CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyses, and interprets the data gathered from conducting

the simulation test to determine the competency level on the core subjects of Grade 11

Science, Technology, Engineering and Mathematics (STEM) students of Calamba City

Senior High School Academic Year 2019 – 2020.

Table 3. Scores of Grade 11-STEM sections on their test in English

English
Student
Biotechnology Ecology Genetics Geophysics
1 15 13 16 14
2 14 14 17 14
3 15 16 17 10
4 17 17 15 16
5 12 16 15 17
6 19 13 15 14
7 15 17 17 16
8 14 17 13 15
9 12 16 16 10
10 17 18 14 15
11 12 17 15 19
12 18 19 15 17
13 17 15 14 18
14 12 18 17 17
15 17 17 13 19
16 15 17 16 15
17 15 16 16 17
18 16 18 17 11
19 13 17 18 15
20 15 17 18 10
21 15 9 17 16
22 13 17 16 17
23 15 16 17 18
24 15 14 13 12
25 19 16 15 17
26 14 15 17 18
 27 15 14 17 14
28 14 17 13 12
29 13 15 15 12
30 16 16 15 8
31 13 18 16 15

As shown in the table, the result of the exam given to the participants showed that

the Grade 11-STEM students reached a high proficiency competency level in English after

having an overall average of 15.32 out of 20 items provided on the exam. Ecology is the

section who got the highest score among the four classes with 15.97 while Geophysics got

the lowest average score with 14.77 out of 20. 19 over 20 is the score of five students and

it is the highest score among all the participants. While there is a student who got an eight

(8) out of 20 which is the lowest score for this subtest. With these scores, there is a range

of 11. The mode of this data is 17 after 29 students committed only 3 mistakes on the 20-

item test. On the other hand, the median of the students’ scores is 15.5.

Table 4. Scores of Grade 11-STEM sections on their test in Mathematics

Mathematics
Student
Biotechnology Ecology Genetics Geophysics
1 6 15 16 11
2 10 12 14 8
3 11 16 11 9
4 15 18 11 4
5 7 13 4 10
6 16 9 9 15
7 12 15 7 6
8 17 15 11 9
9 13 16 12 10
10 11 18 13 6
11 15 14 18 13
12 13 18 11 18
13 14 12 12 15
14 12 11 14 14
15 15 13 7 7
 16 10 12 10 12
17 10 15 12 12
18 13 12 12 10
19 14 16 15 3
20 10 13 12 12
21 17 12 8 7
22 10 14 13 4
23 7 6 13 7
24 11 11 8 7
25 15 11 18 12
26 16 12 14 13
27 16 15 15 8
28 13 11 6 11
29 13 13 12 12
30 12 9 11 16
31 16 13 11 9

Table 4 reveals how proficient in Mathematics are the Grade 11-STEM students of

Calamba City Senior High School. With the total number of students which is 124, the

score of 3 was marked as the lowest. This score is range from zero (0) to nine (9) that

implies the low proficiency in Mathematics. Six (6) of the students get the highest score

which is 18 which clearly stated as the highest proficiency. Out of 124 students, most of

them got a score of 12. Substantially, Grade 11-STEM students of Calamba City Senior

High School has an average of 11.86 in Mathematics. It is in-between 45% - 74% that is

classified as an average proficiency in this subject area. From this average score of four

sections, the highest average score is from Ecology with 13.23 while Genetics got the

lowest score with an average score of 10.

Table 5. Scores of Grade 11-STEM sections on their test in Science

Science
Student
Biotechnology Ecology Genetics Geophysics
1 7 15 14 10
 2 9 13 12 9
3 8 10 11 8
4 10 11 10 6
5 9 10 10 7
6 12 11 9 10
7 13 11 9 9
8 14 11 13 11
9 7 12 9 9
10 12 11 13 17
11 8 11 13 13
12 14 11 9 12
13 10 10 9 8
14 12 9 10 9
15 12 14 10 10
16 11 9 9 12
17 11 12 11 15
18 13 11 13 6
19 10 12 11 4
20 10 9 8 8
21 7 9 6 11
22 9 15 12 7
23 7 9 11 9
24 11 6 10 12
25 10 9 11 11
26 10 10 11 8
27 11 8 12 12
28 9 8 5 9
29 11 7 10 11
30 11 8 12 8
31 18 14 13 9

The table shows the scores of Grade 11-STEM students on the Science test, these

scores got a 10.39 overall average which falls under the 45% - 74% that tells that a score

is considered as average proficient. 23 students scores 11 out of 20 which tells the mode of

the data while the median is 10. There is one (1) student who scores 18 over 20 which is

the highest score among the 124 students while there is also one (1) student who got four

(4) which is the lowest which presents a range of 14. Biotechnology, Ecology, and Genetics
got the same general average as a section with 10.51, the highest average, while Geophysics

got the lowest average with 9.68.

