Вы находитесь на странице: 1из 10

Chapter 4

Results and Discussion

This chapter is organized into two parts (1)

Descriptive Data Analysis, and (2) Inferential Data

Analysis.

Part One, Descriptive Data Analysis, presents the

descriptive data analyses of level of Mastery of

Mathematical Rules mathematical ability of Grade 9

students.

Part Two, Inferential Data Analysis, presents the

significance of the differences in the mathematical ability

among the levels of mastery of mathematical rules and

relationships among students’ mathematical ability and

mastery of mathematical rules of Grade 9 students.


41

Descriptive Data Analysis

Level of Mastery of Mathematical


Rules of Students

Table 2 presents the level of Mastery of Mathematical

Rules of Grade 9 students.

The level of the Mastery of Mathematical Rules of

Grade 9 students is “high” (M = 17.89, SD = 3.67).

The mastery of mathematical rules of the students was

interpreted using the scales of means given below:

Mean Description

21.0 – 26.0 Very High


16.0 – 20.0 High
11.0 – 15.0 Moderate
6.0 – 10.0 Low
0.0 – 5.0 Very Low

In this study, “Mastery of Mathematical Rules”

referred to the scores obtained by the Grade 9 Students in

26-items composed of 5-problem solving researcher’s made

mastery of mathematical rules test. The mean score obtained

from the mastery of mathematical rules test will be

arbitrarily categorized as: Very high ( ), high ( ),

moderate high ( ), low ( ), and very low ( ).


42

Table 2

Mean and Standard Deviation of Mastery of Mathematical


Rules of Students
Variables Mean Description SD
Mastery of Mathematical Rules 17.89 High 3.67

The result implies that the Grade 9 students of

Dulangan National High School have developed a strong

foundation of the basic concepts of Mathematical Rules in

their previous school level. In addition, the result proved

that the “high” level of the mastery of mathematical rules

of the students is an indication that they are exposed to

different mathematical rules in their mathematics class.

Furthermore, the teachers of every Mathematics subject the

students have undergone serves as an effective and

efficient mentor to the students. The result also shows the

students had mastered their Subraction, Division,

Multiplication and Addition Property of Equality. They had

also mastered the concepts about Factoring, Simplifying and

Multiplying Radicals. The students were also able to give

the right solution to the problem and they recalled the

Mathematical Rules and concepts that they had learned in

their Math class.

The result affirms to the study conducted by


43

But the result of this study contradicts to the

findings of the study conducted by Bernada (2016) which

states that the level of the memorization skills of the

Grade VI pupils is average. In another study conducted by

Brillo (2012) the result showed that the level of memory

skills of students in general is found to be “average”

Level of Mathematical Ability


of Students

The level of mathematical ability of Grade 9 students

is shown in Table 3.

The level of mathematical ability of Grade 9 students

is “high” (M = 4.50, SD = 0.11).

The mathematical ability of the students was

interpreted using the scales of means given below:

Mean Description

21.0 – 26.0 Very High


16.0 – 20.0 High
11.0 – 15.0 Moderate
6.0 – 10.0 Low
0.0 – 5.0 Very Low

In this study, “mathematical ability” referred to the

scores obtained by the respondents in 26-items composed of


44

5-problem solving researcher’s made mathematical ability

test. The mean scores obtained will be classified as Very

High ( ), High ( ), Average ( ), Low ( ), and Very Low ( ).

Table 3

Mean and Standard Deviation of Mathematical Ability


of Students
Variables Mean Description SD
Mathematical Ability 19.02 High 4.48

The result implies that the Grade 9 students of

Dulangan National High School have developed a deeper

understanding of their Mathematics subject. This high

result also shows that they are able to apply various

problem solving techniques in every activity that they have

in their Mathematics class. This explains that the students

have been an active participant of the teaching-learning

process inside their classroom. In addition to this, the

result shows that the students understand the problem, able

give its solution and provided its correct mathematical

rules and concepts with the use of the guide questions.

They had also developed a high ability when it comes to the


45

different property of Equality, factoring, simplifying and

Multiplying Radicals.

