Las Piñas North National High School

Aurora Drive, Vergonville Subd., Pulanlupa II, Las Piñas City

Factors affecting the Repetition Rate of Grade 8 students in Math in Las Piñas
National High School

Author/s:
Noche, Ferrand Chester
Juanta, Angeline
Artugue, Romeranzf Nikole
Pasilong, David Mattew
Salvador, John Michael

Co-Author:
Maria Francel B. Improgo

An Action Research
Presented to
Las Piñas North National High School
Aurora Drive, Vergonville Subd., Las Piñas City
 INTRODUCTION

As of S.Y 2018-2019 the total population of grade 8 students are 793 and 51 of them
repeated. The practice of class repetition as a means of improving academic achievement
is rooted in the Behaviorist and Cognitive principles of learning which holds that
knowledge or behavior acquired must be perfected before any new information could be
meaningfully absorbed (Mergel 1989). But class repetition is a contentious issue among
educationists. While some argue that class repetition is effective for improving the
academic achievement and emotional adjustment of students (Chansky, 1984; Chase,
1968), others maintain that it is a waste of time and valuable resources (Haddad, 1979;
Kenny, 1985). At the extreme end of the argument, some surveys on the psychological
effect of class repetition report that it could be emotionally damaging and stressful
(Yamamoto, 1980) and repeaters could develop poor self-concept which in effect
decreases learning (Haddad, 1979).
A high repetition rate indicates that a large number of pupils have not reached the level
of learning achievement expected of them. Some strategies for reducing repetition are
targeted at the children and their home environment; others are more closely related to
the school, the content, and the teaching methods; and still others have to do with the
overall policy and system.

Large numbers of pupils repeat their grades every year, and these repetition rates are
considered good indicators of an educational system's effectiveness.
Statement of the Problem
The purpose of the study is to identify the factors that affects the repetition rate of
grade 8 students in Las Piñas North National High School. The following guide
questions are expected to be answered:

1. What is the demographic profile of the students?

a. Age
b. Gender
c. Section
d. Economic Status
2. What are the student’s perception on repetition in terms of:
a. Students
b. Teachers
c. Parents
d. Community
3. Is there significant difference between the demographic profile and
student’s perception on repetition in terms of students, teacher, parents
and community?

Significance of the Study

Students: They will able to find their weakness and strengths so they’re able to study
more efficiently
Teachers: They are able to improve their teaching methods
Parents: They will know how to guide their children in terms of their studies.
Review of Related Literature

Analysis of Student Difficulties in Mathematics Problem Solving Ability at MTs

SWASTA IRA Medan – Milda Rizky Novriani & Edy Surya, May 2017

Based on the analysis and discussion of the results of research conducted can be
concluded that percentage of students’ ability to understanding problem reached 84.62%
and classified in the category good, the percentage of problem solving ability of students
to planning 61.54% and classified in the category good enough. The percentage of
problem solving ability of students to performing the plan 39.74% and classified into
categories very less, the percentage of the student’s ability to confirmation the answer
the results obtained 32.05% and classified in the category very less, while the average
percentage reached 54.48% and classified in the not enough category. This indicates that
students have difficulty in solving problems obtained, based on interviews with teachers
in the field of mathematics studies such as:
(1) Students have difficulty solving mathematical problems in reading text or questions,
(2) Students always misinterpret the problem,
(3) If students do not understand the problem then they will guess the answer from the
problem,
(4) The students do not want to find out the solution of the problem given, (5) the students
have difficulty in understanding the problem so cannot interpret it into symbol form.

Can Infographics Facilitate the Learning of Individuals with Mathematical Learning

Difficulties? – October 2017

Rapid advances and innovations in technology bring new opportunities to use in

education and infographics is one of these opportunities since it includes data
visualization, which is beneficial in enhancing learning of individuals. In the field of
mathematics education, the importance of technology is understood for many years and
infographics design has begun to be used recently. In conclusion, the present study
provided a comprehensive overview on what is infographics, the effectiveness of using
infographics in education and discussed the possible facilitative role of infographics in
enhancing the learning of individuals with mathematical learning difficulties.

Difficulties Encountered by Students in the Learning and Usage of Mathematical

Terminology: A Critical Literature Review – Nov. 2015

Possible remedial measures

1. Students should be helped to acquire the vocabulary and correct phraseology

of mathematics, appropriate to their age and ability, if they are to succeed in
the subject. By administering suitable diagnostic tests, the teacher can get an
idea about students’ language difficulties and appropriate remedial measures
taken. Thus, similar to Richards (1978) observation regarding the language of
science, students’ acquisition of the vocabulary of mathematics can lead to
their understanding of mathematical ideas. However, apart from technical
terms, teachers should use linguistic structures (e.g. quantifiers) which are
simple enough since the latter can also be another source of difficulty (Austin
& Howson, 1979).

