THE EFFECTS OF THE MASTERY OF BASIC

NUMERACY SKILLS IN SOLVING ALGEBRA

TOWARDS MATHEMATICAL PERFORMANCE OF

GRADE 7 JOY STUDENTS

A Thesis Presented

Sudlon National High School

Cebu City, Philippines

In Partial

Fulfilment of the Requirements for

The Practical Research 3

By:

Balili, John Lemuel F.

Ejares, Nathaneil B.

Gaberza, Jerson H.

Responde, Earl Christian L.

Timan, Kenth Carlo C.

School Year 2022-2023

The researcher is indeed thankful to the completion of this study for having

individuals who journeyed the researcher and unselfishly shared their effort, time, and

expertise from the start of the research to the end. The researcher would like to extend a

heartful gratitude to:

Dr. Virginia L. Jaca, research adviser, for extending her guidance, advice, and research

expertise to make this study possible and successfull.

Mr. Archie C. Montegrande, Mathematics Teacher, for accepting the validation and his

generosity in helping the researcher especially in times of difficulty.

Ms. Geneva Bitor, Grade 7 Joy Adviser, for helping the researcher make a schedule for

the remedial classes.

Grade 7 Joy Students of Sudlon National High School, for their participation,

cooperation, and full commitment during the remedial classes.

And above all, to our Beloved Heavenly Father, for continuously giving us a good life,

wisdom, and strength which completely let the researcher be aware that everything

happens for a reason. No matter how hard the problems are, there’s a reason behind it.

Sincere gratitude to Him for giving the opportunity to be the very best that a person could

be, especially during the difficult times and weakness were felt.
 Research Abstract

This quantitative method of research involve comparing the mathematical

performance of Grade 7 joy students before and after they receive an assessment on

basic numeracy skills and algebra.

These were the findings of the study: 1. The numeracy level of Grade 7 students

has improved after providing remedial classes. 2. The approach they used to learn the

fundamentals of Mathematics was oral recitation, assignments, and board work. It can be

assumed that these methods were utilized as a part of the remedial classes, and they

may have contributed to the improvement of the students’ numeracy level and

mathematical performance. 3. The null hypothesis got rejected based on the result so it

means that there is a significant difference between the pretest and posttest scores of

Grade 7 students in their numeracy and algebra test after giving remedial classes.

The findings of the study showed that provision of remedial classes improves

mathematical performance of the students. The researcher recommended the continual

of remedial classes to students.

4
 Chapter 1

The Problem and its Scope

Rationale

Numeracy skills are the fundamental skills that students need to develop to

succeed in mathematics. Basic numeracy skills include the ability to count, perform basic

operations such as addition, subtraction, multiplication, and division, and to understand

mathematical concepts such as fractions, decimals, and percentages. These skills are

essential for students to be able to solve algebraic problems and perform well

academically.

It has been one of the critical issue of how basic numeracy skills can affect a

student’s algebraic abilities and overall academic performance in mathematics and as

stated by Guhi (2019), poor achievement in U.S. school is a major concern nationwide.

Students in the United States are consistently performing below other countries in math

achievement. The United States is falling behind in math instruction, which will affect the

future in the global workplace. Students must be proficient in high school mathematics to

be successful in college level math and science, which are crucial for all STEM vocations

(Jordan, Kaplan, Ramineri & Locuniak, 2009). They need a better math foundation in

order to be able to succeed in higher level math classes and pass state tests.

Remedial classes and tutoring can enhance mathematical skill and overall grades

in mathematics in accordance to the study of Layug et al. (2021), the researchers found

that digital game-based learning has been proven to enhance student learning and

4
achievement in mathematics and another study found that parent involvement can lend

to higher grades and test scores, better attendance, and regularly completed homework.

Furthermore, in Sudlon National High School there are students that has low

numeracy skills especially in Grade 7. Their numeracy skills deficit can greatly affect their

performance in algebra. Thus, this study is a vital area of research that can provide

valuable insights into how to improve mathematics education. Educators can develop

evidence-based interventions that support students in their learning journey.

4
 Theoretical Framework

THE CONSTRUCTIVIST COGNITIVE LOAD THEORY SOCIO-CULTURAL THEORY

BY JEAN PIAGET BY JOHN SWELLER BY LEV VYGOTSKY

GRADE 7 JOY STUDENTS

PRE-TEST

REMEDIAL CLASS

POST-TEST

SCORES

ANALYSIS OF RESULTS

FINDINGS, CONCLUSION,

AND

RECOMMENDATIONS

4
Related Theories

This study is anchored on The Constructivist Theory (1920s-1930s) by Jean

Piaget, proposed that children actively construct their own knowledge and understanding

of the world through their experiences and interactions with their environment. It implies

that students need to have a strong foundation in basic numeracy skills to be able to

effectively learn and understand algebraic concepts. According to Piaget, children go

through several stages of cognitive development, each characterized by specific ways of

thinking and problem solving.

