Chapter

4

SUMMARY,

FINDINGS,CONCLUSIONS AND RECOMMENDATIONS

This chapter

discusses the summary, discussions, conclusion, implications of the findings

and recommendations based on the findings.

Summary

This study

determined the performance of grade 12 learners in Mathematics at Tubao

District Division of La Union, during the school year 2017-2018. Specifically,

it determined the profile of the respondents as to personal, academic and

student-related barrier and the relationship between these student-related

barriers and their academic performance.

This

study tested the hypothesis that there is no relationship between

student-related barrier and academic performance in Mathematics.

The

descriptive method using the questionnaire rating scale was utilized with

documentary analysis of learner’s academic performance as the main tool in

gathering the needed data.

The

respondents were 220grade 12 learners at Tubao District. The responses obtained

were tallied, tabulated and analyzed in terms of frequency counts, percentages

and weighted mean. The chi-square test of independence at .05 level of

significance was use to test association of students-related barrier and their

academic performance. Mean, median mode, standard deviation and skewness were

use to determine the level of performance in Mathematics.

Salient

Findings

The data which

the researcher gathered were statistically analyzed leading to the following findings:

1.1 Majority of the respondents are 17

years old and are females.

1.2 Most of the respondents have

grades ranging in 75-79.

1.3 The respondents profile in terms

of their attitude towards mathematics is “highly positive” , ” seldom” in their study habit and

“moderate” for school satisfaction and school pressure.

2. The performance of the respondents

in Mathematics is average.

3. Attitude, study habit, school

satisfaction and school pressure had no

significant relationship with performance in mathematics.

Conclusions

Based on the

data gathered, the age of the respondents is in accordance with the age norm of

grade12 learners. The overall weighted mean of level of attitude towards

mathematics was 2.62 and interpreted as “highly positive”. Study habits had an

average weighted mean of 2.54 and interpreted as “seldom”. School satisfaction

and school pressure had an average of 2.78 and 2.59 respectively and is

interpreted as “moderate”. These profile

of the learners points out that they have inclination in Mathematics. This may

serves as springboards in teaching-learning process.

In

terms of level of performance of the learner inMathematics, the learners

obtained the mean grade of 82.80 with verbal interpretation of “average”.

Through

the test significance, the researcher came up with the following conclusion:

there is no significant relationship between the student-related barriers such

as attitude, study habit, school satisfaction and school pressure and their

academic performance in mathematics. This means that the performance of the

learners in mathematics was not affected by the student related barriers in

terms of attitude, study habit, school satisfaction and school pressure.

Recommendations

Based on the

conclusion, the following recommendations are made:

1. Attitude, study habit, school

satisfaction and school pressure, though found not significantly related to

mathematics performance of learners needs to be improved. Administrators and

teachers may look into the findings of this study so that Mathematics

performance of learners be improved.

2. In order that learners’ attitude

could be improved towards mathematics, teachers of the subject should have a

variety of well chosen educational materials to present concepts to motivate

the student’s interest in Mathematics that affect their performance.

3. School activities should be minimized

since it affects the learner’s academic performance in Mathematics as perceived by the learners. Learners tend

to lose their concentration if there are class interruptions.

4. Learners should be encouraged to join seminar, workshops,

and conferences in Mathematics to boast

learners’ confidence and upgrade their learning skills.

5. Teachers need to be participate in

seminars and in-service trainings on mathematics so they would be updated with

the latest skills and trends needed in teaching of mathematics. Thus, they are

exposed to the latest techniques and technology in the field of mathematics.

6. To have a better performance;

a. the students need to be given more

exercises and drills in addition to the exercises given in the class

b. teachers may use different methods,

different teaching aids and materials to motivate the learners .

c. Well-planned action plans need to

be designed to cater to the needs of the learners that may enhance their

performance in mathematics.

d. teachers with specializations

should not only for higher years but also for the lower years.

7. Similar Study may be conducted

using more variables to reinforce the findings of the study.

8. To elevate the learners’ academic

performance in Mathematics from average to high, the researcher proposed an

action plan.

An Action Plan In

Mathematics

I. Rationale

According to recent studies and evaluation, learner’s

performance in Mathematics is average but most of the learner’s have a grade

ranging from 75-79, thus, there is a need to improve Mathematics performance

especially in General Mathematics.

