chapter 4 with tables

8/11/2019 CHAPTER 4 With Tables

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CHAPTER 4

PRESENTATION, ANALAYSES AND INTERPRETATION OF THE DATA

This chapter presents analyses and interprets the data gathered on the teaching

performance of teachers in Mathematics 8 as evaluated by their students and its relationship to

students academic achievement in the subject at San Jose Community High School for the

school Year 2013-2014.

Specifically, this study sought answers to the following questions:

1. How may the respondents be described in terms of:

a. Gender

b. Age

2. What is the teachers teaching performance in mathematics 8 as evaluated by their

students?

3. What is the level of students academic achievement in mathematics 8 during the

Academic Year 2013-2014?

4. Is there a significant relationship between the teachers teaching performance in

mathematics 8 and the students academic achievement based on students final grade and

students evaluation to the teacher?

The respondents description in terms of Gender and Age

The respondents were described using the simple frequency and the percentage to get the

number of respondents in terms of age and gender.


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Table 4.1.a Gender Distribution of the Respondents

GENDER Frequency PERCENTAGE

Male 87 40%

Female 130 60%

TOTAL 217 100%

Table 4.1.a shows that 87 of the respondents are Male with 40% and 130 of the

respondents sample population are Female with 60%.

Figure 4.1.a Gender Distribution of the Respondents

Male

Female


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Table 4.1.b Age Distribution of the Respondents

Age Frequency Percentage

14 108 49.77%

15 61 28.11%

16 30 13.82%

17 10 4.61%

18 7 3.23%

20 1 0.46%

TOTAL 217 100%

The table shows that 108 out of 217 respondents were 14 years old having 49.77%

followed by 61 respondents with age of 15 having 28.11%, next is 30 respondents with age of 16

having 13.82%, age 17 having 10 respondents with 4.61% followed by age 18 with 7

respondents having 3.23% and lastly, 1 out of 217 respondents is 20 years old having 0.46%.

Figu

re

4.1.

b

Age

Dist

ribu

tion of the Respondents

0

20

40

60

80

100

120

14 15 16 17 17 20

number of respondents


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The teachers teaching performance in mathematics 8 as evaluated by their students

The teachers teaching performance in Mathematics 8 as evaluated by their

students was described using the mean and the Likert Scale for interpretation.

Table 4.2.a Teachers teaching Performance (Mastery of the Subject Matter)

Mastery of the Subject Matter Mean Stdev Interpretation

My teacher in math 8...

1. Orients students regarding current

trends and development in

education.

3.50 0.71 Very Satisfactory

2. Explains ideas and theories clearly. 3.44 0.83 Very satisfactory

3. Motivates students on the

importance of the lesson.

3.44 0.80 Very satisfactory

4. Relates the application of the

theory to real-life situations.

3.20 0.94 Satisfactory

5. Presents the lesson with

confidence.


6. Gives specific examples to help

students understand the lesson.


7.

Presents, explains, and discusses

lesson in an organized and

systematic manner.


8. Computes accurately. 3.35 0.86 Very satisfactory


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9. Answers students questions

correctly


10.Comes to class well prepared to

discuss the lesson.


General Weighted Average 3.42 0.83 Very satisfactory

The respondents evaluated their teachers teaching performance in Mathematics 8 as

Very Satisfactory with an obtained mean of 3.47. The four areas of the teachers teaching

performance were also interpreted as Very Satisfactory. On the area Testing and Evaluation

has the highest mean which is equal to 3.56, next is Classroom Managementwith an obtained

mean of 3.51 followed by Testing abilities and Strategies with an obtained mean of 3.43 and the

area having the lowest mean which is equal to 3.42 isMastery of the Subject.

Even though the teachers in Mathematics were rated as Very Satisfactoryby their student

there is always a room for improvement. If we take a closer look at the items in the

questionnaire, it revealed strengths for some areas that must be maintained and some specific

areas that a teacher should focus on to be strengthened and improved.

The table 4.2.a shows that the area ofMastery of the Subject Matter, the students

appreciated their teacher coming to class well prepared to discuss the lesson. Teacher who is

always prepared and ready is the one being admired by the students. However, relating the

application of the theory to real-life situations are expected by the students to their teachers.


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Table 4.2.b Teachers teaching Performance (Teaching Abilities and Strategies)

Teaching Abilities and Strategies Mean Stdev Interpretation


11.Uses varied teaching strategies suited

to the lesson.


12.Supports explanations with board

illustrations and provides examples to

make the lesson understandable to

students.


13.Provides examples to make the lesson

understandable to students.


14.Gives sufficient exercises to develop

students mastery of the lesson and

asks students to present solutions on

the board for critiquing.


15.Asks students to present solutions on

the board for critiquing.