In addition, Sweller's cognitive load theory (1988) proposes that learning is most effective

when instructional materials are designed to minimize extraneous cognitive load and

maximize germane cognitive load. This can be achieved by presenting information in a

way that is organized, coherent, and easy to understand, and by providing learners with

opportunities to actively engage with the material.

Moreover, according to Vygotsky’s socio-cultural theory (1934), human cognition is

deeply rooted in social and cultural practices, and it cannot be understood in isolation

from the social and cultural context in which it occurs. Vygotsky proposed that learning

occurs through social interaction with more knowledgeable others and that cognitive

development is the result of the internalization of culturally specific ways of thinking and

problem solving.

4
Statement of the Problem

This study aims to investigate the effect of mastering basic numeracy skills in

solving algebra on the academic performance of Grade 7 Joy students. The study intends

to answer the following research questions:

1.) What is the numeracy level of Grade 7 Students?

1.1 Before remedial class?

1.2 After remedial class?

2.) What is the approach they used to learn the fundamentals of

Mathematics?

3.) Is there a significant difference between the students’ pre-test,

and posttest scores in their numeracy and algebra test after

giving remedial class?

4.) What recommendation can be prepared?

Scope and Delimitations

This study assessed the improvement of Grade 7 Joy Students in their basic

numeracy skills and in their mathematical performance. This study investigates the effects

of the mastery of basic numeracy skills towards mathematical performance in algebra

among Grade 7 JOY students. The study is limited to a specific location and focuses

solely on the effects of the mastery of basic numeracy skills on mathematical performance

in algebra, excluding other potential factors. The study uses quantitative research

methods and does not incorporate qualitative research methods like interviews or case

studies. The study assumes that the mastery of basic numeracy skills is critical for solving

4
algebra, and individual differences in learning styles, cognitive abilities, and socio-

economic background are not considered.

Significance of the Study

The findings of the study would be beneficial to the following:

The Students: This study can inspire students to take their mathematics education

seriously, to seek help when needed, and to work hard to achieve their academic goals.

By mastering basic numeracy skills and algebra, students can set themselves up for

future success in their academic and professional pursuits.

The Teachers: This study can help teachers improve their teaching methods and

ensure that their students are well prepared for success in algebra and beyond.

The School Administrator: This study can help school administrators to identify

areas where students are struggling with basic numeracy skills and algebra. This

information can help administrators to focus their resources on these areas, by allocating

additional support staff, instructional materials, or professional development opportunities

for teachers.

Future Researchers: This study on the effects of the mastery of basic numeracy

skills in solving algebra towards academic performance of Grade 7 students has

significant implications for future research. By building on this study, future researchers

can identify areas for further study, develop interventions, evaluate existing interventions,

and examine the long-term impact of mastering basic numeracy skills.

4
Statement of Null Hypotheses

The hypotheses that were tested in this study are the following:

Ho1: There is no significant difference between the pretest and posttest scores of Grade

7 students in numeracy test.

Ho2: There is no significant difference between the pretest and posttest scores of Grade

7 students in algebra test.

Research Methodology

This contains research design, flow of the study, research environment, research

subject, research instrument, data gathering procedure, statistical treatment and

definition of terms.

Research Design

The study will use a quantitative research methodology, which involves the

collection and analysis of numerical data using statistical techniques. The research

design will be a quasi-experimental, as the study will involve comparing the mathematical

performance of Grade 7 joy students before and after they receive an assessment on

basic numeracy skills and algebra.

Flow of the Study

Input Process Output

 Pre-assessment of  Remedial Class on  Post-assessment

numeracy test both numeracy of numeracy test

 Pre-assessment of and algebra  Post-assessment

algebra test of algebra test

This research was conducted in Sudlon National High School (SNHS). This

School is located at Barangay Sudlon 2 Cebu City, South District VII.

The school currently has 24 teachers and offers 19 sections for students from

Grades 7 to 12. Specifically, Grade 7 has four sections, with one of these being the focus

of the researcher's study. Grade 8, 9, 10, 11, and 12 each have three sections. The

researcher chose to conduct their study at this school because they themselves were a

student there.

Research Subjects

The research subjects were the regular Grade 7 Joy that has a total of 42 students

in the school year 2022-2023.

The researchers use the purposive sampling method to select the respondents.

Research Instrument

Mastery of basic numeracy skills: The questionnaire will assess the students'

mastery of basic numeracy skills such as addition, subtraction, multiplication, and

division. The questionnaire includes items that assess the students' ability to perform

mental calculations.

