DLP

1. INVESTIGATING STUDENTS’ GRAPHING
SKILLS IN RELATION TO THEIR ACADEMIC
PERFORMANCE IN MATHEMATICS
AUTHOR: ELSIE GUMOC
Republic of the Philippines
JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga Del Norte
Katipunan Campus

2. Introduction
 According to Meisadewi et al., (2017), graphs are graphical
representations of numerical systems and equations.
Understanding graphs (graph interpretation) is a vital skill
that all students need in their daily lives since they must
make sense of and communicate with the information
offered in graphs.
 In accord with Glazer et al., (2011), despite the significance
of graphing skills in learning development and everyday
life, it has been noted that novice or expert learners have
difficulty constructing and reading graphs.
Chapter I
THE PROBLEM AND ITS SCOPE

3. This study evaluated the first year and second
year BSED Mathematics students‘:
 Graphing skills in relation to their academic
performance in mathematics.
In addition, the researcher also identified how age
and year level affects the students graphing skills.
Chapter I
THE PROBLEM AND ITS SCOPE

4. Note: The study was only applicable and limited to first-year
and second-year BSED Mathematics students of Jose Rizal
Memorial State University – Katipunan Campus S.Y. 2021-
2022. Hence, anyone who does not meet the study's
parameters was not permitted to participate.
Note: There were only few related studies associated with
this study within 5 years validity, that was why the researcher
extended the scope of related studies beyond 5 years to
carry out the study.
Chapter I
THE PROBLEM AND ITS SCOPE

5. Objectives of the Study
 The specific objectives were to:
1. determine the respondents’ profile in terms of:
a. age
b. year level;
2. determine the graphing skills of the respondents:
a. Self- Evaluation
b. Performance;
Chapter I
THE PROBLEM AND ITS SCOPE

6. Objectives of the Study
3. determine the respondents’ academic performance in
mathematics;
4. determine the significant relationship between
graphing skills and the academic performance of the
respondents; and
5. determine the significant difference between the
respondents graphing Skills when grouped according to
their profile.
Chapter I
THE PROBLEM AND ITS SCOPE

7. Research Method
This study used the descriptive method via
simple random sampling.
Research Respondents
The population of the study was thirty-one (31)
BSED-Mathematics Students.
Chapter III
RESEARCH METHODOLOGY

8. Research Setting
The research was conducted at Jose Rizal
Memorial State University, a public institution located in
Barangay Dos, Katipunan, Zamboanga del Norte.
Research Instruments
The instruments used to collect data were the
standardized questionnaires adopted from Dedmon
(2014) and Nelson (n.d.).
Chapter III
RESEARCH METHODOLOGY

9. Data Gathering Procedure
In gathering the data,
 The letter of permission was made by the researcher.
 It was signed by the research teacher and the research
adviser of the researcher.
 The letter was brought to the office of the Associate Dean
of the College of Education and was personally signed and
approved by the Associate Dean.
 It was submitted to the Campus Administrator's office for
validation and was successfully validated.
Chapter III
RESEARCH METHODOLOGY

10. Data Gathering Procedure
 The researcher conducted the study.
 The researcher explained the purpose of the survey to the
respondents.
 The instruments were distributed to the respondents.
 After answering the questionnaires, the researcher
retrieved them all.
 All the data was tallied using Microsoft Excel 2010 and was
subjected for statistical computation using the same
software.
Chapter III
RESEARCH METHODOLOGY

11. Data Analysis
In analyzing the data, the researcher used the
following tools:
Frequency and Percentage
Weighted Mean
Chi-Square
Chapter III
RESEARCH METHODOLOGY

12. Data Analysis
Self – evaluation
Chapter III
RESEARCH METHODOLOGY
Rating Continuum Interpretation
4 – Always(A) 3.26 – 4.0 Highly Proficient (HP)
3 – Sometimes(S) 2.51 – 3.25 Proficient (P)
2 – Rarely(R) 1.76 – 2.50 Slightly Proficient (SP)
1 – Never (N) 1.0 – 1.75 Not Proficient (NP)