16.Involve students in all learning

activities and makes the class activities

an enjoyable learning experience.


17.Encourage students to think critically. 3.36 0.76 Very Satisfactory

18.Uses varied instructional media suited 3.19 0.76 Satisfactory


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to specific objectives of the course.

19.Gives students library works and

assignments.


20.Makes the class activities and

enjoyable learning experience.


21.Uses simple words in explaining the

lesson.


22.Discuss course outline at the start of

the semester.


General Weighted Average 3.42 0.85 Very Satisfactory

The table 4.2.b shows that using varied teaching strategies that are suited to the lesson were

valued by the students in the area of Teaching Abilities and Strategies.Not all students have the

ability to learn from one kind of teaching strategy, teachers must be flexible enough to use varied

teaching strategies especially in the subject Mathematics. However, discussing the course outline

at the start of the school year must be practiced for the students to have an advance study on the

subject.

Table 4.2.c Teachers teaching Performance (Classroom Management)

Classroom Management Mean Stdev Interpretation

My teacher in math 8... 3.67 0.64 Very Satisfactory


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23.Orients the students about the rules and

regulations inside the classroom.

24.Imposes class discipline inside the

classroom.


25.Sets examples in moral and ethical

behavior in words and in deeds.


26.Communicated sincerely with

appropriate eye contact.


27.

Speaks with a well-modulated voice. 3.47 0.75 Very Satisfactory

28.Comes to class promptly and regularly. 3.54 0.71 Very Satisfactory

29.Regularly checks students attendance

and tardiness.


30.

Sets the class in order before starting the

lesson.


31.Starts and ends the class on time. 3.35 0.76 Very Satisfactory

32.Is approachable and available for

students consultation.


33.Inform the students of the course

requirements.



The table 4.2.c shows that orienting the students about the rules and regulations inside the

classroom ranked as the highest in the area of Classroom Management. Rules and regulations


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keep the class running smoothly so that the teacher will have more time for teaching academics.

However, the students expect that their teachers to start and end their classes on time.

Table 4.2.d Teachers teaching Performance (Testing and Evaluation)

Testing and Evaluation Mean Stdev Interpretation


34.Correct and returns test papers,

projects, and assignments promptly.


35.Discusses answers to tests and

exercises.


36.Explains the criteria in the

computations of grades.


37.Gives regular quizzes about the

lessons.


38.

Keeps records of students grades. 3.61 0.73 Very Satisfactory


The table 4.2.d shows that the teachers were observed to be excellent on the area Testing and

Evaluation. Students considered this area excellent because their teachers keep records of the

students grades and explains the criteria in the computations of the grades. Giving regular

quizzes about the lessons and returning all the tests, assignment, quizzes and projects were

appreciated by the students. However, in discussing answers to the tests and exercise needs


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improvement, this can help those students who werent able to understand the lesson well or

clarify doubts.

Students level of academic achievement in Mathematics 8 during the

Academic Year 2013-2014


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No. GWA INTERPRETATION No. GWA INTERPRETATION