Mathematical performance in algebra: The questionnaire will assess the students'

mathematical performance in algebra. The questionnaire includes items that assess the

students' ability to solve algebraic equations.

4
Data Gathering Procedure

The data gathering procedure for the study involve the following steps:

1.) Informed consent: The researchers will obtain informed consent from the

participants or their guardians. The consent form will explain the purpose of the

study, the procedures involved, and the rights of the participants.

2.) Survey questionnaire administration: The survey questionnaire will be

administered to the participants in paper format. The questionnaire will be

administered during their free time, and the participants will be given a specified

amount of time to complete the questionnaire.

3.) Data cleaning: The researchers will examine the completed questionnaires for

completeness and accuracy. Any missing data or errors will be corrected or

excluded from the analysis.

4.) Data analysis: The researchers will use inferential statistical analyses to examine

the relationship between the mastery of basic numeracy skills in solving algebraic

problems and the academic performance of Grade 7 JOY students.

5.) Results dissemination: The researchers will report the findings of the study in a

research report, and the results may be disseminated through academic

publications or presentations.

Throughout the data gathering procedure, the researchers will ensure that the

confidentiality and anonymity of the participants are protected. The researchers will also

ensure that the study does not cause any harm to the participants.

4
Statistical Treatment

1.) To determine the mean scores of Grade 7 Students in their numeracy and algebra

test, the researchers use this formula;

∑𝑥̅
𝑥̅ =
𝑛
Where:

𝒙̅ – mean

n – Number of respondents

∑x – total scores

2.) To determine the significant difference between the students’ pre-test, and posttest

after giving the remedial class, the researchers use this formula;
𝑑
𝑡=
𝑠𝑑
√𝑛

Where:

t – t-test value

𝒅̅ – Differences between two paired samples

𝒔𝒅 – Standard deviation of the sample

n – Number of respondents

4
Definition of Terms

For clarify, consistency of interpretation and better understanding the following are

hereby defined as they were used in this study:

Basic Numeracy Skills - Refer to the fundamental math skills, including basic operations

like addition, subtraction, multiplication, and division, and working with fractions,

decimals, and percentages. In the study, these skills are being investigated in relation to

academic performance in algebra among Grade 7 students.

Pretest - Refers to the assessment given to the Grade 7 Joy students before the remedial

class

Posttest - Refers to the assessment given to the Grade 7 Joy students after the remedial

class

Remedial Class - Refers to a class that is intended to help students improve their basic

numeracy skills

4
 Chapter 2

Related Literature

Gal, Almog, and Tulchinsky (2009) investigated the effects of cognitive strategy

training on the math problem-solving abilities of middle-school students with varying

levels of ability. The study employed a pretest-posttest control group design with three

groups: a cognitive strategy-training group, a control group, and a low-achieving group.

The cognitive strategy training group received explicit instruction on metacognitive

strategies, including problem analysis, planning, monitoring, and evaluation. The results

showed that the cognitive strategy-training group outperformed the control group and the

low-achieving group in posttest math problem-solving scores. Moreover, the effect size

of the cognitive strategy training was found to be larger for the low-achieving group than

for the other two groups. The study suggests that cognitive strategy training can improve

math problem-solving abilities and benefit students with varying levels of ability.

In addition to this, the "Developing Early Numeracy: Assessment and Teaching"

by Yelland and Wood (2016) focuses on the development of early numeracy skills in

young children. The book discusses the importance of early numeracy education,

provides a comprehensive overview of the assessment of early numeracy skills, and

offers strategies for teaching and enhancing these skills. It presents research-based

approaches to numeracy development, including the use of play-based learning and the

incorporation of technology in teaching. The book is a useful resource for educators,

parents, and researchers interested in improving numeracy education in young children.

4
 Moreover, the “Building Blocks and Cognitive Building Blocks for Early Childhood

Mathematics" by Sarama and Clements (2017) discusses that the importance of early

mathematics education in young children. The study highlights the role of "building

blocks" or foundational skills, such as spatial awareness and measurement, in early

childhood mathematics education. It also emphasizes the importance of "cognitive

building blocks" or cognitive processes, such as working memory and attention, in the

development of mathematical thinking. The authors argue that a holistic approach to early

mathematics education, which considers both building blocks and cognitive building

blocks, can lead to better mathematics outcomes for young children. The chapter

provides insights into effective teaching practices for developing early mathematical skills

and supports the need for continued research in this area.