13. Data Analysis
Linear Equations
Chapter III
RESEARCH METHODOLOGY
Scores Interpretation
9 – 10 ---------------- Highly Proficient (HP)
7 – 8 ---------------- Proficient (P)
5 - 6 ---------------- Moderately Proficient (MP)
3 – 4 ---------------- Slightly Proficient (SP)
1 – 2 ---------------- Not Proficient (NP)

14. Data Analysis
Quadratic Equations
Chapter III
RESEARCH METHODOLOGY
Scores Interpretation
5 --------------- Highly Proficient (HP)
4 --------------- Proficient (P)
3 --------------- Moderately Proficient (MP)
2 --------------- Slightly Proficient (SP)
1 --------------- Not Proficient (NP)

15. Data Analysis
Academic Performance in Mathematics
Chapter III
RESEARCH METHODOLOGY
Grades Interpretation
1.4 – 1.0 ---------------- Very Good
2.5 – 1.5 ---------------- Good
3.0 – 2.6 ---------------- Fair
5.0 ---------------- Failure

16. Data Analysis
Rubric in Graphing Linear Equations
Source: RCampus. (n.d.)
Chapter III
RESEARCH METHODOLOGY

17. Novice
1
Intermediate
2
Proficient
3
Advanced
4
Exemplary
5
APPEARANCE AND
VISUAL APPEAL
Graph is constructed
neatly, points are
evident and neatly
plotted, and the lines
are joined neatly.
Criteria are not
met in all three
components, but a
recognizable
picture is
produced.
All criteria are not done
neatly and this distracts
from the overall appearance
of the picture.
Two components of the
criteria could have been
done more neatly.
One component of
the criteria could
have been done
more neatly.
All criteria are done
neatly, creating a
smooth and very
recognizable picture.
GRAPH AND PLOTTED
POINTS
The graph is
constructed according
to instructions, points
are evident and
correctly plotted. The
lines connect points in
the sequence listed.
Respondent did
not attempt to
complete the
graph or plot the
points
Respondent made 7 or more
errors in the graph, plotting
and/or connection of the
points.
Respondent made 4 or
more errors in the
graph, plotting and/or
connection of the
points.
Respondent made 1-
2 small errors in the
graph, plotting
and/or connection
of the points.
Respondent had made
no errors in the graph,
plotting and/or
connection of the
ponts.

18. Data Analysis
Rubric in Graphing Quadratic Equations
Source: RCampus. (n.d.)
Chapter III
RESEARCH METHODOLOGY

19. 1 2 3
4
OPENING OF THE
PARABOLA
Minor errors exist when the
student determines if the
parabola opens upward or
downward direction.
No errors exist when the
student determines if the
parabola opens in an
upward or downward
direction.
No errors exist when the
student determines if the
parabola opens in an
upward or downward
direction. The student
provides justification for
his/her thinking.
No errors exist when the
student determines if the
parabola opens in an
upward or downward
direction. The student can
provide a rationale for
his/her thinking by making
a reference to each
equation.
AXIS OF SYMMETRY
The student determines the
axis of symmetry for each
equation and minor errors
exist.
The axis of symmetry is
determined for each
equation and no errors
exist.
The axis of symmetry is
determined for every
equation. No errors exist
and the student shows
some of the steps for
determining the axis of
symmetry.
The axis of symmetry is
determined for every
equation. No errors exist
and the student shows all
steps for determining the
axis of symmetry.
VERTEX
An attempt is made to
determine the vertex for
each equation, but some
minor errors exist.
The vertex is determined
for each equation and no
errors exist.
The vertex is determined
for each equation and no
errors exist. Some steps for
determining the vertex are
shown.
The vertex is determined
for each equation and no
errors exist. All steps for
determining the vertex are
shown.

