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CHAPTER 1

Rationale

who have mathematical competence will have significantly greater chances and

possibilities for shaping the future while a lack of mathematical competence will keep

school students. Based on the findings of the study of Sa’ad et. al (2014), the students’

negative attitude towards Mathematics, anxiety and fear, poor teaching methods,

inadequate teaching materials and learning disabilities such as dyscalculia, are some

interfere with learning and generates distracting thoughts and sensations which

understand the subject because anxiety makes it hard to focus on some details, causes

self-doubt, fear of failing and other emotional issues. Too many students give up on

mathematics learning by withdrawing effort from any task that is perceived as likely

2

to result in failure (Chinn, 2012). Mathematics anxiety can make students question

their abilities, even if they have strong skills. This is the challenge to be resolved by

Therefore, this study focused and aimed to determine the respondents’ level

Theoretical Background

Related Theories

This study was anchored on Xu Ma’s Reciprocal Theory and Dweck’s Growth

Mindset Theory. The Reciprocal Theory focuses on the bidirectional link between

elicits mathematics anxiety, while Growth Mindset Theory focuses on why people

succeed and how to foster the idea of success in schools. These two theories focus on

the performance of the students and how achievement and individual mindset affects

them.

3

anxiety model. Deficit theory states that people who start out with poorer

while the debilitating anxiety model describes the link between mathematics anxiety

learning and recalling mathematics skills. As Figure 1 indicates, the reciprocal theory

states that both theories might both play a part in the relationship between

Figure 1 also shows the bidirectional link between mathematics anxiety and

mathematics performance.

The second theory is the Growth Mindset Theory. It is the belief that

intelligence can be developed. Students with a growth mindset believe that they can

be more intelligent through hard work, with the help of effective strategies, and

assistance from others when needed. It proposes that people see their traits as the

starting point, and these can be developed through dedication, hard work, and effort.

The belief that intelligence can be developed has a positive effect on one’s motivation

4

that effort or training can change one’s qualities and traits. They are not scared of

failure, because it only means that they need to be given importance, invest effort and

master the new learning opportunity. When students know they can be more clever,

they realize that effort makes them tougher. The effort will make them able to learn

the skill or knowledge, which will improve their performance. They then exert extra

time and effort which results in higher achievement. Therefore, they attribute success

Related Literature

mathematical resilience which includes its indications, who are affected, its reasons,

students.

Mathematics anxiety (MA) refers to the feeling of fear, defeat, distress, and a

meaning as the moods of tension and anxiety that affects with operating of numbers

and the answering of mathematical problems in our daily lives and academic

affective dimension. It is a strong emotional feeling of anxiety that people have about

5

mathematics anxiety feel that they are unable of performing activities and classes

educational systems play a significant part in creating MA. It is usually associated with

are often transferred and result in a lack of understanding of Mathematics. For many,

these undesirable experiences remain throughout their adult lives (Abo Hamza,

2013).

process of learning it can lead to unpleasant pressures and negative conditions. These

undesirable circumstances can be a bad practice for learners. The culture of anxiety

overcome hardships and negative situations in the learning process, turning those

negative situations into situations that support them. Resilient students can get better

learning outcomes than they expect (Hutauruk, 2017). It is the capacity of persons to

confront and answer positively to unkind situations that are unavoidable and to take

2017).

6

change. People who are resilient remain calm in the process of change, spring back

after difficulties, and become stronger after the change. It is the method of adjusting

stress. If one has a resilient disposition, one can have poise and a healthy level of

bodily and mental and emotional wellness in the face of life’s challenges. It means

2019).

persevere when faced with difficulties, work collaboratively with peers, possess the

language skills needed to express one’s understandings or lack of it, and withstand

difficulties.

7

Related Studies

This section provides numerous studies and researches that have been

academic performance among learners in every part of the world. Some researchers

conducted studies which ask students about experiences, feelings, and thoughts

related with anxieties during the study process to identify anxiety sources among

students. Based on these previous studies, researchers found that there are many

family anxiety, library anxiety, exam anxiety, presentation anxiety, and social anxiety

which includes social stressors, lack of sleep, overscheduling and lack of preparation,

to name a few. Anxiety is a real phenomenon. A student cannot perform well if they

tend to be avoiding career paths that involve the subject. A student whose

mathematics anxiety is aroused diverts the attention away from the content of the

class and toward personal fear and anxieties over Mathematics. This can lower the

mastery of the concepts to be learned information which can affect the performance

of the students in Mathematics. The higher one’s mathematics anxiety, the lower one’s

mathematics learning, mastery, and motivation which led to poorer grades in the

8

educational levels. In Malaysia, a study revealed that MA is one of the factors which

(Zakaria, 2012).

lower score in mathematics performance. But those who have low mathematics

would decrease as anxiety increased. Individuals with higher anxiety benefit from

individuals fail their low-anxious peers on both real-world mathematics tests and a

higher the students’ anxiety, the lower the students’ performance in Mathematics and

9

the day is often determined by necessity but can have a meaningful impact on

academic performance. Their study states that there are negative effects brought by

early morning classes. Intelligence tests are significantly poorer during the first

morning hours. Anxiety is caused by a lack of sleep which means that getting more

mathematics.

In contrast, some studies indicate that the morning schedule of classes has a

positive impact on students in Mathematics and indicate that afternoon and night

comparing students in morning and night classes, the morning students had the

higher scores. Students attending night classes go to sleep later than those attending

morning classes. Quality of sleep was higher for morning students. Later wake-up

times were associated with lower academic performance, which suggests an effect of

night shift work and sleep deficits. A 2013 survey conducted by the American College

Health Association reported students might feel too much stress which can lead

anxiety and improve grades. With these, there is already a resilience training program

at 11-13-year old (although it has been used with a range of different age groups).

10

The curriculum covers the national Personal, Social, Health, Education (PSHE)

requirement and will deliver a high-quality curriculum to students; and it will provide

one lesson per week from year 7 to year 10. The program PRP has different delivery

models and options being adapted in schools across the UK, such as PRP is taught

once a fortnight over 38 weeks. The whole year group is split into 4 teaching groups.

And another delivery model, PRP is taught at the end of year 7 and into the beginning

of year 8, with extra time to allow for review given the 6-week break. This program

enables young people to develop skills that empower them to be more resilient in

dealing with situations both in and out of school. Resilience training can help students

learn how to have a more positive outlook in the face of adversity. It can teach them

methods for doping in a healthy way when life throws you a curve ball. Without these

skills, students might feel overwhelmed by problems, which could lead to anxiety or

depression. American Psychological Association reported that the students who took

the program showed more enjoyment and engagement in school. The teachers

reported those students were more curious about what they were doing, loved

learning and showed more creativity and effects were particularly strong for students

resilience coaches which included parents and teachers. Parents should take part in

the learning of the students by giving positive views on mathematics instead of giving

11

increase the share of resilient students over time, reflecting improvements in the

a growth mindset will be able to develop the necessary mathematical skills, provided

mathematics anxiety is addressed explicitly where it has taken hold (Sue Johnston-

Wilder, 2014).

that they have the right to understand, know that learning Mathematics may involve

and are willing to share their energies. Resilient students know how to ask questions,

actively seek understanding, know how to get help, see asking as clever and

understand that persistent asking allows them to become even more clever. It is the

Based on the related theories, literature and studies, which primarily dwell on

12

Conceptual Framework

13

As shown in Figure 2, the Reciprocal Theory and the Growth Mindset Theory

guided the process of the study which categorized the anxiety and resilience of the

anxiety, while Growth Mindset Theory suggests that intelligence can be developed

The subjects in the study are the Grade 9 students of Bankal National High

School and Bankal Night High School. Sets of questionnaires were given to the

students.