Related Studies

Guhi (2019) investigated the impact of early math and numeracy skills on

academic achievement in elementary school. The study employed a longitudinal design

and included a sample of over 5,000 children who were followed from kindergarten to fifth

grade. The study measured early math and numeracy skills in kindergarten, including

number sense, counting, and basic arithmetic, and assessed academic achievement in

reading and math in each grade. The results showed that early math and numeracy skills

were positively related to academic achievement in both reading and math throughout

elementary school. Moreover, the relationship between early math and numeracy skills

and academic achievement was found to be stronger for math than for reading. The study

suggests that early math and numeracy skills are important predictors of academic

4
achievement in elementary school and highlights the need for interventions and programs

that support the development of these skills in early childhood education.

In addition to that, the study by Layug et al. (2021) investigates the effectiveness

of teachers' interventions in improving the numeracy skills of Grade 7 students in Baguio

City National High School. The study utilizes a mixed-methods approach, which includes

a pre-test and post-test design and a survey to gather data from both students and

teachers. The findings suggest that the interventions, which include the use of multimedia

and hands-on activities, were effective in improving the numeracy skills of the students.

The study also highlights the importance of teacher training and support in implementing

effective numeracy interventions. The results provide insights into effective teaching

practices that can improve numeracy education outcomes in secondary schools.

Moreover, Blume et al. (2022) conducted a study to examine the relevance of basic

numerical skills for mathematical achievement in secondary school using a within-task

assessment approach. The study involved a sample of 179 secondary school students

and utilized a battery of tests to measure basic numerical skills, such as number sense,

counting, and arithmetic fluency, as well as mathematics achievement. The results

indicated that basic numerical skills are strongly related to mathematics achievement in

secondary school. Furthermore, the within-task assessment approach provided insights

into the specific numerical skills that were most predictive of mathematics achievement.

The study suggests that a focus on developing basic numerical skills in secondary school

can enhance mathematics performance and highlights the potential benefits of using

within-task assessments in examining the relationship between basic numerical skills and

mathematics achievement.

4
 Chapter 3

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the discussion, findings, analysis, and interpretation of the

gathered data on The Effects of the Mastery of Basic Numeracy Skills in Solving Algebra

towards Mathematical Performance of Grade 7 Joy students.

Table 1.1 Shows the numeracy level of Grade 7 Joy Students before remedial class

N Numeracy Level n

Non numerate 1

Poor 3
41
Average 16

Excellent 21

The table 1 shows that out of the 41 respondents, there was one respondent who

was non-numerate, three respondents who had a poor numeracy level, 16 respondents

who had an average numeracy level and 21 respondents who had an excellent numeracy

level.

4
Table 1.2 Shows the numeracy level of Grade 7 Joy Students after remedial class

N Numeracy Level n

Non numerate 1

Poor 0
41
Average 4

Excellent 36

The table 1 shows that out of the 41 respondents, there was one respondent who

was non-numerate, zero respondents who had a poor numeracy level, 4 respondents who

had an average numeracy level and 36 respondents who had an excellent numeracy

level.

Table 2 Shows the approach they used to learn the fundamentals of

Mathematics

Approach/es

 Oral Recitation

 Assignments

 Board Work

4
 The table 2 shows the approach they used to learn the fundamentals of Mathematics is

oral recitation, assignments, and board work.

The findings affirmed by Vygotsky’s Socio Cultural Theory, which states that

learning occurs through social interaction with more knowledgeable others and that

cognitive development is the result of the internalization of culturally specific ways of

thinking and problem solving.

Table 3 The difference between the students’ pre-test, and posttest after

giving the remedial class in their numeracy and algebra test

Tabled
Standard
Respondents n Assessment Mean Computed t value at
Deviation
α=0.05
Pre-
22.15 8.160411
Test
Numeracy
10.71*
Test
Post
32.85 5.846541822
Test
Grade 7 Joy 41 2.021
Pre-
8.878049 2.84776335
Test
Algebra
5.63*
Test
Post
12 2.720294102
Test
*significant

Based on the table 2, it shows that the computed t value of their numeracy test

obtained the result of 10.71. The computed t value from their numeracy test is greater

than the tabled value of 2.021 at α=0.05. Then this is significant: hence, we reject Ho 1.

This means that there was a significant difference between the pretest and posttest

scores of Grade 7 Joy students in numeracy test. It also shows that the computed t value

of their algebra test obtained the result of 5.63. The computed t value from their algebra

4
test is greater than the tabled value of 2.021 at α=0.05. Then this is significant: hence, we

reject Ho2. This means that there was a significant difference between the pre-test and

post-test scores of Grade 7 Joy students in algebra test.

The findings affirmed by Constructivist Theory which states that children actively

construct their own knowledge and understanding of the world through their experiences

and interactions with their environment. This means that students need to have a strong

foundation in basic numeracy skills to effectively learn and understand algebraic

concepts.