20. Table 1 Respondents’ Profile in terms of “Age”
Chapter IV
PRESENTATION, ANALYSIS &
INTERPRETATION OF DATA
Age Frequency Percentage
19-20 15 48%
21-22 15 48%
23 and above 1 4%
TOTAL 31 100%

21. Table 2 Respondents’ Profile in terms of “Year Level”
Chapter IV
PRESENTATION, ANALYSIS &
INTERPRETATION OF DATA
Year Level Frequency Percentage
First Year 14 45%
Second Year 17 55%
TOTAL 31 100%

22. Table 3 Graphing Skills of the Respondents in terms of
“Self- Evaluation; Graphing Linear Equations”
Chapter IV
PRESENTATION, ANALYSIS &
INTERPRETATION OF DATA
Note: Mean Scale, 3.26 – 4.0 = Highly Proficient (HP),
2.51 – 3.25 = Proficient (P), 1.76 – 2.50 = Slightly
Proficient (SP), 1.0 – 1.75 = Not Proficient (NP)

23. Skills Weighted Mean Verbal Description
A. I can generalize and express patterns using algebraic expressions. 2.87 Proficient
B. I can make tables and graphs to represent data. 3.06 Proficient
C. I can describe the relationship between variables. 2.84 Proficient
D. I can find and interpret the slope of a line. 2.97 Proficient
E. I can recognize that slope measures the rate of change in an algebraic
expression.
2.65 Proficient
F. I can determine slopes as being undefined, zero, positive and negative. 2.74 Proficient
G. I can identify a linear equation, when given the graph of a line, two
points on the line, or the slope of the line.
2.87 Proficient
H. I can identify the x- and y-intercepts. 3.42 Highly Proficient
I. I can identify the initial values of a linear function. 2.77 Proficient
J. I can identify and graph linear equations using ordered pairs/tables. 3.16 Proficient
GRAND MEAN 2.45 Slightly Proficient

24. Table 4 Graphing Skills of the Respondents in terms of
“Self- Evaluation; Graphing Quadratic Equations”
Chapter IV
PRESENTATION, ANALYSIS &
INTERPRETATION OF DATA
Note: Mean Scale, 3.26 – 4.0 = Highly Proficient (HP),
2.51 – 3.25 = Proficient (P), 1.76 – 2.50 = Slightly
Proficient (SP), 1.0 – 1.75 = Not Proficient (NP)

25. Skills Weighted Mean Verbal Description
A. I can find and plot the x- and y- intercepts of a quadratic equation. 3.39 Highly Proficient
B. I can identify which form of quadratic equations I am given. 3.13 Proficient
C. I can identify and define quadratic variables. 3.10 Proficient
D. I can plot the vertex of a parabola. 3.23 Proficient
E. I can draw a parabola’s axis. 2.90 Proficient
F. I can find the direction of a parabola’s opening. 2.77 Proficient
G. I know how to express a quadratic equation into its general form. 3.00 Proficient
H. I can graph a quadratic equation with a double root. 2.84 Proficient
I. I can graph a quadratic equation with two roots. 2.65 Proficient
J. I can graph a quadratic equation with a no real roots. 2.84 Proficient
GRAND MEAN 2.99 Proficient

26. Table 5 Respondents Graphing Skills in Plotting Linear
Equations
Chapter IV
PRESENTATION, ANALYSIS &
INTERPRETATION OF DATA
Scores Frequency Verbal Description
5-6 2 Not Proficient
7-8 6 Proficient
9-10 23 Highly Proficient
Note: Scores, 5 = Highly Proficient (HP), 4 = Proficient
(P), 3 = Moderately Proficient (MP), 2 = Slightly
Proficient (SP), 1 = Not Proficient (NP)

27. Table 6 Respondents Graphing Skills in Solving
Quadratic Equation
Chapter IV
PRESENTATION, ANALYSIS &
INTERPRETATION OF DATA
Scores Frequency Verbal Description
1 2 Not Proficient
2 3 Slightly
Proficient
3 5 Moderately
Proficient
4 12 Proficient
5 7 Highly Proficient

