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1.
Chapter 5
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of findings; the conclusions made and the
recommendations offered.
Summary
This study was conducted in Laguna State Polytechnic University, Siniloan,
Laguna, with a total of one hundred fifteen respondents of laboratory high school.
Descriptive method was used in this study. The researcher used a checklist-questionnaire
method in order to reveal the relationship of the variables.
The special problem was conducted to determine the factors affecting
Mathematics Performance of Laboratory High School at Laguna State Polytechnic
University Academic Year 2009-2010. It aims to find out the appropriate answers to the
following questions: What is the extent of the student-related factors in terms of interest
and study habits? What is the extent of teacher-related factors as evaluated by the
students in terms of personality traits, teaching skills and instructional materials? What is
the level of students’ mathematics performance? Is there significant relationship between
students’ mathematics performance and student-related factors? Is there significant
relationship between students’ mathematics performance and teacher-related factors?
2.
Through this problems stated, the researcher came up with the following null
hypothesis: Ho There is no significant relationship between the students’ mathematics
performance and student-related factors in terms of interest and study habits. Ho There is
no significant relationship between students’ mathematics performance and teacher-
related factors in terms of personality traits, teaching skills and instructional materials.
After administering the questionnaire, the researcher used weighted mean and
rank to determine the extent of student-related factors in terms of interest and study
habits; and extent of teacher-related factors in terms of personality traits, teaching skills
and instructional materials. Mean, median, mode, standard deviation, skewness, kurtosis
were used to determine the level of performance of students in Mathematics. And to test
the significance of input and output variables, pearson-r were used.
Conclusions
Based on the data gathered, the overall weighted mean of level of interest in
mathematics was 3.90 and interpreted as “often”. Study habits had an average weighted
mean of 3.60 and also interpreted as “often”. Personality traits had an average weighted
mean of 4.50 and interpreted as “always”. Teaching skills had an average weighted mean
of 4.41 and interpreted as “often”. Instructional materials had an average weighted mean
of 2.98 and interpreted as “sometimes”.
3.
In terms of level of performance of the students in mathematics, the students
obtained the mean grade of 88.23 with verbal interpretation of “Satisfactory” and
standard deviation of 4.84.
Through the test of significance, the researcher came up with the following
conclusion; there is no significant correlation between student interest in mathematics
and their performance in mathematics. Their computed z-value is 0.54 which is less than
the tabular z-value of 2.10 at α = .05. There is no significant correlation between study
habits and their performance in mathematics. The computed z-value is -0.47 which is less
than the tabular z-value of -2.10 at α =0.05. This means that the performance of the
students in mathematics does not affected by the student-related factors in terms of
interest and study habits.
There is no significant relationship between teacher-related factors such as
personality traits, teaching skills and instructional materials and the performance of the
students in mathematics. Their computed z-values are -0.10, 0.98 and -1.04 which are
less than the tabular z-value of -2.10, 2.10 and -2.10 respectively. Thus, teacher-related
actors do not affect the performance of the students in mathematics.
Recommendations
Based on the conclusions made, the following recommendations are given: that a
more concentrated research on relationship to Mathematics be made by the future
researchers to determine a more focused result on the relationship; that teachers use more
4.
interactive teaching techniques that would boost interest in mathematics; that a more
thorough research on study habits be made by future researchers to determine its effect on
student performance.
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