Chapter were tallied, tabulated and analyzed in terms of

Chapter
4

SUMMARY,
FINDINGS,CONCLUSIONS AND RECOMMENDATIONS

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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

 

 

 

 

 

 

 

 

 

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