28. Table 7 Respondents’ Performance in Graphing Linear
Equations
Chapter IV
PRESENTATION, ANALYSIS &
INTERPRETATION OF DATA
Graph Description Weighted Mean Verbal Description
Appearance and Visual
Appeal
3.97 Proficient
Graph and Plotted
points
4.39 Advanced
Grand Mean 4.18 Advanced
Note: Rubrics, 5 = Exemplary, 4 = Advanced, 3 =
Proficient, 2 = Intermediate, 1 = Novice

29. Table 8 Respondents’ Performance in Graphing
Quadratic Equations
Chapter IV
PRESENTATION, ANALYSIS &
INTERPRETATION OF DATA
Graph Description Weighted Mean Verbal Description
Opening of the
Parabola
3.13 Advanced
Axis of Symmetry 3.06 Advanced
Vertex 3.06 Advanced
GRAND MEAN 3.08 Advanced
Note: Rubrics, 4 = Exemplary, 3 = Advanced, 2 =
Proficient, 1 = Novice

30. Table 9 Respondents’ Academic Performance in
Mathematics
Chapter IV
PRESENTATION, ANALYSIS &
INTERPRETATION OF DATA
Grade Meaning Frequency Overall
Academic
Performance
Percentage
1.4 – 1.1 Very
Good
6 1.42 19%
2.5 – 1.5 Good 25 1.63 81%
TOTAL
AVEARGE
Good 31 1.52 100%
Note: Grades, 1.4 – 1.0 = Very Good, 2.5 – 1.5 = Good,
3.0 – 2.6 = Fair, 5.0 = Failure

31. Table 10 Relationship between Graphing Skills and the
Academic Performance of the Respondents
Chapter IV
PRESENTATION, ANALYSIS &
INTERPRETATION OF DATA
Statistic df P-value Decision
19.2 2 <0.001 Reject Ho
Note: P-value > 0.001 = Accept Ho, P-value < 0.001 =
Reject Ho

32. Table 11 Significant Difference between the
Respondents Graphing Skills When Grouped According
to their Profile
Chapter IV
PRESENTATION, ANALYSIS &
INTERPRETATION OF DATA
Variables statistic df P-value Decision
Graphing Skills *
Age
-17.6 9 <0.001 Reject Ho
Graphing Skills *
Year level
8.48 9 <0.001 Reject Ho
Note: P-value > 0.001 = Accept Ho, P-value < 0.001 =
Reject Ho

33. Conclusion
The study hereby concluded that there was a
significant relationship between the respondents’
graphing skills and their academic performance in
mathematics. This implied that the students graphing
skills can affect their academic performance in
mathematics. Therefore, graphing skills are a crucial
talent for pupils, particularly those studying
mathematics.
Chapter V
SUMMARY, FINDINGS, CONCLUSION, AND
RECOMMENDATION

34. Recommendations
1.) Students should study more to improve their
graphing skills in order to attain higher grades in
mathematics.
2.) Parents should encourage and assess their students
at home on honing their graphing skills together with
studying in mathematics.
Chapter V
SUMMARY, FINDINGS, CONCLUSION, AND
RECOMMENDATION

35. Recommendations
3.) Instructors should develop a variety of instructional
strategies to enhance the students skills in interpreting,
modelling and transforming graphs in a way that
addresses their individual differences in learning.
4.) Administrators should implement a training program
that will help the instructors to develop strategies
which desired to improve students’ graphing skills.
Chapter V
SUMMARY, FINDINGS, CONCLUSION, AND
RECOMMENDATION

36. Documentations
FIRST YEAR BSED MATHEMATICS SCHOOL YEAR 2021-2022
APPENDIX

37. Documentations
SECOND YEAR BSED MATHEMATICS SCHOOL YEAR 2021-
2022
APPENDIX

38. INVESTIGATING STUDENTS’
GRAPHING SKILLS IN RELATION
TO THEIR ACADEMIC
PERFORMANCE IN
MATHEMATICS
“THANK YOU FOR YOUR TIME DESPITE
OF YOUR BUSY SCHEDULES.”
ELSIE GUMOC
BSED Mathematics III