Siena College, Inc.

DEL MONTE AVENUE, QUEZON CITY

MATHEMATICS AREA
Passion for Truth and Compassion for Humanity
INTEGRATED BASIC EDUCATION
PAASCU Accredited Level III

CORRELATION ANALYSIS
on Grade 8
Performance Task No. 2

Submitted by:
Acosta, Zachary S.
Baron, Ayesa Karel A.
Dela Cruz, Carl Justine I.
Domingo, Bryan Christopher R.
Isit, Irvine Ken
Jecino, Amber C.
Pajares, Alliah Joice A.
Reyes, Lander Eildwin L.
Sepe, Blu Ernest DM.
Villaran, Rich Aljur V.

11 – Integrity
I. Problem: (It must be supported by at least two updated article)

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Many question if mathematical grades affect an individual’s grade in science,

and vice versa. With utilizing correlation analysis, we may determine if there is a
significant relation between the two subjects by the help of the respondents from the
Grade 8 students of Siena College Quezon City.
According to Tiwari (2023), Mathematics provides a powerful tool for scientists
to express ideas, formulate theories, and develop models that explain natural
phenomena. Many scientific concepts like force, energy, and velocity rely on
mathematical equations to quantify their properties and relationships. By mastering
mathematics, science students acquire the ability to translate complex scientific ideas
into concise, logical, and coherent expressions that facilitate better communication and
understanding. In addition, aimed to enhance science learning quality by integrating
mathematics for students in the Primary Teacher Education department at Universitas
Negeri Padang. Using the ADDIE model, the research proceeded through five phases:
analysis of curriculum, student needs, and lecturer demands, design of lecturing
modules, integration of science and mathematics chapters, implementation and testing
and evaluation. Results indicated improved learning quality, with average achievement
scores of 63.66 and observer assessments showing 75% of students actively engaging in
course activities. (Fitria, et.al, 2018)

II. Hypothesis
Null: There is no siginificance relation betweenthe grades of students in Math and
Science

Alternative: There is a significance relation between the grades of students in Math

and Science

III. Computation
Table:
No. 1st Variable (X) 2nd Variable (Y) X
2
Y
2
XY
1 85.35 90.90 7284.6225 8262.81 7758.315

2 91.00 88.83 8281 7890.7689 8083.53

3 89.00 90.39 7921 8170.3521 8044.71

4 93.56 90.27 8649 8148.6729 8445.6612

5 85.97 88.17 7390.8409 7773.9489 7579.9749

6 88.58 94.74 7846.4164 8975.6676 8392.0692

7 87.62 93.02 7677.2644 8652.7204 8150.4124

8 85.01 87.44 7226.7001 7645.7536 7433.2744

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9 81.26 86.67 6603.1876 7511.6889 7042.8042

10 81.87 89.00 6702.6969 7921 7286.43

11 95.70 92.00 9158.49 8464 8804.4

12 90.48 93.05 8186.6304 8658.3025 8419.164

13 84.01 83.46 7057.6801 6965.5716 7011.4746

14 83.96 82.80 7049.2816 6855.84 6951.888

15 88.01 91.89 7745.7601 8443.7721 8087.2389

16 80.37 82.70 6459.3369 6839.29 6646.599

17 95.51 90.25 9122.1601 8145.0625 8619.7775

18 81.88 80.78 6704.3344 6525.4084 6614.2664

19 80.00 80.40 6400 6464.16 6432

20 79.13 84.38 6261.5569 7119.9844 6676.9894

21 81.01 85.02 6562.6201 7228.4004 6887.4702

22 90.89 88.10 8260.9921 7761.61 8007.409

23 77.92 77.56 6071.526 6015.5536 6043.4752

24 82.85 84.27 6864.1225 7101.4329 6981.7695

25 88.38 90.52 7811.0244 8193.8704 8000.1576

26 93.76 88.00 8790.9376 7744 8250.88

27 88.01 89.51 7745.7601 8012.0401 7877.7751

28 80.54 82.33 6486.6916 6778.2289 6630.8582

29 84.52 85.67 7143.6304 7339.3489 7240.8284

30 80.93 83.71 6549.6649 7007.3641 6774.6503

❑ ❑ ❑ ❑ ❑
∑ (X )=¿ ¿
❑
∑ (Y )=¿ ¿
❑
∑ (X )=¿ ¿
❑
2
∑ (Y )=¿ ¿
❑
2
∑
❑
(XY )=¿ ¿
2577.08 2615.83 222014.9 228616.6 225176.3