Rating Scale. This scale contains three subscales: Mathematics Test Anxiety,

The resilience of the students was measured through the Mathematical Rating

Scale which consists of three affective dimensions: Value, Growth, and Struggle.

The data were collected, analyzed and interpreted. From these findings,

The Problem

14

students of Bankal National High School (Day shift students) and Bankal Night High

1. What is the level of mathematics anxiety of the students for both day and

1.4. as a whole?

2. What is the level of mathematical resilience of the students for both day

2.1. value;

2.2. growth;

2.4. as a whole?

the

15

𝐻𝑜1 : There is no significant difference between the hypothetical mean and the

teachers could develop strategies and methods that would allow students to

future researchers could use this study as a basis for further researches and

students in Mathematics of the Grade 9 students of Bankal National High School and

16

Bankal Night High School. This was focused on the anxiety and resilience of the

students, excluding the other factors that may affect the performance of the students.

The study was conducted in January 2019-March 2019 in Bankal National High

Definition of Terms

The following definitions are provided for terms that are being used in this

study:

study, mathematics anxiety of the students refers to the scores they obtained on a 24-

item Mathematics Scale, adapted from Alexander & Martray (1989) and modified by

experience extreme stress, anxiety, and discomfort when dealing with tests in

mathematics.

to overcome barriers that are frequently present when learning mathematics. In this

17

study, mathematical resilience of the students refers to the scores they obtained on a

24- item Mathematical Resilience Scale, adapted from Janice Kooken (2016).

studying.

Growth. The confidence that all people can develop mathematical skill

and belief that everyone can learn more mathematics with effort and support.

18

CHAPTER 2

RESEARCH METHODOLOGY

This chapter outlines the research methodology that was used in completing

respondents, research instrument, the data gathering procedure and the statistical

treatment of data.

Research Design

performance of the Grade 9 students of Bankal National High School and Bankal Night

High School, S.Y. 2018-2019. The students were assessed on their anxiety towards

mathematics, how resilient they are towards it and how it affects their mathematics

performance.

Research Environment

The research study was conducted at Bankal National High School and Bankal

Night High School, Barangay Bankal, situated approximately seven kilometers from

the bustling economic center of Lapu-Lapu City, Cebu. These are public schools under

the Department of Education (DepEd). There are approximately 110 Junior High

School teachers, 22 Senior High School teachers and eight Night High School teachers

with two separate school principals. Bankal National High School is considered as

one of the mega schools in Lapu- Lapu City for it consists approximately 3,760

19

students in Junior High School and 795 students in Senior High School while the

and Bankal Night High School

20

Research Respondents

The Grade 9 students of Bankal National High School and Bankal Night High

School were the respondents of this study. This grade level had a population of 901

students, with 18 sections consisting of 30 to 60 students per class. In this study, the

researcher used the simple random technique in gathering data and had 240 students

as respondents, 210 students from the Day shift and 30 from the Night shift.

Lapu City through the School Principal of Bankal National High School and Bankal

Night High School requesting for the conduct of the study with the Grade 9 Junior High

School students as respondents (See Appendix A, B and C). As soon as the request was

approved, the researcher conducted the study according to its time frame.

Two sets of questionnaires were used to collect data with regards to the level

Resilience Scale. The students’ mathematics performance was measured with the use

of their Mathematics Fourth Grading Periodical Test Scores. The data gathered were

Research Instrument

Anxiety Rating Scale (AMARS) by Alexander & Martray (1989), with minor

21

modifications and was modified by Alcover (2018) to fit in the Philippine context, for

(MRS) by Janice Kooken with Johnston-Wilder and Lee in UK (2013) for measuring

The AMARS has 24-items with reliability value of 0.86. It consists of three

subscales: Mathematics Test Anxiety (items 1-14), Numerical Task Anxiety (items 16-

19), and Mathematics Course Anxiety (items 20-24). Responses shared 5-point rating

scale, responses ranging from 1 (not at all), 2 (less anxious), 3 (moderately anxious),

4 (more anxious) to 5 (most anxious), where 1.00-1.80 is under Not at all, 1.81-2.60

is Less Anxious, 2.61- 3.40 is Moderately Anxious, 3.41- 4.20 is More Anxious, and

anxiety levels.

resilience’ with reliability value of 0.87. The MRS has three affective dimensions:

Value (items 1-8), Struggle (items 9-17), and Growth (items 18-24). Kooken et. al

(2016) found that the reliability coefficient for the value factor is 0.94, for the struggle

factor is 0.73 and for the growth factor is 0.83. Responses are given on a 5-point

(undecided), 4 (agree) to 5 (strongly agree), where 1.00-1.80 is under Not at all, 1.81-

22

Mathematically Resilient. Six items of the scale are negative and scoring of the

negative worded items was reversed so that a high score would mean higher

mathematical resilience.

This study analyzed and inferred the results using the following statistical

tools:

1. Weighted Mean – this statistical treatment was used to determine the level

Formula:

∑ 𝑥𝑊

𝑊𝑀 = ∑𝑊

where:

𝑊𝑀 = weighted mean,

𝑊 = actual mean,

2. One Sample t-test – this statistical treatment was used to compare the mean

Formula:

ℎ𝑚−𝑎𝑚

𝑡= 𝑆𝐷

√𝑛

23

where:

𝑡 = computed t- value,

ℎ𝑚 = hypothetical mean,

𝑎𝑚 = actual mean,

𝑛 = sample size.

24

CHAPTER 3

This chapter presents, analyzes and interprets the data gathered to answer the

The level of mathematics anxiety of the Grade 9 students was attained using

them.

National High School (Day Shift) and Bankal Night High School (Night Shift) in terms

of the three subscales of the AMARS: Mathematics Test Anxiety, Numerical Test

Qualitative

Classification n Mean SD

Description*

DAY SHIFT

Mathematics Test Anxiety 210 2.95 0.7 Moderately Anxious

Numerical Task Anxiety 210 2.51 0.92 Moderately Anxious

Mathematics Course Anxiety 210 2.74 0.88 Moderately Anxious

As a whole 210 2.81 0.64 Moderately Anxious

NIGHT SHIFT

Mathematics Test Anxiety 30 2.81 0.79 Moderately Anxious

Numerical Task Anxiety 30 2.66 0.90 Moderately Anxious

Mathematics Course Anxiety 30 2.78 0.95 Moderately Anxious

As a whole 30 2.77 0.78 Moderately Anxious

*4.21-5.00 Most Anxious

3.41-4.20 More Anxious

2.61-3.40 Moderately Anxious

1.81-2.60 Less Anxious

1.00-1.80 Not at All

25

In Table 1, it was shown that the Day Shift students’ mean was 2.95 (SD=0.7)

in mathematics test anxiety, 2.51 (SD= 0.92) in numerical task anxiety, 2.74 (SD=0.88)

Meanwhile, the Night Shift students’ mean was 2.81 (SD=0.79) in mathematics test

anxiety, 2.66 (SD= 0.90) in numerical task anxiety, 2.78 (SD=0.95) in mathematics