Piaget's theory also emphasizes that children go through different stages of

cognitive development, with each stage characterized by specific ways of thinking and

problem solving. This aligns with the findings, which show a significant difference between

the pre-test and post-test scores of Grade 7 Joy students in numeracy and algebra tests.

The improvement in scores suggests that the students have progressed in their cognitive

development and have acquired a better understanding of the concepts and problem-

solving strategies.

4
 Chapter 4

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter presents the Summary of Findings, Conclusion, and

Recommendations of the study.

Summary

This study used a Quasi-Experimental Design, which aimed to determine the

effects of mastering basic numeracy skills in solving algebra towards mathematical

performance of grade 7 joy students.

Specifically, this study intended to answer the following;

1. What is the numeracy level of Grade 7 Students?

1.1 Before the remedial class?

1.2 After the remedial class?

2. What is the approach they used to learn the fundamentals in

Mathematics?

3. Is there a significant difference between the students’ pre-test and post-

test scores in their numeracy and algebra test after giving remedial

classes?

4. What recommendation can be prepared?

4
Findings

After analyzing and testing statistically all gathered data, below are the results

that were obtained:

1. The numeracy level of Grade 7 Joy students.

The numeracy level of Grade 7 students has improved after providing

remedial classes.

2. The approach they used to learn the fundamentals of Mathematics

The approach they used to learn the fundamentals of Mathematics

was oral recitation, assignments, and board work. It can be assumed that these methods

were utilized as a part of the remedial classes, and they may have contributed to the

improvement of the students’ numeracy level and mathematical performance.

3. The difference between the students’ pre-test, and posttest scores in their

numeracy and algebra test after giving remedial class.

The null hypothesis got rejected based on the result so it means that

there is a significant difference between the pretest and posttest scores of Grade

7 students in their numeracy and algebra test after giving remedial classes.

Conclusion

Based on the analysis and statistical testing of the gathered data, several

conclusions can be drawn. Firstly, the numeracy level of Grade 7 Joy students has shown

improvement following the provision of remedial classes. This indicates that the additional

4
support and instruction offered in these classes have had a positive impact on the

students' numerical skills. Additionally, there is a significant difference observed between

the pre-test and posttest scores of Grade 7 students in both numeracy and algebra tests

after receiving the remedial classes. This suggests that the remedial classes have been

effective in improving the students' performance in these subjects. Overall, these findings

demonstrate the effectiveness of remedial classes in enhancing the numeracy levels and

overall mathematical performance of Grade 7 Joy students.

Recommendation

The following are the recommendations based on the findings and the

conclusion of the study.

1. Based on the conclusion, it strongly recommends the continuation of

remedial classes for Grade 7 Joy students to help them excel in numeracy

and Algebra.

2. To make remedial classes more effective, it is important to customize them

for each student. This means figuring out what they struggle with and

teaching them in a way that helps them improve a lot.

3. Parental involvement is crucial for student’s success. Regularly updating

parents, sharing strategies for learning at home, and fostering open

communication to create a strong support system for students.

4
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 APPENDICES

APPENDIX A

TRANSMITTED LETTER FOR THE SCHOOL PRINCIPAL OF SUDLON NATIONAL

HIGH SCHOOL

Mrs. Flordeliza V. Bellita

School Principal

Sudlon National high school

Sudon 2, Cebu City

Dear Ma’am,

Good Day!

We, the researchers, Grade 12 students of Sudlon National High School would

like to seek for your approval in our study entitled “ACADEMIC PERFORMANCE OF

SENIOR HIGH SCHOOL STUDENTS IN MODULAR DISTANCE LEARNING AND

FACE-TO-FACE CLASSES”.

We set assured that the gathered data from the respondents will be remain

confidential and without any non-objectivity to any individuals.

I hope that the findings of this study would be beneficial to the school and to the

students. We are looking forward for your favourable response to our demure request.

4
Very truly yours,

John Lemuel F. Balili

Nathaneil B. Ejares

Jerson H. Gaberza

Earl Christian L. Responde

Kenth Carlo C. TIman

Noted: Approved:

Dr. Virginia L. Jaca Flordeliza V. Bellita

Adviser School Principal

4
 APPENDIX B

LETTER TO THE RESPONDENTS

Dear students,

Good Day!

We the researchers currently writing our thesis entitled, “THE EFFECTS OF THE

MASTERY OF BASIC NUMERACY SKILLS IN SOLVING ALGEBRA TOWARDS

MATHEMATICAL PERFORMANCE OF GRADE 7 JOY STUDENTS”

We assured that your profile and your answer will be kept confidential.