Solution: (It must be type written not inserted as picture)

n Σ XY −Σ X∗Σ Y
r¿
√❑

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30(225176.3)−(2577.08)(2615.83)
r¿
√❑

r = 0.81 (very high)

IV. Conclusion (It must be supported by at least three recently published articles)

The results of the survey show the average performance of students in these subjects.
However, the conclusion cannot be drawn based solely on the survey results, as
additional information is required to fully understand the factors that contribute to
students' performance in mathematics and science. Analysis is needed to identify
patterns in the data and determine the implications of the results for students, teachers,
and the education system as a whole. The survey results can identify potential areas for
improvement in mathematics and science education for Grade 8 students in SCQC.

This study examines the literature on the transfer of mathematics and science education
from primary to secondary school, according to Kaur et al. (2022). Three aspects are
identified: social, school and academic-linked, and student self-regulation. According to
the study, a variety of factors interact to shape students' experiences, rather than one
factor having a dominant effect. Difficult transitions can have an effect on identity
development ideas, attitudes toward science and mathematics, and performance in
school. It is suggested that future studies fill in the gaps in the current record of work.
According to Holzberger, et.al (2020), No differences were found between cognitive and
motivational-affective outcome variables or between science and maths. The results
point to the most promising school characteristics for promoting students’ outcomes
and emphasise schools’ potential for students’ engagement in science and maths. In the
context of Correlation, we can say that the results of the survey shows the average
performance of students in these subjects. However, the conclusion cannot be drawn
based solely on the survey results, as additional information is required to fully
understand the factors that contribute to students' performance in mathematics and
science. Further analysis is needed to identify patterns in the data, and to determine the
implications of the results for students, teachers, and the education system as a whole.
The survey results can be a potential area for improvement in mathematics and science
education for Grade 8 students in SCQC.
Vyacheslav V. Utemov, et al. (2020) state that the study effectively illustrates the
efficacy of integrating scientific creative ideas into mathematics teaching, resulting in a
noteworthy 11% improvement in students' problem-solving speed. Based on the ideas
of scientific creativity, the created methodological guidelines offer educators an
invaluable tool for getting students ready for final certification in mathematics while

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taking into consideration the special needs of contemporary pupils. By incorporating

these ideas into conventional teaching methods, teachers may create a more productive
and interesting learning environment, which will ultimately improve students'
mathematical accomplishment and problem-solving abilities.
V. References (follow the APA format, this must be the last page of your paper)
● Holzberger, D., Reinhold, S., Lüdtke, O., & Seidel, T. (2020). A meta-analysis on the relationship
between school characteristics and student outcomes in science and maths – evidence from large-
scale studies. Studies in Science Education, 56(1), 1–34.
https://doi.org/10.1080/03057267.2020.1735758
● Griffin, A. and Geneseo, S. (2021). The Effects of Pr ects of Process Diff ocess Differentiation in an
Eighth-Gr entiation in an Eighth-Grade Mathematics Classroom. Volume 2020, Article 11
● https://knightscholar.geneseo.edu/cgi/viewcontent.cgi?article=1280&context=proceedings-of-
great-day
● Kaur, T., McLoughlin, E. & Grimes, P. (2022). Mathematics and science across the transition from
primary to secondary school: a systematic literature review. IJ STEM Ed 9, 13.
https://doi.org/10.1186/s40594-022-00328-0
● https://stemeducationjournal.springeropen.com/counter/pdf/10.1186/s40594-022-00328-0.pdf