The result of this study contradicts to the study of

Martinez, M., (2014) found out that the level of

mathematical ability of students is “average”. Furthermore,

this study disagrees to the study conducted by Ramos

(2013), found out that the students have “good”

mathematical skills. The result also differs from the Study

of Brillo (2012) in her study which that states the

mathematical skills of students is “average”.

Results of this study disagrees with the study of

Larido (2007) who found out that students had moderate

level of mathematical skills. Results of her study also

revealed that regardless of sex, type of high school

attended, educational attainment of parents and monthly

family income, college students all have a moderate level

of mathematical skills.

Inferential Data Analysis

Difference in the Mathematical Ability


among the Levels of Mastery of
Mathematical Rules of Students
46

Table 4 presents the Analysis of Variance in the

difference in the mathematical ability of Grade 9 students

when they are classified according to their mastery of

mathematical rules.

Data show that there is a significant difference in

the mathematical ability of Grade 9 students when they are

classified according to their mastery of mathematical rules

F (32.93) = .000, p < .05.

Table 4

Analysis of Variance of Mathematical Ability Among the


Levels of Mastery of Mathematical Rules of Students
Source of Variation SS df MS F Sig.
Between Groups 1082.69 3 360.90 32.93 .000
Within Groups 1227.28 112 10.96
Total 2309.97 115
*p<0.05 significant @ 5% alpha level

The result implies that the mathematical ability of

the students varies when they are classified based on their

mastery of the mathematical rules. This further indicates

that the mathematical ability of the Grade 9 students of

Dulangan National High School affect to their mastery of

Mathematical rules.

This study supports the findings of Martinez, M.,

(2014), found there was a significant difference in the

mathematical ability of Grade 8 students when they were


47

classified according monthly income and educational

attainment of parents. In addition, the result is

supported by the study of Brillo (2012) in which reveals

that there is a significant difference in the mathematical

skills of students when they are grouped according to their

level of memory skills.

Therefore, the null hypothesis which states that there

is no significant difference in the mathematical ability of

Grade 9 students when they are classified according to

their mastery of mathematical rules is hereby rejected.

Relationships among Students’


Mathematical Ability and
Mastery of Mathematical
Rules

Table 5 shows the relationships among students’

mathematical ability and mastery of mathematical rules.

Data show that there are significant relationship

among students’ mathematical ability and mastery of

mathematical rules r = .684*, p = .000< .05.

Table 5

Pearson r Between Mastery of Mathematical Rules and


Mathematical Ability
Variables r Sig
48

Mastery of Mathematical Rules and Mathematical


Ability .684* .000
*p<0.05 significant @ 5% alpha level

The significant relationship between students’

mathematical ability and mastery of mathematical rules

indicates that the mathematical ability is related to the

mastery of mathematical rules of the students or vice-

versa. The result implies that mathematical ability of the

students is connected to the mastery of mathematical rules.

This further implies when the mastery is high the

mathematical ability is also high. This states that as

their mastery of mathematical rules increased they also

increased their mathematical ability. In other words, the

total mastery of elementary arithmetic is essential in

successfully learning the higher stages of arithmetic of

fractions and decimals. This in turn is the foundation for

learning higher mathematics, which is the key to success in

later life. The practice with fundamental arithmetic skills

helps develop the mental ability and the symbolic and

abstract thinking skills that prepare a student to learn

other concepts in mathematics.

The result of this study conforms to the study of

Martinez, M., (2014) found that there was a significant

relationship among Math fact skills fluency, reasoning


49

ability and Mathematical ability. On the other hand, in the

study of Brillo (2012) the data reveal that there is a

significant positive relationship between memory skills and

mathematical skills of students.

Furthermore, the result of this study supports the

study of Ati Sukmawati, Delsika Pramata Sari, and Mitra

Pramita(2017) which states that there was a significant

relationship between mathematical ability and cognitive

style in elementary school students.

However it was revealed in their study, that there was

no relationship between mathematical ability and gender in

elementary school students.

Therefore, the null hypothesis which states that there

are no significant relationships among students’

mathematical ability and mastery of mathematical rules is

hereby rejected.

Вам также может понравиться