Both Day and Night Shift students were categorized as Moderately Anxious in

the three subscales: numerical task anxiety, numerical task anxiety and mathematics

course anxiety.

in learning Mathematics which might not have fostered a good feeling towards

they are prepared or not for examinations students might still be anxious and think

of negative thoughts. These feelings could also be due to the way the teachers handle

This finding supported the study of Hamza (2013) which revealed that

These past undesirable experiences with Mathematics could have resulted to a lack

26

An analysis was done to determine the Day and Night Shift students’ level of

mathematical resilience of in terms of the three subscales: Value, Struggle and Growth

Classification N Mean SD Qualitative Description*

DAY SHIFT

Value 210 3.75 0.54 More Mathematically Resilient

Struggle 210 3.89 0.55 More Mathematically Resilient

Growth 210 3.47 0.61 More Mathematically Resilient

As a whole 210 3.72 0.38 More Mathematically Resilient

NIGHT SHIFT

Value 30 3.76 0.58 More Mathematically Resilient

Struggle 30 3.75 0.38 More Mathematically Resilient

Growth 30 3.08 0.64 Moderately Mathematically

Resilient

As a whole 30 3.56 0.38 More Mathematically Resilient

*4.21-5.00 Most Mathematically Resilient

3.41-4.20 More Mathematically Resilient

2.61-3.40 Moderately Mathematically Resilient

1.81-260 Less Mathematically Resilient

1.00-1.80 Not at All

In Table 2, it was shown that the Day Shift students’ mean mathematical

resilience was 3.75 (SD=0.54) in Value subscale, 3.89 (SD= 0.55) in Struggle subscale,

and 3.47 (SD=0.61) in Growth subscale. As a whole, the Day Shift students’ mean

mathematical resilience was 3.72 (SD=0.38). For the Night shift, the students’ mean

Growth. As a whole, the Night shift students’ mean mathematical resilience was 3.56

(SD=0.38).

27

In Value and Struggle, both Day and Night shift students were categorized as

More Mathematically Resilient. For Growth, Day Shift students were categorized as

More Mathematically Resilient while the Night shift students were categorized as

Moderately Mathematically Resilient. Overall, both Day and Night shift students were

Being more mathematical resilient may imply that students in both Day and

Night Shift students could cope up well with stress in Mathematics. The result could

probably be attributed to the fact that these students might have known that success

is measured by the obstacles that come their way. This high coping mechanism

exhibited by the students might have been developed by people with positive thought

such as teachers and parents who helped them cope with loss and adapt to change.

For Growth, Day Shift students are more resilient than Night Shift students. This

result could probably be attributed to the fact that Day Shift students have better

quality of sleep than Night Shift students. For Night Shift students, this might be an

effect of part-time works and sleep deficits which let students feel too much stress

This finding supported the study of Kooken (2013) which stated that

mathematical resilient learners know that they have the right to understand, know

understanding, know how to get help, and understand that persistent asking allows

them to become even more clever. This result also agreed with the study of Lee et. al

(2010) which specified that to build mathematical resilience, students need resilience

28

coaches which included parents and teachers. These resilience coaches enabled

students to continue learning despite having to deal with obstacles and difficulties.

TEST STATISTICS

Qualitative

Shift N 𝐇. 𝐌.𝐚 A.M. SD Computed Table

p-value Description

z Value

Below

Day 210 30 26.88 8.6 5.26* 1.96 0.00001*

Average

Below

Night 30 30 24.13 7.63 4.21* 1.96 0.000026*

Average

H. M.a – 60% of the items

*significant at 𝛼=0.05

From Table 3, the students have actual means of 26.88 (SD=8.60) and 24.13

(SD=7.63) for the Day and Night Shifts respectively. The computed z-values of 5.26

and 4.21 are greater than the tabled value of 1.96 with corresponding p-values of

0.00001 and 0.000026 which are less than 𝛼=0.05. These are significant, hence the

rejection of 𝐻𝑜1. This means that the actual mean of the Day and Night Shifts were

significantly lower than the hypothetical mean. Their mathematics performance were

Below Average. Both students in the Day and Night Shifts did not reach the 60%

standard criterion of passing rate, stated under the DepEd Order No. 8, s. 2015 Policy

DepEd. This below average performance of the Grade 9 students could be attributed

to factors that students might have experienced such as stress, anxiety, fear and other

29

emotional factors. This could also be probably due to the fact that the students might

have not mastered the skills and concepts in Mathematics 9. Furthermore, for the

Night shift, probably lack of sleep and poor diet might also be contributory factors of

low performance.

This finding supported the study of Tan (2018) which stated that the

beginning level which means that the content of the K to 12 standards is not fully

achieved. This contests the curriculum planners to address the problem about the

new curriculum. The finding also negated the study of Andreoli (2011), which stated

that with students in Day and Night shifts, the morning students got higher scores.

the Mathematics Performance of the Grade 9 Students

resilience and mathematics performance for Day and Night Shifts of Grade 9 students.

DAY SHIFT

Adjusted R Std. Error of the

Model R R Square

Square Estimate

1 0.387a 0 .150 0.141 7.98544

NIGHT SHIFT

Adjusted R Std. Error of the

Model R R Square

Square Estimate

1 0 .405a 0 .164 0.102 7.35686

a. Predictors: (Constant), Resilience, Anxiety

From Table 4, for the Day Shift, the multiple correlation coefficient R is 0.387

30

(Mathematics Anxiety and Mathematical Resilience). From the data above the 𝑅 2 of

0.150 means that mathematics anxiety and mathematical resilience explain 15% of

the variability of students’ mathematics performance. For the Night shift, the multiple

good fit for the data, the analysis of variance is presented below.

DAY SHIFT

Sum of Mean

Model Df F Sig.

Squares Square

1 Regression 2320.953 2 1160.477 18.199 .000b

Residual 13199.827 207 63.767

Total 15520.781 209

NIGHT SHIFT

Sum of Mean

Model Df F Sig.

Squares Square

1 Regression 286.135 2 143.067 2.643 0.089b

Residual 1461.332 27 54.123

Total 1747.467 29

a. Dependent Variable: Performance

b. Predictors: (Constant), Resilience, Anxiety

Based on the model generated, for the Day Shift, the F-value at 𝛼 = 0.05 with

(2, 207) df = 18.199, p<0.000, hence, significant. For this shift, some variables

(i.e. the regression model is a good fit of the data for the Day Shift).

31

On the contrary for the Night Shift, the F ratio of 2.643, p>0.05 was not

significant. Hence, the regression model is not a good fit of the data for the Night shift.

DAY SHIFT

Unstandardized Standardized

Model Coefficients Coefficients T Sig.

B Std. Error Beta

1 (Constant) -.656 6.204 -.106 .916

Anxiety -1.231 .862 -.092 -1.427 .155

Resilience 8.322 1.463 .367 5.690 .000

NIGHT SHIFT

Unstandardized Standardized

Model Coefficients Coefficients T Sig.

B Std. Error Beta

1 (Constant) -5.230 14.578 -.359 .723

Anxiety 3.500 1.765 .357 1.984 .058

Resilience 5.524 3.566 .279 1.549 .133

From Table 6, for the Day Shift, only the students’ mathematical resilience with

point, there would be 8.322 increase in the mathematics performance of the students.