If each

learners is mathematically knowledgeable, at least he could be competent enough

and go through with the standards of modern living hence this proposed action

plan is being formulated.

If this

proposed action plan will be implemented with commitment, for sure the

indicated objectives of the plan will be successfully attained.

II. General Objectives

To attain

success of the plan the following will serve as guide in the implementation.

1. to enhance the profile of the learners;

2. to improve the performance of the students;

3. to enrich the strategies used in teaching mathematics; and

4. to upgrade the instructional resources in teaching

mathematics.

Action Plan for Mathematics (2018-2019)

OBJECTIVE: To

enhance, enrich and elevate (from average to high) the academic performance of

the grade 12 learners in Mathematics.

AREAS OF CONCERN

ACTIVITIES

PERSON(S) RESPONSIBLE

TIMELINE

BUDGET

OUTPUT

A.

Learners Skills’ Development

To attend seminars, workshops and conferences that will

enhance their learning skills in Mathematics

Learners

Resource Speakers

June 2018 – March 2019

To be determined by the school head/administrator

Attendance to different seminars workshops and conferences

Learners’ skills, attitudes, and knowledge in mathematics

are upgraded

B.

Teachers’ Development

To continue the M.A. in Mathematics Education

Mathematics Teachers

August 2018

P50,000.00

M.A. in Math. Ed.

To attend seminars, workshops, and conferences that will

enhance teaching skills as well to update knowledge on the new trends in

mathematics.

Mathematics Teachers

June 2018 – March 2019

To be determined by the school head/administrator

Attendance to different seminars and conferences

Technical skills and knowledge in Mathematics are upgraded

C.

Instructional Materials

Prepare hand-outs, powerpoint presentation and other

teaching materials in mathematics

Mathematics Teachers

June 2018 – March 2019

Compilation of lecture files for Mathematics during each

quarter

Prepare, accomplish and submit the following: DLL,

examinations with table of specifications, and grade sheets

Mathematics Teachers

Every final week of each quarter

Filed and compiled requirements duly submitted to the

school head/principal on due dates

Chapter

4

SUMMARY,

FINDINGS,CONCLUSIONS AND RECOMMENDATIONS

This chapter

discusses the summary, discussions, conclusion, implications of the findings

and recommendations based on the findings.

Summary

This study

determined the performance of grade 12 learners in Mathematics at Tubao

District Division of La Union, during the school year 2017-2018. Specifically,

it determined the profile of the respondents as to personal, academic and

student-related barrier and the relationship between these student-related

barriers and their academic performance.

This

study tested the hypothesis that there is no relationship between

student-related barrier and academic performance in Mathematics.

The

descriptive method using the questionnaire rating scale was utilized with

documentary analysis of learner’s academic performance as the main tool in

gathering the needed data.

The

respondents were 220grade 12 learners at Tubao District. The responses obtained

were tallied, tabulated and analyzed in terms of frequency counts, percentages

and weighted mean. The chi-square test of independence at .05 level of

significance was use to test association of students-related barrier and their

academic performance. Mean, median mode, standard deviation and skewness were

use to determine the level of performance in Mathematics.

Salient

Findings

The data which

the researcher gathered were statistically analyzed leading to the following findings:

1.1 Majority of the respondents are 17

years old and are females.

1.2 Most of the respondents have

grades ranging in 75-79.

1.3 The respondents profile in terms

of their attitude towards mathematics is “highly positive” , ” seldom” in their study habit and

“moderate” for school satisfaction and school pressure.

2. The performance of the respondents

in Mathematics is average.

3. Attitude, study habit, school

satisfaction and school pressure had no

significant relationship with performance in mathematics.

Conclusions

Based on the

data gathered, the age of the respondents is in accordance with the age norm of

grade12 learners. The overall weighted mean of level of attitude towards

mathematics was 2.62 and interpreted as “highly positive”. Study habits had an

average weighted mean of 2.54 and interpreted as “seldom”. School satisfaction

and school pressure had an average of 2.78 and 2.59 respectively and is

interpreted as “moderate”. These profile

of the learners points out that they have inclination in Mathematics. This may

serves as springboards in teaching-learning process.

