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Jen4 Document Transcript

  • 1. Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter presents, analyzes and interprets the data gathered from the students of Laboratory High School at Laguna State Polytechnic University in determining factors affecting Performance in Mathematics. Extent of Interest of the students in Mathematics Students’ level of interest in Mathematics was rated based on the students’ self- perceived level of preparation for the Mathematics subject, attention given to teacher’s lectures, active participation in class, their desire to get good grades and their desire to listen to discussions or attention class. Table 1 shows the weighted mean of students’ interest in Mathematics. The students gave a unifying perception on their level of interest in Mathematics. The item “I want to get good grades on tests, quizzes, assignments and projects.” ranked first with an average weighted mean of 4.77. The item “I get frustrated when the discussion is interrupted or the teacher is absent.” got the lowest rating with an average weighted mean of 2.88.
  • 2. Table 1. Extent of Interest in Mathematics as Perceived by the Students Weighted Verbal Interest Rank Mean Interpretation 1. I make myself prepared for the math subject 3.79 4 Often 2. I listen attentively to the lecture of my math 4.10 2 Often teacher. 3. I actively participate in the discussion, answering exercises and/or clarifying things 3.93 3 Often I did not understand. 4. I want to get good grades on tests, quizzes, 4.77 1 Always assignments and projects. 5. I get frustrated when the discussion is 2.88 5 Sometimes interrupted or the teacher is absent. Average Weighted Mean 3.90 Often The overall weighted mean of interest in Mathematics is 3.90. This means students are “often” interested in this subject. Among questionnaire items, the desire to get good grades is the most interesting to students but the desire to attend discussion received the lowest extent of interest. Extent of Study Habits The criteria in obtaining students’ level of study habits were based on their personal tendency or pattern of action in studying when they are in school days. Table 2 shows the lists of ten (10) items about situational/action statements used in the data gathering and the corresponding weighted means of the students’ responses ranked from the highest to lowest weighted mean together with the verbal interpretation.
  • 3. Table 2. Extent of Study Habits as Perceived by the Students Weighted Verbal Study Habits Rank Mean Interpretation 1. I do my assignments regularly. 4.09 2 Often 2. I exert more effort when I do difficult 3.88 4 Often assignments. 3. I spend my vacant time in doing assignments 3.08 9 Sometimes or studying my lessons. 4. I study the lessons I missed if I was absent 3.65 5 Often from the class 5. I study and prepared for quizzes and tests. 4.07 3 Often 6. I study harder to improve my performance 4.34 1 Often when I get low grades. 7. I spend less time with my friends during school days to concentrate more on my 2.97 10 Sometimes studies. 8. I prefer finishing my studying and my assignments first before watching any 3.10 8 Sometimes television program. 9. I see to it that extracurricular activities do not 3.37 7 Sometimes hamper my studies. 10. I have a specific place of study at home 3.45 6 Often which I keep clean and orderly. Average Weighted Mean 3.60 Often Overall, the extent of study habits as perceived by the students themselves gained an “often” result with an overall weighted mean of 3.60. Among each situational/action statements or items given, the item “I study harder to improved my performance when I get low grades.” ranked first with an average weighted mean of 4.34 but the item “I spend less time with my friends during school days to concentrate more on my studies.” got the lowest extent of study habits in Mathematics.
  • 4. Extent of Teachers’ Personality Traits Extent of teachers’ personality traits were ranked based on their relationship with the students, their smartness, confidence and firmness in making decisions, their imposing proper discipline and not lenient in following the prescribed rules, their personality with good sense of humor and their appreciation to suggestions and opinions and their worthy of praise. Table 3 shows the data on the extent of personality traits of the teachers with the computed weighted mean, rank and interpretation. Table 3. Extent Teachers’ Personality Traits as Perceived by the Students Weighted Verbal Personality Traits Mean Rank Interpretation 1. Has a good relationship with the students and 4.60 1 always teachers. 2. Shows smartness, confidence and firmness in 4.58 2 always making decisions. 3. Imposes proper discipline and is not lenient 4.43 4 often in following the prescribed rules. 4. Has an appealing personality with good sense 4.41 5 often of humor. 5. Is open to suggestions and opinions and is 4.48 3 often worthy of praise. Average Weighted Mean 4.50 always The table reveals that item number 1 ranked first with an average weighted mean of 4.60 and interpreted as “always” which means that the teacher always has a good relationship with the students. The item number 2 ranked second with an average weighted mean of 4.58 also interpreted as “always” which means that the teacher always shows their smartness, confidence and firmness in making decisions. Items 3, 4, and 5 interpreted as “often” with the weighted means of 4.48, 4.43, and 4.41 for ranks 3, 4, and 5 respectively.