32

in Mathematics, thus, rejected 𝐻𝑜2 . The more resilient the student is, the higher

This result confirmed the study of (Fg'Dcec, 2014) which revealed that

success in school, and also, in life, which means that building resilience in turn can

The Growth Mindset Theory which suggests that students with growth

mindset are willing to put effort even if they struggle academically, and stay focused

on what they learn, that when students believe they can get smarter, they understand

that effort makes them stronger, thus, they put in extra time and effort that leads to

not rejected for both Night and Day Shifts. This means that students’ mathematics

negated the studies from many countries (see for example: Ashcraft et al, 2007; Legg,

2009; Brunye et al, 2013; Karimi (2015); Alcover, 2018) which showed that there is

performance.

The results of this study did not confirm the Reciprocal Theory which states

33

CHAPTER 4

Summary

performance of Bankal National High School and Bankal Night High School, S.Y. 2018-

1. What is the level of mathematics anxiety of the students for both day and

1.4. as a whole?

2. What is the level of mathematical resilience of the students for both day

2.1. value;

2.2. growth;

2.4. as a whole?

the

34

1. The level of mathematics anxiety for both Day and Night Shifts students,

2. In the scale of Value and Struggle, both Day and Night Shifts students

were More Mathematically Resilient. For Growth scale, Day Shift students were

More Mathematically Resilient while the Night Shift students were Moderately

Mathematically Resilient. Overall, both Day and Night Shifts students were More

Mathematically Resilient.

3. The mathematics performance for both Day and Night Shift students

4. Mathematics anxiety for both day and Night Shifts students were not

mathematics for the Day Shift, but no correlation for Night Shift students.

35

Conclusions

Basic mathematical skills are used regularly in everyday life and factors

personal stress and fear. In essence, it is vital to support students in developing their

mathematical resilience in order to promote overall success and have positive results

more resilient the student is, the higher the student’s performance in Mathematics.

Dweck’s Growth Mindset Theory was affirmed by the findings of this study, which

suggests intelligence can be developed through hardwork, time and effort. However,

the Reciprocal Theory which states that mathematics anxiety might cause decreased

performance and poorer performance might elicit mathematics anxiety was not

affirmed.

36

Recommendations

things that they can take on and overcome over time with effort, new strategies,

6. future researchers who wish to replicate this study investigate anxiety and

37

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International Education Studies. Retrieved from

https://files.eric.ed.gov/fulltext/EJ1066077.pdf

anxiety rating scale: Psychometric data. Journal of Counseling Data, 551-554.

Sa'ad, T. U., Adamu, A., & Sadiq, A. M. (2014). The Causes of Poor Performance in

Mathematics among Public Senior Secondary School Students in Azare

Metropolis of Bauchi State, Nigeria. IOSR Journal of Research & Method in

Education.

Insights from the German adaptation of the Abbreviated Math Anxiety Scale

(AMAS-G). Learning and Individual Diﬀerences. Retrieved from

https://www.sciencedirect.com/science/article/pii/S1041608017302108

Resilience amongst existing apprentices. ResearchGate. Retrieved from :

https://www.researchgate.net/publication/269276760

Performance of Grade 9 Students in Private High Schools in Bukidnon,

Philippines. ASIAN Academic Research: Journal of Social Sciences and

Humanities.

Tommaso Agasisti, F. A. (2018). Academic Resilience: What Schools and Countries Do

To help Disadvantaged Students Succeed in PISA. Organisation for Economic

Co-operation and Development .

Williams, T. M. (2014). The Causal Effect of the School Day Schedule on the Academic

Achievement of Adolescents. Retrieved from http://www.sole-

jole.org/15145.pdf

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https://www.researchgate.net/publication/278848451

Zuill, Z. D. (2016). The Relationship Between Resilience and Academic Success Among

Bermuda Foster Care Adolescents. Walden Dissertations and Doctoral Studies

Collection.

40

APPENDIX A

Transmittal Letter to Schools Division Superintendent

of Lapu-Lapu City

Schools Division Superintendent

Lapu- Lapu City Division

B. M. Dimataga St. Lapu- Lapu City, Cebu

Madam:

Greetings!

I am a graduate school student at the University of the Philippines, Cebu, taking up Master

of Education in Mathematics. I am currently in the process of gathering data for my

research study, that aims to determine the relationship between mathematics anxiety,

mathematical resilience, and math performance. This also aims to know the difference in

the mathematics anxiety and resilience of the students in Day and Night shift classes.

Knowing the relationship could help in discovering new approaches to mathematics

education, in order to inspire more students of all ability levels to persevere in

mathematics.

In the light of educational research, I would like to seek your consent to conduct my

research study with the Grade 9 students of Bankal National High School and Bankal

Night High School as partial fulfillment of my requirements at the University of the

Philippines. Rest assured, information and the data will be held with ultimate

confidentiality and to be used for academic purposes only.

I hope that my request merits your approval. If you require any additional information,

please do not hesitate to contact me. I hope to hear from you very soon.

Respectfully yours,

LYRA C. BITAYO

Graduate Student, UP Cebu

Permission Granted:

SDS−Lapu- Lapu City Division

41

APPENDIX B

Transmittal Letter to the School Principal

Of Bankal National High School

FERNEL B. GERALDES

Principal IV

Bankal National High School

Bankal, Lapu- Lapu City, Cebu

Sir:

Greetings!

I am a graduate school student at the University of the Philippines, Cebu, taking up Master

of Education in Mathematics. I am currently in the process of gathering data for my

research study, that aims to determine the relationship between mathematics anxiety,

mathematical resilience, and math performance. This also aims to know the difference in

the mathematics anxiety and resilience of the students in Day and Night shift classes.

Knowing the relationship could help in discovering new approaches to mathematics

education, in order to inspire more students of all ability levels to persevere in

mathematics.

In the light of educational research, I would like to seek your consent to conduct my

research study with the Grade 9 students of Bankal National High School and Bankal

Night High School as partial fulfillment of my requirements at the University of the

Philippines. Rest assured, information and the data will be held with ultimate

confidentiality and to be used for academic purposes only.

I hope that my request merits your approval. If you require any additional information,

please do not hesitate to contact me. I hope to hear from you very soon.

Respectfully yours,

LYRA C. BITAYO

Graduate Student, UP Cebu

Permission Granted:

School Principal IV

42

APPENDIX C

Transmittal Letter to the School Principal

of Bankal Night High School

VICENTA G. INOC

Officer-In-Charge

Bankal Night High School

Bankal, Lapu- Lapu City, Cebu

Madame:

Greetings!

I am a graduate school student at the University of the Philippines, Cebu, taking up Master

of Education in Mathematics. I am currently in the process of gathering data for my

research study, that aims to determine the relationship between mathematics anxiety,

mathematical resilience, and math performance. This also aims to know the difference in

the mathematics anxiety and resilience of the students in Day and Night shift classes.

Knowing the relationship could help in discovering new approaches to mathematics

education, in order to inspire more students of all ability levels to persevere in

mathematics.

In the light of educational research, I would like to seek your consent to conduct my

research study with the Grade 9 students of Bankal National High School and Bankal

Night High School as partial fulfillment of my requirements at the University of the

Philippines. Rest assured, information and the data will be held with ultimate

confidentiality and to be used for academic purposes only.

I hope that my request merits your approval. If you require any additional information,

please do not hesitate to contact me. I hope to hear from you very soon.