Table 6. Proficiency level of students of Grade 11-Biotechnology in English, Mathematics,

and Science

Student Grade 11 - Biotechnology

English Math Science
1 3 1 1
2 2 2 2
3 3 2 1
4 3 3 2
5 2 1 2
6 3 3 2
7 3 2 2
8 2 3 2
9 2 2 1
10 3 2 2
11 2 3 1
12 3 2 2
13 3 2 2
14 2 2 2
15 3 3 2
16 3 2 2
17 3 2 2
18 3 2 2
19 2 2 2
20 3 2 2
21 3 3 1
22 2 2 2
23 3 1 1
24 3 2 2
25 3 3 2
26 2 3 2
27 3 3 2
28 2 2 2
29 2 2 2
30 3 2 2
31 2 3 3
 As shown in the table above, the proficiency level of the Grade 11 STEM students

from section Biotechnology on the three core subject areas: English, Mathematics and

Science. The first two subjects that were compared were English and Mathematics. The

result after performing the statistical analysis, Pearson-Product Moment Correlation

Coefficient, was shown in the value of -0.0317. This interprets that English and

Mathematics have no correlation. On the other hand, English and Science were also

compared using the same statistical treatment and gave a result of -0.1386, which can be

interpreted as low degree of correlation. Lastly, Mathematics and Science were then

compared using the same statistical treatment and gave a resulting value of 0.2532 that can

be interpreted in the correlation table as low degree of correlation.

Table 7. Proficiency level of students of Grade 11-Ecology in English, Mathematics, and

Science
Student Grade 11 - Ecology
English Math Science
1 2 2 3
2 2 2 2
3 3 3 2
4 3 3 2
5 3 3 2
6 2 2 2
7 3 3 2
8 3 3 2
9 3 3 2
10 3 3 2
11 3 3 2
12 3 3 2
13 3 3 2
14 3 3 2
15 3 3 2
16 3 3 2
17 3 3 2
18 3 3 2
19 3 3 2
20 3 3 2
 21 2 2 2
22 3 3 3
23 3 3 2
24 2 2 1
25 3 3 2
26 3 3 2
27 2 3 1
28 3 2 1
29 3 2 1
30 3 2 1
31 3 2 2

As shown in the table above, the proficiency level of the Grade 11 STEM students

from section Ecology on the three core subject areas: English, Mathematics and Science.

The first two subjects that were compared were English and Mathematics. The result after

performing the statistical analysis, Pearson-Product Moment Correlation Coefficient, was

shown in the value of 0.5861. This interprets that English and Mathematics have a high

degree of correlation. On the other hand, English and Science were also compared using

the same statistical treatment and gave a result of 0.0736, which can be interpreted as no

correlation. Lastly, Mathematics and Science were then compared using the same statistical

treatment and gave a resulting value of 0.3252 that can be interpreted in the correlation

table as moderate degree of correlation.

Table 8. Proficiency level of students of Grade 11-Genetics in English, Mathematics, and

Science
Student
English
1 3
2 3
3 3
4 3
5 3
6 3
7 3
8 2
Grade 11 - Genetics
Math Science
3 2
2 2
2 2
2 2
1 2
2 2
2 2
1 2
 9 3 2 2
10 2 2 2
11 3 2 2
12 3 2 2
13 2 2 2
14 3 2 2
15 2 1 2
16 3 2 2
17 3 2 2
18 3 2 2
19 3 3 2
20 3 2 1
21 3 1 1
22 3 2 2
23 3 2 2
24 2 1 2
25 3 3 2
26 3 2 2
27 3 3 2
28 2 1 1
29 3 2 2
30 3 2 2
31 3 2 2

Table 8 presents the data of the proficiency level of Genetics’ students on the three

subjects namely, English, Mathematics, and Science. The first two subjects that were

compared are English and Mathematics. The result of performing the statistical analysis,

Pearson-Product Moment Correlation Coefficient, shows a value of 0.5228. This value

interprets that English and Mathematics has a high degree of correlation. On the other hand,

English and Science were compared by using the similar treatment, resulting to a value of

0.1158 which presents that the English and Science subject has a low degree of correlation.