Very sincerely yours,

The Researchers

4
 APPENDIX C

LETTER FOR CONSULTANT

Dear Ms. Jarlyn Jane B. Ejares,

In partial fulfilment of our requirements of our subject, PRACTICAL RESEARCH

3, we Grade 12 students of Section INTELLECTUS-A would like to ask for you to be our

consultant for our research entitled, “SNHS GRADE 7 STUDENTS COMPETENCY IN

BASIC NUMERACY SKILLS: EFFECTS ON THEIR PERFORMANCE ON THE

ALGEBRA” we ask for your humbly support.

Thank you.

Sincerely,

The Researchers

4
 APPENDIX D

LETTER FOR STATISTICIAN

Dear Sir Archie Montegrande,

In partial fulfilment of our requirements of our subject, PRACTICAL RESEARCH

3, we Grade 12 students of Section INTELLECTUS-A would like to ask for you to be our

statistician for our research entitled, “SNHS GRADE 7 STUDENTS COMPETENCY IN

BASIC NUMERACY SKILLS: EFFECTS ON THEIR PERFORMANCE ON THE

ALGEBRA” we ask for your humbly support.

Thank you.

Sincerely,

The Researchers

4
 APPENDIX E

LETTER FOR VALIDATION

Dear Ma’am Geneva Bitor,

In partial fulfilment of our requirements for our subject PRACTICAL RESEARCH

3 team section INTELLECTUS-A namely, John Lemuel F. Balill, Jerson H. Gaberza,

Nathaneil B. Ejares, Earl Christian L. Responde and Kenth Carlo C. Timan would like to

ask for permission to conduct a research study entitled “THE EFFECTS OF THE

MASTERY OF BASIC NUMERACY SKILLS IN SOLVING ALGEBRA TOWARDS

MATHEMATICAL PERFORMANCE OF GRADE 7 JOY STUDENTS”

In connection with this, we would like to ask your good office to allow us to

conduct our research study in your vicinity. Rest assured that the data we will gather will

remain confidential and to be used in academic purposes only.

We believe that you are with us in our enthusiasm to finish the requirements as

compliance for our subject and to develop our well-being. We hope of your positive

response on this humble matter. Your approval to conduct this study will be greatly

appreciated.

Respectfully yours,

The Researchers

4
 APPENDIX F

ALGEBRA TEST (SOLUTION FOR T-TEST)

∑𝑑 128
𝑑− = = = 3.122
𝑛 41

√∑(𝑑 − 𝑑− )2 504.390244
𝑆𝑑 = = √ = 3.55
𝑛−1 41 − 1

d− √𝑛 3.122√41
𝑡= = = 5.63
𝑠𝑑 3.55

4
 Pre-Test Post-Test Difference
Respondents (d – d-)2
X1 X2 d = x2 -x1
1 7 11 4 0.770884
2 8 13 5 3.526884
3 10 9 -1 16.990884
4 10 9 -1 16.990884
5 7 13 6 8.282884
6 10 7 -3 37.478884
7 11 12 1 4.502884
8 7 9 2 1.258884
9 11 11 0 9.746884
10 11 14 3 0.014884
11 7 10 3 0.014884
12 9 13 4 0.770884
13 12 14 2 1.258884
14 10 12 2 1.258884
15 13 13 0 9.746884
16 13 13 0 9.746884
17 12 13 1 4.502884
18 13 8 -5 65.966884
19 9 13 4 0.770884
20 6 10 4 0.770884
21 2 11 9 34.550884
22 7 9 2 1.258884
23 8 16 8 23.794884
24 11 15 4 0.770884
25 6 14 8 23.794884
26 13 11 -2 26.234884
27 10 11 1 4.502884
28 8 10 2 1.258884
29 14 20 6 8.282884
30 7 8 1 4.502884
31 6 17 11 62.062884
32 9 13 4 0.770884
33 8 13 5 3.526884
34 10 12 2 1.258884
35 7 10 3 0.014884
36 8 8 0 9.746884
37 8 14 6 8.282884
38 7 11 4 0.770884
39 12 15 3 0.014884
40 6 16 10 47.306884
41 1 11 10 47.306884
∑(d – d-)2=
∑d= 128
504.390244

4
 APPENDIX G

NUMERACY TEST (SOLUTION FOR T-TEST)