Respectfully yours,

LYRA C. BITAYO

Graduate Student, UP Cebu

Permission Granted:

Officer-In-Charge

43

APPENDIX D

Permit to Use the Research Instrument

44

APPENDIX E

(Adapted from Alexander & Martray, 1989)

(Modified by Mary Jale Alcover, 2018)

(Each of the statement of this questionnaire expresses a feeling which a person has towards

Mathematics. Please indicate the level of your anxiety in the following situations. Please choose by

checking ONE on each line.)

Not Less Moderately More Most

(1989) at all Anxious Anxious Anxious Anxious

(Modified by Mary Jale Alcover, 2018)

1. Studying for a math test.

2. Taking an exam (graded assessment) in a math

course.

3. Taking an exam (periodical test) in a math course.

4. Picking up math textbook to begin working on a

homework assignment.

5. Being given homework assignments of many difficult

problems that are due the next class encounter.

6. Thinking about an upcoming math test 1 week

before.

7. Thinking about an upcoming math test 1 day before.

8. Thinking about an upcoming math test 1 hour

before.

9. Realizing you have to take a certain number of math

classes to fulfill requirements.

10. Picking up math textbook to begin a difficult

reading assignment.

11. Receiving your final math grade in the 3rd Grading

Card Distribution.

12. Opening a math or statistics book and seeing a page

full of problems.

13. Getting ready to study for a math test.

14. Being given a “pop” quiz in a math class.

15. Reading a cash register receipt after your purchase.

16. Being given a set of numerical problems involving

addition to solve on paper.

17. Being given a set of subtraction problems to solve.

18. Being given a set of multiplication problems to

solve.

19. Being given a set of division problems to solve.

20. Buying a math textbook.

21. Watching a teacher or a student work on an

algebraic equation on the blackboard.

22. Signing up for a math course.

23. Listening to another student explain a math

formula.

45

APPENDIX F

(Adapted from Janice Kooken, 2016)

(Each of the statement of this questionnaire expresses a feeling which a person has towards

Mathematics. Please indicate the level of your resilience in the following situations. Please choose

by checking ONE on each line.)

SD D U A SA

Kooken)

1. Math is essential for my future.

2. Math will be useful to me in my life's work.

3. Math courses are very helpful no matter what I decide to

study.

4. Knowing math contributes greatly to achieving my goals.

5. Having a solid knowledge of math helps me understand

more complex topics in my field of study.

6. Thinking mathematically can help me with things that

matter to me.

7. It would be difficult to succeed in life without math.

8. Math develops good thinking skills that are necessary to

succeed in any career.

9. Everyone struggles with math at some point.

10. Good mathematicians experience difficulties when

solving problems.

11. People who work in math related fields sometimes find

math challenging

12. Everyone makes mistakes at times when doing math.

13. Struggle is a normal part of working on math.

14. People in my peer group struggle sometimes with

math.

15. People who are good at math may fail a hard test math.

16. When someone struggles in math, it doesn't mean they

have done something wrong.

17. Making mistakes is necessary to get good at math.

18. Math can be learned by anyone.

19. If someone is not a math person, they won't be able to

learn much math.

20. If someone is not good at math, there is nothing that

can be done to change that.