1 86 PROFICIENT 21 86 PROFICIENT





6 90 ADVANCED 26 90 ADVANCED


8 84

APPROACHING

PROFICIENT

28 84

APPROACHING

PROFICIENT

9 81

APPROACHING

PROFICIENT

29 81

APPROACHING

PROFICIENT

10 81APPROACHING

PROFICIENT

30 81APPROACHING

PROFICIENT

11 83

APPROACHING

PROFICIENT

31 83

APPROACHING

PROFICIENT

12 83

APPROACHING

PROFICIENT

32 83

APPROACHING

PROFICIENT

13 83APPROACHING

PROFICIENT

33 83APPROACHING

PROFICIENT

14 83

APPROACHING

PROFICIENT

34 83

APPROACHING

PROFICIENT



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18 84

APPROACHING

PROFICIENT38 84

APPROACHING

PROFICIENT




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52 80

APPROACHING

PROFICIENT72 82

APPROACHING

PROFICIENT

53 88 PROFICIENT 73 82

APPROACHING

PROFICIENT

54 75 DEVELOPING 74 82APPROACHING

PROFICIENT

55 80

APPROACHING

PROFICIENT75 87 PROFICIENT

56 80APPROACHING

PROFICIENT76 84

APPROACHING

PROFICIENT

57 85 PROFICIENT 77 80APPROACHING

PROFICIENT

58 83

APPROACHING

PROFICIENT78 77 DEVELOPING

59 82

APPROACHING


60 82APPROACHING

PROFICIENT80 83

APPROACHING

PROFICIENT


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PROFICIENT



84 84APPROACHING

PROFICIENT104 90 ADVANCED


86 84

APPROACHING

PROFICIENT106 84

APPROACHING

PROFICIENT


APPROACHING

PROFICIENT


PROFICIENT


APPROACHING

PROFICIENT


APPROACHING

PROFICIENT

91 81APPROACHING


92 80

APPROACHING


93 82 APPROACHING 113 88 PROFICIENT


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PROFICIENT

94 83

APPROACHING


95 81

APPROACHING

PROFICIENT115 82

APPROACHING

PROFICIENT

96 80

APPROACHING

PROFICIENT116 83

APPROACHING

PROFICIENT


APPROACHING

PROFICIENT


APPROACHING

PROFICIENT

99 84APPROACHING


100 84

APPROACHING



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127 83

APPROACHING


128 85 PROFICIENT 148 77 DEVELOPING




132 84

APPROACHING

PROFICIENT152

79

DEVELOPING




136 87 PROFICIENT 15680

APPROACHING

PROFICIENT


APPROACHING

PROFICIENT

138 92 ADVANCED 158 80 APPROACHING


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PROFICIENT


APPROACHING

PROFICIENT

140 95 ADVANCED 16080

APPROACHING

PROFICIENT


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161

80

APPROACHING

PROFICIENT181

82

APPROACHING

PROFICIENT

16280

APPROACHING

PROFICIENT182

83

APPROACHING

PROFICIENT

16380

APPROACHING

PROFICIENT183

83

APPROACHING

PROFICIENT

16480

APPROACHING

PROFICIENT184

83

APPROACHING

PROFICIENT

16580

APPROACHING

PROFICIENT185

83

APPROACHING

PROFICIENT

166

80

APPROACHING

PROFICIENT186

84

APPROACHING

PROFICIENT

16780

APPROACHING

PROFICIENT187

84

APPROACHING

PROFICIENT

16881

APPROACHING

PROFICIENT188

84

APPROACHING

PROFICIENT

169

81

APPROACHING

PROFICIENT189

84

APPROACHING

PROFICIENT

17081

APPROACHING

PROFICIENT190

84

APPROACHING

PROFICIENT

17181

APPROACHING

PROFICIENT191

85PROFICIENT


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17281

APPROACHING

PROFICIENT192

86PROFICIENT

17381

APPROACHING

PROFICIENT193

86 PROFICIENT

17481

APPROACHING

PROFICIENT194

86

PROFICIENT

17581

APPROACHING

PROFICIENT195

86PROFICIENT

176

81

APPROACHING

PROFICIENT196

87

PROFICIENT

17782

APPROACHING

PROFICIENT197

87

PROFICIENT

17882

APPROACHING

PROFICIENT198

88PROFICIENT

179

82

APPROACHING

PROFICIENT199

88

PROFICIENT

18082

APPROACHING

PROFICIENT200

88

PROFICIENT

No. GWA INTERPRETATION


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201 88 PROFICIENT

202 88 PROFICIENT

203 89 PROFICIENT

204 89 PROFICIENT

205 89 PROFICIENT

206 89 PROFICIENT

207 90 ADVANCED

208 90 ADVANCED

209 90 ADVANCED

210 90 ADVANCED

211 90 ADVANCED

212 90 ADVANCED

213 90 ADVANCED

214 90 ADVANCED

215 90 ADVANCED

216 91 ADVANCED

217 91 ADVANCED


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Academic Year 2013-2014

MEAN INTERPRETATION

Grade point average of the

respondents

84.48 AP (Approaching Proficiency)

The students hadAP which meansApproaching Proficiency academic performance in

Mathematics 8 with a Mean score of 84.48. The students mean score shows that the students

can demonstrate basic understanding of the standards in Mathematics 8 with gaps and errors. It is

also an evidence of the learning is inconsistent or incomplete. But it doesnt mean that the

students are failing or not working hard enough, it simply means that the students havent

reached an expert level of proficiency.

Relationship between the teachers teaching performance in mathematics 8 and

students academic achievement in the subject


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The Pearson Product-Moment Correlation or Pearsons r was used to determine the

relationship between teachers teaching performance in Mathematics 8 and students academic

achievement in the subject.

Table 6.Relationshipbetween the teachers teaching performance in mathematics 8 and

students academic achievement in the subject

Df p level critical value computed r Decision interpretation

215 0.05 0.139 0.352759 reject Ho

there is a significant

relationship

The table showed that the computed r value is 0.352759 and it indicates a positive weak

correlation, p-level (two-tailed) is equal to 0.139, indicated that the observed significant level

was lower than .05. This meant that a significant relationship existed between the teachers

teaching performance in Mathematics 8 and students academic achievement in the subject. This

meant that the higher the evaluation rating of the students in their teachers teaching performance

in Mathematics 8, the higher is the academic achievement of the student in the subject.

chapter 4 with tables

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