∑𝑑 428
𝑑− = = = 10.439
𝑛 41

√∑(𝑑 − 𝑑− )2 1558.098
𝑆𝑑 = = √ = 6.24
𝑛−1 41 − 1

d − √𝑛 10.439√41
𝑡= = = 10.71
𝑠𝑑 6.24

4
 Pre- Post-
Difference
Respondents Test Test (d – d-)2
d = x2- x1
X1 X2
1 28 30 2 71.216721
2 18 29 11 0.314721
3 27 36 9 2.070721
4 14 32 18 57.168721
5 15 33 18 57.168721
6 0 0 0 108.972721
7 17 26 9 2.070721
8 7 33 26 242.144721
9 32 38 6 19.704721
10 28 33 5 29.582721
11 28 38 10 0.192721
12 25 38 13 6.558721
13 22 35 13 6.558721
14 13 31 18 57.168721
15 24 34 10 0.192721
16 21 30 9 2.070721
17 12 29 17 43.046721
18 16 19 3 55.338721
19 22 29 7 11.826721
20 5 20 15 20.802721
21 36 38 2 71.216721
22 18 20 2 71.216721
23 31 34 3 55.338721
24 5 18 13 6.558721
25 23 38 15 20.802721
26 37 37 0 108.972721
27 36 40 4 41.460721
28 26 36 10 0.192721
29 26 39 13 6.558721
30 12 34 22 133.656721
31 17 28 11 0.314721
32 24 36 12 2.436721
33 19 36 17 43.046721
34 32 36 4 41.460721
35 25 28 3 55.338721
36 14 33 19 73.290721
37 25 38 13 6.558721
38 27 39 12 2.436721
39 22 37 15 20.802721
40 28 38 10 0.192721
41 29 38 9 2.070721
∑(d – d-)2= 1558.098
∑d = 428

4
 APPENDIX H

QUESTIONNAIRE FOR ALGEBRA TEST

Encircle the letter of the correct answer.

1. Evaluate –4a for a = 3.

A. 12 B. –7 C. –12 D. 7

2. Evaluate 6xy for x = 5 and y = 2.

A. 30 B. 60 C. 90 D. 120

3. Evaluate xy – z if x = –3, y = 4, and z = 5.

A. –17 B. –5 C. 7 D. –7

4. Evaluate 4x + 5 when x = –3.

A. 7 B. –7 C. 17 D. –17

5. Evaluate 2x2 – 3y – z if x = –2, y = –3, and z = 1.

A. 18 B. 16 C. 2 D. 9

6. Evaluate a(4 – b) if a = 2 and b =1/2

A. 1 B. 7 C. 9 D. –7

7. What is the value of the expression 2x3 – 3x2 + 6x –7 for x = 3?

A.18 B. 38 C. 28 D. 19

8. What is the sum of 2x and 3x?

4
A. 5x B. 5x2 C. 6x D. 6x2

9. Find the sum of (8x + 4) + (–11x + 5).

A. 19x + 9 B. 12x – 6 C. 6x D. –3x + 9

10.Find the sum of –7x2 + 3x –6 and 3x2 + 8x + 5.

A. –4x2 + 11x + 1 C. 4x2 + 11x – 1

B. –4x2 + 11x – 1 D. 4x2 + 11x + 1

11.What is the result if 4y2 – 3y + 5 is subtracted from y2 – 8?

A. 3y2 + 3y + 13 C. –3y2 – 3y + 3

B. –3y2 + 3y – 13 D. 3y2 – 3y + 13

12.Perform the indicated operations: 4x2 – (2x2 + 1)

A. 6x2 + 1 B. –6x2 + 1 C. 2x2 + 1 D. 2x2 – 1

13.Find the difference between – 2x2 + x + 3 and x2 + 7x + 1.

A. – x2 – 6x + 2 C. 3x2 – 6x + 4

B. –3x2 – 8x + 4 D. –3x2 – 6x + 2

14.Find the difference: (2r2 + 6r + 7) −(3r2 +5r +8)

A. r2 +r +1 C. r2 −r −1

B. r2 +r −1 D. −r2 +r −1

15. If the length of a rectangle in terms of x is 5x2 + 3x + 6, and its width is

4
7x + 9, what is the perimeter of this rectangle? Perimeter: ___ units

A. 10x3 + 20x + 30 C. 10x4 + 20x + 30

B. 10x5 + 20x + 30 D. 10x2 + 20x + 30

16. The Power to a Power Law (am)n states that keep the base and _____ the

exponents.