21. People are either good at math or they aren't.

22. Everyone's math ability is determined at birth.

23. Some people cannot learn math.

24. Only smart people can do math.

46

APPENDIX G

NIGHT SHIFT

Mathematics Numerical Task Mathematics

Student # As a whole

Test Anxiety Anxiety Course Anxiety

1 3.64 3.80 4.00 3.75

2 2.93 2.40 2.40 2.71

3 1.57 1.20 1.40 1.46

4 2.57 1.60 2.60 2.38

5 2.29 2.40 1.40 2.13

6 1.86 1.40 2.60 1.92

7 2.86 2.00 3.60 2.83

8 3.21 2.00 1.60 2.63

9 2.57 2.60 2.80 2.63

10 2.36 2.60 2.40 2.42

11 3.14 3.00 2.40 2.96

12 3.57 3.40 3.40 3.50

13 3.07 2.60 3.60 3.08

14 3.36 4.00 3.60 3.54

15 2.93 3.40 3.40 3.13

16 3.57 4.00 3.80 3.71

17 4.07 1.80 2.80 3.33

18 4.29 4.60 4.80 4.46

19 2.93 3.00 2.80 2.92

20 1.79 2.00 2.40 1.96

21 3.57 2.40 3.40 3.29

22 2.79 2.60 2.40 2.67

23 4.00 4.20 5.00 4.25

24 1.93 2.60 1.80 2.04

25 1.57 1.60 1.60 1.58

26 2.21 2.20 2.20 2.21

27 3.57 3.20 2.40 3.25

28 1.14 1.00 1.00 1.08

29 2.29 3.20 2.40 2.50

30 2.71 3.00 3.40 2.92

47

DAY SHIFT

# Anxiety Anxiety Anxiety whole

1 1.79 1.40 1.20 1.58

2 3.57 1.00 1.60 2.63

3 2.57 1.60 1.80 2.21

4 2.71 2.60 2.20 2.58

5 3.86 3.40 3.80 3.75

6 2.36 3.40 2.00 2.50

7 3.07 1.00 3.20 2.67

8 2.43 1.40 2.40 2.21

9 3.64 3.40 3.40 3.54

10 3.64 2.20 3.20 3.25

11 2.07 1.00 1.40 1.71

12 4.14 1.00 2.20 3.08

13 4.36 3.20 3.20 3.88

14 3.07 3.60 2.40 3.04

15 1.71 1.00 1.00 1.42

16 3.64 2.80 2.40 3.21

17 2.50 3.60 4.40 3.13

18 2.64 2.00 1.40 2.25

19 3.14 2.00 4.00 3.08

20 3.14 2.00 3.80 3.04

21 2.57 2.40 2.80 2.58

22 3.36 1.80 3.00 2.96

23 3.50 2.00 1.60 2.79

24 3.07 2.40 2.80 2.88

25 3.57 4.00 4.40 3.83

26 2.93 2.00 2.20 2.58

27 2.29 2.00 2.60 2.29

28 2.93 2.00 2.60 2.67

29 3.71 4.00 4.40 3.92

30 4.14 3.60 2.80 3.75

31 3.93 3.60 4.20 3.92

32 2.21 1.20 2.00 1.96

33 2.71 1.20 2.00 2.25

34 2.64 4.00 2.40 2.88

35 3.29 1.00 2.80 2.71

36 2.79 1.60 4.00 2.79

37 2.57 3.60 2.20 2.71

38 3.21 2.20 3.00 2.96

39 3.50 3.40 3.20 3.42

40 3.64 2.40 3.00 3.25

48

# Anxiety Anxiety Anxiety whole

41 3.57 2.60 3.20 3.29

42 3.00 2.00 2.40 2.67

43 2.93 3.20 3.00 3.00

44 3.14 3.40 2.80 3.13

45 3.79 3.60 4.60 3.92

46 3.07 3.20 3.20 3.13

47 3.14 4.20 3.40 3.42

48 3.00 2.40 2.80 2.83

49 3.14 3.00 4.80 3.46

50 2.71 2.00 3.60 2.75

51 2.79 2.00 2.00 2.46

52 3.93 1.80 3.00 3.29

53 3.00 3.20 3.20 3.08

54 2.36 2.40 3.60 2.63

55 2.43 1.60 2.40 2.25

56 2.29 2.60 1.60 2.21

57 3.64 2.40 4.20 3.50

58 2.93 1.80 2.40 2.58

59 3.43 3.40 3.80 3.50

60 2.14 2.60 3.20 2.46

61 3.43 1.60 2.80 2.92

62 2.71 2.20 3.80 2.83

63 3.36 2.40 4.00 3.29

64 2.93 2.40 2.60 2.75

65 2.64 1.20 2.40 2.29

66 2.79 2.00 2.80 2.63

67 3.36 2.80 2.60 3.08

68 2.29 2.00 2.00 2.17

69 1.57 1.40 1.40 1.50

70 2.71 2.20 1.80 2.42

71 3.50 2.80 3.40 3.33

72 3.93 1.40 2.20 3.04

73 3.00 2.80 2.80 2.92

74 2.50 1.60 2.00 2.21

75 2.93 3.00 2.80 2.92

76 2.36 2.20 1.80 2.21

77 2.29 2.40 1.40 2.13

78 3.57 1.80 3.40 3.17

79 3.14 2.00 2.00 2.67

80 3.29 2.00 2.80 2.92

81 3.14 1.40 2.00 2.54

82 4.00 4.80 3.80 4.13

83 2.21 2.00 2.40 2.21

49

# Anxiety Anxiety Anxiety whole

84 2.79 2.40 3.00 2.75

85 2.00 1.80 1.80 1.92

86 1.93 2.20 2.00 2.00

87 2.50 2.60 1.60 2.33

88 2.07 2.80 1.60 2.13

89 2.71 2.60 2.80 2.71

90 2.64 1.20 1.80 2.17

91 2.29 2.40 3.00 2.46

92 3.50 2.60 3.40 3.29

93 2.21 1.40 2.20 2.04

94 3.21 2.00 3.80 3.08

95 3.79 2.80 4.80 3.79

96 2.43 2.20 1.80 2.25

97 2.71 1.60 2.20 2.38

98 2.07 2.60 2.40 2.25

99 2.43 2.60 3.60 2.71

100 2.79 3.00 3.20 2.92

101 2.50 2.60 2.20 2.46

102 2.57 3.40 3.00 2.83

103 3.57 3.00 3.20 3.38

104 3.36 1.00 2.60 2.71

105 3.00 3.60 2.40 3.00

106 3.43 2.20 3.80 3.25

107 3.21 2.40 2.80 2.96

108 2.86 2.80 1.80 2.63

109 3.00 4.40 2.20 3.13

110 4.00 3.40 2.00 3.46

111 2.71 3.00 3.00 2.83

112 4.14 3.00 3.60 3.79

113 2.79 2.40 2.60 2.67

114 3.93 3.60 3.60 3.79

115 3.29 1.20 4.20 3.04

116 3.43 3.00 3.20 3.29

117 3.29 2.20 3.40 3.08

118 3.64 2.20 2.40 3.08

119 4.50 3.00 2.60 3.79

120 2.93 3.00 2.80 2.92

121 3.14 3.00 2.60 3.00

122 3.36 2.00 3.00 3.00

123 3.07 1.40 3.00 2.71

124 3.07 2.00 2.20 2.67

125 3.43 2.80 2.60 3.13

126 4.21 3.40 4.20 4.04

50

# Anxiety Anxiety Anxiety whole

127 2.43 2.60 2.40 2.46

128 2.86 4.60 3.20 3.29

129 3.29 3.00 3.00 3.17

130 3.86 3.20 2.80 3.50

131 2.00 2.00 2.00 2.00

132 3.21 4.40 2.80 3.38

133 3.64 2.60 3.40 3.38

134 3.43 1.80 2.80 2.96

135 1.64 1.20 1.20 1.46

136 2.29 2.20 2.40 2.29

137 3.21 2.80 2.40 2.96

138 3.50 2.00 3.20 3.13

139 3.07 3.20 2.80 3.04

140 1.50 2.20 3.00 1.96

141 3.00 2.80 2.80 2.92

142 1.93 3.00 2.80 2.33

143 1.93 3.20 1.80 2.17

144 3.36 2.00 2.60 2.92

145 1.71 1.80 2.00 1.79

146 1.36 1.00 1.60 1.33

147 1.57 2.60 1.60 1.79

148 2.14 3.40 3.40 2.67

149 3.50 3.40 4.00 3.58

150 2.14 1.60 1.60 1.92

151 4.00 4.40 3.60 4.00

152 3.14 2.40 4.00 3.17

153 1.93 1.60 1.80 1.83

154 2.79 1.60 3.60 2.71

155 2.50 1.40 1.60 2.08

156 3.14 1.20 3.20 2.75

157 2.93 1.60 2.00 2.46

158 4.07 1.00 3.40 3.29

159 2.43 4.00 3.40 2.96

160 1.36 1.00 1.00 1.21

161 2.50 2.60 2.40 2.50

162 4.14 4.40 3.80 4.13

163 3.50 3.20 3.60 3.46

164 3.07 2.20 4.00 3.08

165 2.93 3.20 3.00 3.00

166 3.07 3.40 3.20 3.17