In

terms of level of performance of the learner inMathematics, the learners

obtained the mean grade of 82.80 with verbal interpretation of “average”.

Through

the test significance, the researcher came up with the following conclusion:

there is no significant relationship between the student-related barriers such

as attitude, study habit, school satisfaction and school pressure and their

academic performance in mathematics. This means that the performance of the

learners in mathematics was not affected by the student related barriers in

terms of attitude, study habit, school satisfaction and school pressure.

Recommendations

Based on the

conclusion, the following recommendations are made:

1. Attitude, study habit, school

satisfaction and school pressure, though found not significantly related to

mathematics performance of learners needs to be improved. Administrators and

teachers may look into the findings of this study so that Mathematics

performance of learners be improved.

2. In order that learners’ attitude

could be improved towards mathematics, teachers of the subject should have a

variety of well chosen educational materials to present concepts to motivate

the student’s interest in Mathematics that affect their performance.

3. School activities should be minimized

since it affects the learner’s academic performance in Mathematics as perceived by the learners. Learners tend

to lose their concentration if there are class interruptions.

4. Learners should be encouraged to join seminar, workshops,

and conferences in Mathematics to boast

learners’ confidence and upgrade their learning skills.

5. Teachers need to be participate in

seminars and in-service trainings on mathematics so they would be updated with

the latest skills and trends needed in teaching of mathematics. Thus, they are

exposed to the latest techniques and technology in the field of mathematics.

6. To have a better performance;

a. the students need to be given more

exercises and drills in addition to the exercises given in the class

b. teachers may use different methods,

different teaching aids and materials to motivate the learners .

c. Well-planned action plans need to

be designed to cater to the needs of the learners that may enhance their

performance in mathematics.

d. teachers with specializations

should not only for higher years but also for the lower years.

7. Similar Study may be conducted

using more variables to reinforce the findings of the study.

8. To elevate the learners’ academic

performance in Mathematics from average to high, the researcher proposed an

action plan.

An Action Plan In

Mathematics

I. Rationale

According to recent studies and evaluation, learner’s

performance in Mathematics is average but most of the learner’s have a grade

ranging from 75-79, thus, there is a need to improve Mathematics performance

especially in General Mathematics.

If each

learners is mathematically knowledgeable, at least he could be competent enough

and go through with the standards of modern living hence this proposed action

plan is being formulated.

If this

proposed action plan will be implemented with commitment, for sure the

indicated objectives of the plan will be successfully attained.

II. General Objectives

To attain

success of the plan the following will serve as guide in the implementation.

1. to enhance the profile of the learners;

2. to improve the performance of the students;

3. to enrich the strategies used in teaching mathematics; and

4. to upgrade the instructional resources in teaching

mathematics.

Action Plan for Mathematics (2018-2019)

OBJECTIVE: To

enhance, enrich and elevate (from average to high) the academic performance of

the grade 12 learners in Mathematics.

AREAS OF CONCERN

ACTIVITIES

PERSON(S) RESPONSIBLE

TIMELINE

BUDGET

OUTPUT

A.

Learners Skills’ Development

To attend seminars, workshops and conferences that will

enhance their learning skills in Mathematics

Learners

Resource Speakers

June 2018 – March 2019

To be determined by the school head/administrator

Attendance to different seminars workshops and conferences

Learners’ skills, attitudes, and knowledge in mathematics

are upgraded

B.

Teachers’ Development

To continue the M.A. in Mathematics Education

Mathematics Teachers

August 2018

P50,000.00

M.A. in Math. Ed.

To attend seminars, workshops, and conferences that will

enhance teaching skills as well to update knowledge on the new trends in

mathematics.

Mathematics Teachers

June 2018 – March 2019

To be determined by the school head/administrator

Attendance to different seminars and conferences

Technical skills and knowledge in Mathematics are upgraded

C.

Instructional Materials

Prepare hand-outs, powerpoint presentation and other

teaching materials in mathematics

Mathematics Teachers

June 2018 – March 2019

Compilation of lecture files for Mathematics during each

quarter

Prepare, accomplish and submit the following: DLL,

examinations with table of specifications, and grade sheets

Mathematics Teachers

Every final week of each quarter

Filed and compiled requirements duly submitted to the

school head/principal on due dates