A. add B. divide C. multiply D. subtract

17. In multiplying terms with the same base (am)(an), we ___ the exponents.

A. add B. divide C. multiply D. subtract

18. The Quotient Law states that having the same base, ___ the exponents.

A. add B. divide C. multiply D. subtract

19. Write (5)(5)(5)(5)(5)(5)(5)(5) as an exponential form.

A. 58 B. 55 C. 85 D. 88

20. Which of the following is NOT correct?

A. 33 = (3)(3)(3) C.73 = (7)(7)7)

B. 52 = (2)(2)(2)(2)(2) D. 104 = ((10)(10)(10)(10)

21. What is the value of (23)(22)?

A. 2 B. 3 C. 32 D. 64

22. Simplify (x2)(x5).

4
A. x2 B. x3 C. x5 D. x7

4 0
23. What is ( ) equivalent to?
5

A. 0 B. 1 C. 1/5 D.4/5

24. Find the value of (5xyz)0.

A. 0 B. 1 C. 5xy D. 5xyz

25. What is the product of (3x) and (5x2-3x+7)?

A. 15x2-9x+21x C. 15x3-9x2+21x

B. 15x2-9x+21 D. 15x3-9x2+21

26. Find the product of (3a -2) and (5a+1).

A. 15a2-2 C. 15a2-7a-2

B. 15a2+3 D. 15a2-7a+2

27. What is the second term of the product? (2x + 5)(7x + 1) = 14x2+__+5

A. 35x B. 36x C. 37x D. 38x

28𝑡−12𝑡 2 −4𝑡 6
28. What is the quotient of ?
4𝑡

A. 7-3t-t5 C. 7t-3t2-4t5

B. 7-3t+t5 D. 7t-3t+t5

4
29. Divide (11m2-5m) by (m).

A. 11m-5 C. 11m-5m

B. 11m2-5 D. 11m3-5m2

𝑎2 +8𝑎+15
30. Simplify:
𝑎+3

A. a+5 B. a-5 C. a2+5 D. a2-5

4
 APPENDIX I

QUESTIONNAIRE FOR NUMERACY TEST

Test 1. Find the sum.

1. 8+5

2. 3+4

3. 9+5

4. 13+45

5. 25+34

6. 67+89

7. 134+123

8. 953+451

9. 850+285

10. 1944+5439

Test 2. Find the difference.

1. 8-6

2. 6-2

3. 9-5

4. 32-16

5. 97-56

6. 78-29

7. 189-105

8. 817-693

4
 9. 248-178

10. 8432-2494

Test 3.Find the product.

1. 2*4

2. 6*7

3. 8*8

4. 12*16

5. 78*54

6. 24*89

7. 152*121

8. 726*113

9. 918*152

10. 4513*1042

Test 4.Find the quotient.

1. 9/3 9. 625/25

2. 8/4 10. 1500/25

3. 6/2

4. 70/14

5. 45/15

6. 92/23

7. 189/13

8. 900/45

4
 CURRICULUM VITAE

PERSONAL DATA:

Name : Balili, John Lemuel F.

Birth Date : November 27, 2004

Place of Birth : Sudlon 2, Cebu City

City Address : Sudlon 2, Cebu City

Age : 18

Gender : Male

Citizenship : Filipino

Civil Status : Single

Religion : Roman Catholic

EDUCATIONAL BACKGROUND:

Elementary School: Sudlon Elementary School

2016-2017

Junior High School: Sudlon National High School

2020-2021

4
 CURRICULUM VITAE

PERSONAL DATA:

Name : Ejares, Nathaneil B.

Birth Date : November 23, 2004

Place of Birth : Sudlon 2, Cebu City

City Address : Sudlon 2, Cebu City

Age : 18

Gender : Male

Citizenship : Filipino

Civil Status : Single

Religion : Roman Catholic

EDUCATIONAL BACKGROUND:

Elementary School: Sudlon Elementary School

2016-2017

Junior High School: Sudlon National High School

2020-2021

4
 CURRICULUM VITAE

PERSONAL DATA:

Name : Gaberza, Jerson H.

Birth Date : June 14, 2005

Place of Birth : Sampaguita, Lipa City

City Address : Sudlon 2, Cebu City

Age : 18

Gender : Male

Citizenship : Filipino

Civil Status : Single

Religion : Roman Catholic

EDUCATIONAL BACKGROUND:

Elementary School: Sudlon Elementary School

2016-2017

Junior High School: Sudlon National High School

2020-2021

4
 CURRICULUM VITAE

PERSONAL DATA:

Name : Responde, Earl Christian L.

Birth Date : October 29, 2004

Place of Birth : Sudlon 2, Cebu City

City Address : Sudlon 2, Cebu City

Age : 18

Gender : Male

Citizenship : Filipino

Civil Status : Single

Religion : Roman Catholic

EDUCATIONAL BACKGROUND:

Elementary School: Sudlon Elementary School

2016-2017

Junior High School: Sudlon National High School

2020-2021

4
 CURRICULUM VITAE

PERSONAL DATA:

Name : Timan, Kenth Carlo C.

Birth Date : December 27, 2004

Place of Birth : Sudlon 2, Cebu City

City Address : Sudlon 2, Cebu City

Age : 18

Gender : Male

Citizenship : Filipino

Civil Status : Single

Religion : Christian

EDUCATIONAL BACKGROUND:

Elementary School: Sudlon Elementary School

2016-2017

Junior High School: Sudlon National High School

2020-2021