167 1.29 1.00 1.00 1.17

168 4.43 3.40 4.00 4.13

169 3.50 1.80 1.00 2.63

51

# Anxiety Anxiety Anxiety whole

170 2.86 3.00 1.00 2.50

171 3.07 2.20 3.20 2.92

172 3.29 4.00 4.60 3.71

173 1.29 1.40 2.80 1.63

174 2.14 1.80 1.40 1.92

175 1.86 1.00 1.20 1.54

176 2.07 2.40 1.40 2.00

177 1.93 1.00 1.20 1.58

178 3.07 1.20 3.40 2.75

179 3.00 3.00 3.00 3.00

180 3.14 3.40 3.40 3.25

181 2.14 2.00 2.00 2.08

182 4.07 3.00 3.60 3.75

183 4.50 4.00 3.60 4.21

184 2.57 2.00 2.20 2.38

185 2.29 1.20 1.40 1.88

186 3.36 2.60 3.00 3.13

187 4.07 5.00 1.60 3.75

188 3.57 3.40 4.20 3.67

189 2.36 2.60 2.20 2.38

190 1.93 1.20 1.80 1.75

191 1.86 1.60 1.60 1.75

192 1.86 2.00 1.60 1.83

193 2.29 3.80 5.00 3.17

194 2.93 3.00 1.40 2.63

195 2.93 3.20 3.20 3.04

196 3.43 4.80 2.00 3.42

197 3.43 3.60 3.00 3.38

198 3.07 3.00 3.80 3.21

199 3.29 2.20 1.80 2.75

200 3.14 2.20 2.40 2.79

201 3.50 2.80 3.20 3.29

202 2.71 3.00 3.60 2.96

203 3.07 1.80 2.40 2.67

204 4.00 1.80 3.60 3.46

205 4.07 5.00 1.60 3.75

206 4.43 4.20 4.20 4.33

207 1.79 3.60 2.80 2.38

208 3.71 3.60 3.40 3.63

209 2.07 1.80 1.80 1.96

210 2.43 3.40 3.40 2.83

52

APPENDIX H

NIGHT SHIFT

Student # Value Struggle Growth As a whole

1 4.13 4.00 3.00 3.75

2 4.63 4.11 4.00 4.25

3 4.75 4.56 3.86 4.42

4 4.50 4.56 2.14 3.83

5 3.50 3.67 2.86 3.38

6 3.88 3.67 3.71 3.75

7 4.13 4.11 2.43 3.63

8 3.63 4.00 4.29 3.96

9 3.38 3.00 2.86 3.08

10 3.63 3.44 3.00 3.38

11 3.13 3.56 3.00 3.25

12 2.00 3.78 2.00 2.67

13 4.25 3.33 2.43 3.38

14 3.25 3.33 2.29 3.00

15 3.63 3.33 2.86 3.29

16 4.13 4.00 3.57 3.92

17 3.63 3.78 2.86 3.46

18 4.25 4.00 3.00 3.79

19 2.75 2.89 2.86 2.83

20 3.88 4.00 2.29 3.46

21 2.75 3.56 2.71 3.04

22 3.63 3.78 4.00 3.79

23 3.75 3.67 4.43 3.92

24 4.13 3.22 3.57 3.63

25 4.00 4.00 2.29 3.50

26 4.00 4.00 2.86 3.67

27 4.13 4.00 3.00 3.75

28 4.38 3.67 3.43 3.83

29 3.75 3.78 3.00 3.54

30 3.38 3.67 3.71 3.58

53

DAY SHIFT

1 4.00 4.56 4.14 4.25

2 3.88 4.11 3.57 3.88

3 3.50 4.22 3.86 3.88

4 3.63 3.78 4.57 3.96

5 4.13 4.11 4.14 4.13

6 3.75 3.44 4.14 3.75

7 4.25 4.22 4.71 4.38

8 3.50 4.00 4.00 3.83

9 3.88 4.11 3.86 3.96

10 3.75 4.44 3.71 4.00

11 4.38 4.00 4.43 4.25

12 3.25 4.11 4.14 3.83

13 3.00 4.11 4.43 3.83

14 3.88 4.11 4.00 4.00

15 4.38 4.00 4.43 4.25

16 4.00 3.56 3.43 3.67

17 3.50 3.89 3.29 3.58

18 4.50 3.89 4.43 4.25

19 4.63 4.11 3.43 4.08

20 4.00 4.00 3.71 3.92

21 2.38 2.22 2.71 2.42

22 3.63 4.44 3.57 3.92

23 3.75 4.67 4.14 4.21

24 2.25 2.67 3.14 2.67

25 4.00 4.00 3.14 3.75

26 4.13 4.22 3.14 3.88

27 3.75 3.56 3.14 3.50

28 4.50 4.33 3.43 4.13

29 4.00 4.00 2.57 3.58

30 4.50 3.89 3.57 4.00

31 3.38 4.00 3.29 3.58

32 3.63 3.89 4.29 3.92

33 4.50 4.56 3.29 4.17

34 4.00 3.56 2.43 3.38

35 4.13 4.33 4.00 4.17

36 3.63 4.00 3.86 3.83

37 4.50 4.44 3.14 4.08

38 4.13 3.44 3.14 3.58

39 4.38 3.33 2.57 3.46

40 5.00 4.11 2.71 4.00

41 4.63 4.33 3.86 4.29

42 4.13 3.89 4.00 4.00

54

43 3.25 2.33 3.71 3.04

44 4.00 2.78 4.43 3.67

45 3.88 4.67 2.29 3.71

46 4.00 4.00 3.29 3.79

47 4.00 4.00 3.29 3.79

48 3.88 4.11 4.14 4.04

49 3.75 4.00 3.00 3.63

50 4.00 3.78 4.00 3.92

51 3.75 3.56 3.14 3.50

52 5.00 4.33 4.00 4.46

53 3.13 4.00 3.86 3.67

54 4.25 3.67 2.86 3.63

55 4.63 5.00 5.00 4.88

56 4.25 4.11 3.57 4.00

57 4.13 4.56 2.43 3.79

58 4.38 4.56 3.43 4.17

59 2.88 3.56 3.00 3.17

60 3.50 4.00 3.14 3.58

61 4.13 4.11 3.86 4.04

62 3.50 3.78 3.00 3.46

63 4.25 4.44 3.86 4.21

64 3.50 3.00 2.86 3.13

65 3.63 3.44 4.29 3.75

66 3.50 3.89 3.00 3.50

67 3.63 3.67 3.43 3.58

68 3.75 3.78 3.14 3.58

69 4.00 3.89 2.57 3.54

70 4.63 4.78 3.43 4.33

71 4.00 4.22 3.86 4.04

72 3.63 4.78 3.86 4.13

73 3.38 3.33 3.14 3.29

74 2.63 2.78 3.57 2.96

75 3.63 3.56 3.57 3.58

76 3.75 3.44 3.57 3.58

77 3.75 4.22 3.86 3.96

78 3.75 4.44 3.71 4.00

79 4.00 4.44 3.57 4.04

80 3.75 3.78 3.43 3.67

81 3.50 3.33 3.14 3.33

82 4.13 4.44 2.86 3.88

83 3.25 4.22 4.43 3.96

84 4.25 4.33 3.00 3.92

85 3.25 3.89 2.00 3.13

55

86 3.38 4.44 2.00 3.38

87 3.75 4.11 2.29 3.46

88 3.63 3.33 4.29 3.71

89 3.38 3.89 4.14 3.79

90 4.13 4.67 3.57 4.17

91 3.63 4.33 4.00 4.00

92 3.50 3.22 4.86 3.79

93 4.00 3.89 2.57 3.54

94 4.50 4.22 2.71 3.88

95 4.50 4.33 2.71 3.92

96 4.00 4.44 2.71 3.79

97 4.38 4.22 4.00 4.21

98 3.25 3.00 4.00 3.38

99 3.75 4.00 2.57 3.50

100 4.50 4.11 2.29 3.71

101 4.25 4.44 2.43 3.79

102 4.25 4.22 2.86 3.83

103 3.88 4.22 3.29 3.83

104 3.13 3.78 3.43 3.46

105 3.25 3.89 3.57 3.58

106 3.50 4.44 3.57 3.88

107 3.75 4.44 2.71 3.71

108 3.50 3.89 3.00 3.50

109 3.63 4.67 3.29 3.92

110 3.88 3.78 3.86 3.83

111 4.00 3.89 3.86 3.92

112 3.75 4.22 4.14 4.04

113 4.38 3.89 3.14 3.83

114 3.38 3.89 3.29 3.54

115 4.13 3.78 2.57 3.54

116 4.50 4.33 3.57 4.17

117 3.63 4.22 3.71 3.88

118 4.38 4.22 2.86 3.88

119 3.63 3.78 3.00 3.50

120 3.50 3.56 3.71 3.58

121 3.88 3.78 3.14 3.63

122 4.88 4.11 4.43 4.46

123 3.63 3.78 3.71 3.71

124 2.88 4.89 4.86 4.21

125 4.00 4.56 3.71 4.13

126 4.00 4.22 3.71 4.00

127 4.13 4.33 3.14 3.92

128 4.38 4.56 2.71 3.96

56

129 3.13 4.44 4.29 3.96

130 3.50 5.00 3.00 3.92

131 3.38 4.00 2.57 3.38

132 3.75 4.00 3.57 3.79

133 3.88 4.00 4.43 4.08

134 4.63 4.00 2.57 3.79

135 4.00 4.11 3.57 3.92

