]
Address: Solido, Nabas, Aklan
Mobile Number: 09618071144

______________________________________________________________
OBJECTIVE: To conduct a comprehensive research study investigating the
advantages of face-to-face classes in enhancing the academic performance of
high school students.

PERSONAL DETAILS:
Name : Johannes Marc M. Otayde
Birthday : February 6, 2006
Birthplace : Pandan, Antique
Age : 17
Gender : Male
Father : Jeoffrey D. Otayde
Occupation : Cook
Mother : Anna Marie M. Otayde
Occupation : Teacher
Religion : Roman Catholic
Nationality : Filipino
Civil Status : Single

Educational Background
Secondary: St. Anne Business institute Inc.
Toledo, Nabas, Aklan
May 5, 2017
Elementary: Nabas Elementary School
Poblacion, Nabas, Aklan
February 11, 2011

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SENIOR HIGH SCHOOL DEPARTMENT

STELA MARIZ V. SIBULAN

Email Address: [email protected]
Address:Unidos, Nabas, Aklan

______________________________________________________________
OBJECTIVE: To secure a challenging position in a reputable organization where
I can utilize my skills, experience, and knowledge to contribute to the company’s
growth and success while further enhancing my professional development.

Name : Stela Mariz V. Sibulan

Birthday : May 25, 2006
Birthplace : Ibajay, Aklan
Age : 17
Gender : Female
Father : Arnel O. Sibulan
Occupation : Barber
Mother : Pacancia V. Sibulan
Occupation : Tailor
Religion : INC
Nationality : Filipino
Civil Status : Single

Educational Background
Secondary: St. Anne Business institute Inc.
Toledo, Nabas, Aklan
May 5, 2017
Elementary: Unidos Elementary School
Unidos ,Nabas, Aklan
February 11 ,2011

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