Mathematics and Science were also compared by using the Pearson-Product Moment

Correlation Coefficient. The computed value was 0.3493, which interprets that

Mathematics and Science has a moderate degree of correlation.

Table 9. Proficiency level of students of Grade 11-Geophysics in English, Mathematics,

and Science

Student Grade 11 - Geophysics

English Math Science
1 2 2 2
2 2 1 2
3 2 2 1
4 3 1 1
5 3 2 1
6 2 3 2
7 3 1 2
8 3 2 2
9 2 2 2
10 3 1 3
11 3 2 2
12 3 3 2
13 3 3 1
14 3 2 2
15 3 1 2
16 3 2 2
17 3 2 2
18 2 2 1
19 3 1 1
20 2 2 1
21 3 1 2
22 3 1 1
23 3 1 2
24 2 1 2
25 3 2 2
26 3 2 1
27 2 1 2
28 2 2 2
29 2 2 2
30 1 3 1
31 3 2 2

This table, on the other hand, shows the proficiency level of students from Grade

11-Ecology on the three subjects, English, Mathematics, and Science. Each pair of subjects

was compared with a similar statistical treatment which is the Pearson-Product Moment
Correlation Coefficient. First, the data from English and Mathematics were compared, the

resulting computed value was -0.2593. This interprets that English and Mathematics has a

low degree of correlation. English and Science were also compared with the same formula,

which resulted to a computed value of 0.1370 which states that the English and Science

subject has a low degree of correlation. On the other hand, Mathematics and Science were

also compared using the same data, and results to a value of -0.192. This computed value

interprets that Mathematics and Science has a low degree of correlation.

The overall proficiency scales of the students from the four sections were also

tallied to determine the correlation of each pair of subjects with a larger number of

participants. The data was statistically analyzed by using Pearson-Product Correlation

Coefficient. English and Mathematics were compared first which resulted to a computed

value of 0.1498. This value interprets that the subject of English and Mathematics has a

low degree of correlation. The result supports the claim of the study made by researchers

(Beal, Adams, & Cohen, 2016; Kieffer, Lesaux, Rivera, & Francis, 2017) regarding the

relationship of english and mathematics and their effect on the competency level of a

learner. They have observed relationships between English language proficiency and

mathematics achievement, with Carrasquillo, Kucer, and Abrams (2014) asserting that

students require increasing literacy demands as they advanced in grade level. As classroom

instruction and texts changed, literacy abilities that were functional in the primary grades

abruptly became inadequate. Carrasquillo et al. (2014) observed further that texts became

longer to read and consumed more time, thereby increasing the difficulty for students

already struggling with reading. Textbooks in the higher grades eventually became the
primary means for teaching and learning, shifting the focus from learning to read to reading

to learn. This study investigates the predictive power of English proficiency on

mathematics scores for students and how well SES, gender, and grade level moderate the

influence of English proficiency on mathematics scores.

On the other hand, according to the study made by Olanipekun (2013), science

education is the study of biology, chemistry or physics in conjunction with the principle

and method of education to be able to share scientific processes and content with those who

are not traditionally in scientific community. To this effect, good language competence in

English language may be a positive predictive validity variable on the performance of

students on intelligence test. This asserted when it was discovered that the measurements

of intelligence tend to reflect the learner’s mastery of language and in this sense English

language. In this study, English and Science were compared by using the data from the

four sections. After computing, the value is 0.0772 which interprets that English and

Science has no correlation. One reason why it resulted to this is that the questions from the

Science subtest does not require high-level skills in language and understanding since the

questions are just straight to the point. This greatly support the idea that there is a

relationship between English and Science and an effect on the competency level of a

student.

Lastly, Mathematics and Science were also compared with a resulting computed

value of 0.1660. This interprets that Mathematics and Science has a low degree of

correlation. This result strengthens the idea of the study conducted by Frykholm & Meyer

(2012). They mentioned that the reliance on mathematics varies across different science

fields. Physics is a subject heavily dependent on mathematical preparation. However, the

demand is not as strong in biology, and other sciences such as psychology might not yet be

ready for the kind of mathematics that has taken place in physics (Orton & Roper, 2015).

On the other hand, whereas it was assumed that "integration would produce greater learning

outcomes of both mathematics and science, few empirical attempts have been made to test

this assumption" and no correlation analyses have been conducted on student scores

between mathematics and science (McBride & Silverman, 2016). Therefore, it can be

synthesized that there is an effect between the relation of mathematics and science with

each other.