136 3.25 3.56 2.57 3.17

137 3.63 3.67 2.86 3.42

138 3.38 3.67 2.43 3.21

139 3.38 3.78 3.00 3.42

140 3.63 3.33 3.86 3.58

141 3.25 2.78 3.29 3.08

142 3.25 2.89 3.57 3.21

143 4.13 3.89 2.14 3.46

144 3.75 4.00 3.71 3.83

145 4.00 3.89 4.14 4.00

146 4.25 3.78 3.29 3.79

147 3.88 4.00 3.57 3.83

148 3.75 3.44 4.43 3.83

149 4.00 4.11 3.86 4.00

150 3.50 3.89 2.86 3.46

151 3.75 4.44 3.71 4.00

152 3.38 4.11 3.71 3.75

153 4.50 4.78 4.14 4.50

154 3.25 4.11 3.14 3.54

155 3.75 4.56 3.00 3.83

156 3.63 3.78 3.57 3.67

157 3.25 4.00 3.71 3.67

158 4.00 4.44 4.00 4.17

159 3.75 4.00 3.14 3.67

160 4.63 4.11 3.71 4.17

161 2.63 3.33 4.00 3.29

162 3.75 3.89 2.86 3.54

163 2.63 3.33 3.43 3.13

164 3.25 3.22 2.86 3.13

165 3.63 3.44 2.29 3.17

166 3.13 3.11 2.86 3.04

167 3.13 4.22 4.57 3.96

168 3.38 3.44 2.71 3.21

169 3.88 3.56 3.14 3.54

170 4.00 3.56 3.29 3.63

171 4.25 4.78 3.43 4.21

57

172 3.13 2.00 4.43 3.08

173 3.13 3.56 3.71 3.46

174 3.38 3.33 4.00 3.54

175 4.75 4.56 3.43 4.29

176 3.75 3.78 4.14 3.88

177 4.63 3.89 4.57 4.33

178 3.75 3.89 3.57 3.75

179 3.75 3.67 3.14 3.54

180 3.63 2.89 3.14 3.21

181 3.75 3.78 2.57 3.42

182 3.25 4.44 3.57 3.79

183 4.13 4.11 2.71 3.71

184 2.25 2.33 3.43 2.63

185 3.63 2.89 4.14 3.50

186 4.13 3.78 3.43 3.79

187 4.00 4.00 3.29 3.79

188 3.13 3.22 2.86 3.08

189 2.63 3.89 4.43 3.63

190 3.63 4.00 3.14 3.63

191 4.75 4.56 4.00 4.46

192 4.50 4.44 4.43 4.46

193 3.50 4.00 2.57 3.42

194 3.88 3.89 3.14 3.67

195 4.00 3.44 3.00 3.50

196 2.75 3.33 4.00 3.33

197 3.38 4.00 3.43 3.63

198 3.00 2.11 3.57 2.83

199 3.00 3.89 3.43 3.46

200 2.00 2.11 4.14 2.67

201 2.63 4.00 3.71 3.46

202 3.63 2.44 3.29 3.08

203 3.88 3.22 3.57 3.54

204 4.00 4.22 4.14 4.13

205 3.00 3.11 3.57 3.21

206 3.38 4.44 3.71 3.88

207 2.50 3.89 3.14 3.21

208 2.50 4.00 3.43 3.33

209 3.13 3.00 3.71 3.25

210 4.63 3.33 3.71 3.88

58

APPENDIX I

NIGHT DAY

Student # Scores Student # Scores

1 18 1 46

2 37 2 44

3 16 3 39

4 27 4 40

5 43

5 24

6 41

6 22 7 48

7 16 8 43

8 13 9 38

9 14 10 38

10 20 11 45

11 24 12 44

12 27 13 38

13 21 14 40

14 16 15 48

15 35 16 45

16 30 17 20

17 24 18 20

18 36 19 32

19 10 20 21

20 26 21 22

21 37 22 18

22 25 23 46

23 36

24 25

24 22

25 19

25 15

26 26

26 19

27 14

27 30

28 13

28 35

29 30

29 24

30 25 30 34

31 16

32 38

33 36

34 22

35 22

36 36

37 23

38 17

59

39 13 82 34

40 12 83 29

41 29 84 20

42 39 85 20

43 27 86 13

44 23 87 24

45 16 88 29

46 21 89 20

47 21 90 35

48 36 91 29

49 25 92 28

50 32 93 23

51 37 94 32

52 21 95 30

53 20 96 23

54 21 97 25

55 44 98 28

56 42 99 21

57 19 100 15

58 40 101 23

59 29 102 26

60 23 103 33

61 34 104 33

62 27 105 27

63 32 106 36

64 13 107 27

65 22 108 32

66 18 109 18

67 19 110 27

68 12 111 29

69 21 112 37

70 38 113 35

71 15 114 13

72 27 115 33

73 17 116 34

74 19 117 34

75 12 118 34

76 43 119 34

77 28 120 34

78 30 121 31

79 38 122 36

80 19 123 35

81 19 124 34

60

125 36 168 20

126 34 169 14

127 32 170 20

128 37 171 24

129 27 172 28

130 24 173 26

131 29 174 40

132 37 175 29

133 20 176 27

134 26 177 37

135 36 178 27

136 21 179 30

137 17 180 19

138 32 181 27

139 13 182 28

140 24 183 14

141 13 184 24

142 21 185 30

143 22 186 22

144 29 187 19

145 16 188 19

146 18 189 28

147 20 190 19

148 28 191 24

149 28 192 22

150 17 193 18

151 10 194 17

152 28 195 24

153 30 196 23

154 15 197 23

155 27 198 16

156 20 199 36

157 25 200 33

158 24 201 25

159 18 202 24

160 37 203 27

161 28 204 21

162 17 205 34

163 28 206 21

164 31 207 23

165 15 208 22

166 26 209 19

167 26 210 23

61

CURRICULUM VITAE

Soong Center, Mactan, Lapu-Lapu City

Cebu, Philippines 6015

lcbitayo@up.edu.ph

+639336479248

I. Personal Information

Date of Birth : December 18, 1996

Place of Birth : Lapu-Lapu City

Sex : Female

Height : 1.52 m

Weight : 44 kg

Civil Status : Single

Nationality : Filipino

Religion : Roman Catholic

Languages Spoken : English, Filipino, Cebuano

II. Eligibility

Status : Passed

Date of Examination : September 2016

62

Graduate Studies

Educational Institution : University of the Philippines

Professional Schools

Masters Program : Master of Education in Mathematics

Year Level : Second Year, Third Trimester

Academic Year : 2018-2019

Address : Cebu South Road Properties, Cebu City

6000

Undergraduate Studies

Educational Institution : Cebu Normal University

Degree Program : Bachelor of Secondary Education

Major : Mathematics

Date Graduated : March 2016

Address : Osmeña Boulevard, Cebu City 6000

Major Awards Received : Cum Laude

Secondary Level

Educational Institution : Bankal National High School

Date Graduated : March 2012

Address : Bankal, Lapu-Lapu City 6015

Major Awards Received : Class Salutatorian

Elementary Level

Educational Institution : Soong Elementary School

Date Graduated : April 2008

Address : Soong Center, Lapu-Lapu City 6015

Major Awards Received : Graduate with Honors

Professional Teacher

Educational Institution : Bankal National High School

Department : Senior High Department

Subjects Taught : General Mathematics

Statistics and Probability

Address : Bankal National High School

Inclusive Dates : August 2016 – present