  • 5. Extent of Teaching Skills Table 4 presents the extent of teaching skills acquired by the teachers in Mathematics as perceived by the students. The overall weighted mean of the teachers in terms of teaching skills is 4.41 which is interpreted as “often”. Table 4. Extent of Teaching Skills as Perceived by the Students Weighted Verbal Teaching Skills Mean Rank Interpretation 1. Explains the objectives of the lesson clearly at 4.51 2 always the start of each period. 2. Has mastery of the subject matter. 4.70 1 always 3. Is organized in presenting subject matters by 4.40 4 often systematically following course outline. 4. Is updated with present trends, relevant to the 4.46 3 often subject matter. 5. Uses various strategies, teaching aids/devices 3.96 5 often and techniques in presenting the lessons. Average Weighted Mean 4.41 often Looking closely at the table item per item, it was observed that the “The teacher has mastery of the subject matter” has the highest average weighted mean among the five items and interpreted as “always” followed by the item “The teacher explains the objectives of the lesson clearly at the start of each period” also interpreted as “always”. Items “The teacher is updated with present trends, relevant to the subject matter” , “The teacher is organized in presenting subject matter by systematically following course outline”, and “The teacher uses various strategies, teaching aids/devices and techniques in presenting the lessons” interpreted as “often” with the average weighted means of 4.46, 4.40 and 3.96 for ranks 3, 4. and 5 respectively.
  • 6. Extent of Instructional Materials Table 5 presents the extent of instructional materials used by the teachers in Mathematics. It shows that the teachers “always”used chalk and blackboard in explaining the lessons with an average weighted mean of 4.93. The teachers used workbooks/textbooks and materials for project development interpreted as “sometimes” with the average weighted means of 3.45 and 2.55 for ranks 2 and 3. The teachers used articles interpreted as “rarely” with an average weighted mean of 2.48. Lastly, used of power point presentation got the lowest extent of instructional materials with an average weighted mean of 1.49 interpreted as “sometimes”. Table 5. Extent of Instructional Materials used by the Math Teachers Weighted Instructional Materials Verbal Interpretation Mean Rank 1. Chalk and blackboard in 4.93 1 always explaining the lessons. 2. workbooks/textbooks 3.45 2 sometimes 3. PowerPoint presentations (visual 1.49 5 never aids) 4. articles 2.48 4 rarely 5. materials for project development 2.55 3 sometimes Average Weighted Mean 2.98 sometimes The overall extent of instructional materials used by the Math teachers as perceived by the students gained “sometimes” result with an overall average weighted mean of 2.98. This means that the teacher in Mathematics sometimes uses instructional materials.
  • 7. Level of Performance of Students in Mathematics Table 6 presents the level of performance of Laboratory high school students in Mathematics in terms of some measure as mean, median, mode, standard deviation, skewness and kurtosis. The grades presented are the means of the grades of students- respondents in third grading period obtained through documentary analysis of Form 138 provided by the adviser. Statistics Value Verbal Interpretation Mean 88.23 Satisfactory Median 89.00 Satisfactory Mode 91.00 Very Satisfactory Standard Deviation 4.84 Kurtosis 2.10 Relatively Steep/leptokurtic Skewness -1.13 Skewed to the left/negatively skewed Table reveals that the mean performance of students in Mathematics was “satisfactory” with an average of 88.23 median of 89 mode of 91 and standard deviation of 4.84. The skewness of the level of students is -1.13 which, which skewed to the left/negatively skewed while kurtosis is 2.10, which is leptokurtic or has a relatively peaked distribution. It reveals that several of the students really wanted the subject of Mathematics. Only few of the students got low and the rest got the high grades. Significant Relationship of the Mathematics Performance of the Students in Student-related factors and Teacher-related factors Table 7 presents the significant relationship of the factors affecting Mathematics Performance of Laboratory High School. As seen on the table, the Pearson r of the five (5) factors such as Interest, Study Habits, Personality Traits, Teaching Skills and
  • 8. Instructional Materials have _______ degree of correlation but the t revealed the lesser value of 2.01. It means that there is no significant relationship to Mathematics performance of the students. It reveals that the interest, study habits, personality traits, teaching skills and instructional materials do not affect the Mathematics performance of the Students of Laguna State Polytechnic University. Variables df T-Computed T- value Interpretation Interest 0.544326 2.10 not significant Study Habits -0.465262108 -2.10 not significant Personality Traits -0.095499 -2.10 not significant 113 Teaching Skills 0.984864987 2.10 not significant Instructional -2.10 Materials -1.043867038 not significant