2. Given the several confusions observed in the students’ responses, the

researcher felt there was need for students to be shown as many instances of
a given term/concept as possible. Thus, after students have understood the
colloquial language for a given concept, they should be gradually introduced to
other versions of that concept, culminating in the relevant technical term(s). For
example, since children will initially tend to associate ‘subtraction’ with ‘taking
away’, they need to know (at some stage) that the term ‘difference’ refers to the
same concept. But then, what is the most appropriate moment of introducing
technical terms? According to Bulman (1985) “… [for] a secondary school
 science teacher ... it is extremely difficult ... to know the right time to introduce
the scientific term and even more difficult to know if and when to insist on it
being used.” A similar observation in science education has been made by
Carre (1981) as well in noting that “... specialized vocabulary of science must
be used; what is of importance is that insisting on the premature use of a
register may be a hindrance and can interfere with pupils’ learning.” However,
a solution to the issues raised by Bulman (1985) and Carre (1981) is offered by
Prestt (1980) a science educator, who says that: “... the introduction of a
technical word is inappropriate if the word does not encompass ideas ... which
the child has developed from his own experience and exploration of those
experiences through his own personal language.” Therefore, teachers must
always be aware that they can communicate with their students if the package
of ideas is the same as that which the students understand by that word.

3. Students’ understanding of a given concept can be developed further by

considering non-examples of that concept. Skemp (1971) has also suggested
that the learning of mathematical concepts is comparable and that children are
not expected to through definitions. There is also need to use examples and
counter-examples (Skemp, 1971). For instance, after students have learned
the concept of ‘even numbers’, they should be shown examples of ‘non-even
numbers’. This technique is likely to enhance students’ ability to distinguish
between concepts, particularly those that are ‘subsets’ or ‘inverses’ of others.
Similarly, it is important, particularly when teaching less able children, to
repeatedly use a new term to which they have been introduced to enable them
to become completely familiar with it (Hinson, 1980).

4. Teachers need to be aware that it is not easy to define some mathematical

terms, very precisely, in ordinary English and that such terms are best
understood in their technical forms. However, an alternative approach to
defining technical terms would involve the use of suitable relevant examples
 already known to students. An observation similar to this is implied in what
Skemp (1971) calls ‘first principles’ in learning mathematics, which are

(i) Concepts of higher order than those which a person already has cannot
be communicated to him by definitions but only by arranging for him to encounter
a suitable collection of examples.
(ii) Since, in mathematics, these examples are almost invariably other
concepts, it must first be ensured that these are already formed in the mind of the
learner. Nevertheless, whether the best way of communicating the meanings of
technical terms and concepts is (in the teacher’s opinion) by using suitable
examples and/or giving formal definitions ways of enabling students to remember
these meanings should be sought. Dickson, Brown, and Gibson (1984) have
suggested that the onus should be on the teacher to repeat definitions, discuss
them and index them in some meaningful way. Similarly, as Krulik (1980) has
suggested, students can also be encouraged and guided on how to compile their
own ‘dictionaries’ using illustrative sentences and examples. This approach can
also assist students to:
a) Identify words that have similar mathematical meanings.
b) Discriminate between words that have:
- Multiple mathematical meanings.
- Mathematical meanings, which are different from their colloquial
meanings.

This is in line with the strong activity message adopted by Cockroft (1982)
where we find that, for most children, practical work provides the most effective
means by which the understanding of mathematics can develop'. Related to (b)
above, Durkin and Shire, (1991) have suggested that, in preparing materials for
use in mathematics teaching (from lesson plans to textbooks), it is advisable to
consider whether any words might have a different meaning for the pupil from that
intended or assumed in this specialist context. If teachers and authors are aware
of the potential confusions that some words can cause, appropriate instruction can
 be planned. For example, textbooks with a glossary of mathematical terms at the
end of each topic would be very useful to learners.
5. In order for the suggestions proposed above to be successfully implemented, it
will be necessary for students to be actively involved in the learning activities, with the
teacher playing the role of a guide and a facilitator of learning. Copeland, (1984) who
reported that the first condition or the implementation of an appropriate educational
program would be one, which would allow and encourage that every new truth to be
learned be worked out or rediscovered by the student and not simply imparted has also
made this observation to him via an explanation. Teachers should therefore understand
that learners are likely at first to use new terms incorrectly but as they are made aware of
this, they acquire the capacity to use them appropriately.

Effects of Game-Based Learning on Students’ Mathematics Achievement: A Meta-

analysis – 2019

This meta-analysis highlighted the need for more empirical research on mathematics
video games in order to deepen our understanding of how video games can enhance
mathematics learning. Our initial intention was to examine various factors that could affect
the relationship among mathematics game-based learning and academic achievement,
including student individual differences, video game design characteristics, and attributes
of video game-based interventions. However, most of the identified mathematics video
game studies only provided partial information about the video games and game-based
instructional interventions, thus limiting our ability to examine systematically the effects of
several moderator variables. To advance research on mathematics game-based learning,
we urge authors to include more detailed descriptions of research procedures and
assessment instruments, as well as information about learning game(s) and expected
learning outcomes. For example, it is important to report how the employed game(s) align
with the classroom curriculum, the amount of video game training that teachers received,
teacher familiarity with the game(s), how the video game intervention was implemented
and who implemented it, the duration and frequency of video game interventions, and
specific skills and knowledge promoted in the game. With regard to future meta-analysis
research on mathematics video games, there is a need to examine how video games
facilitate acquisition of mathematics skills and concepts within different mathematical
domains (e.g., geometry, arithmetic, algebra). Examining how video games facilitate
acquisition of various skills can advance our understanding of how to select an optimal
video game for enhanced learning of specific mathematics concepts and skills. Thus,
future research should attempt to examine whether mathematics learning-tasks can
explain the relationships between video gaming and student achievement. Clark et al.
(2016) emphasized the importance of studying the relationships among game design and
learning outcomes. This is certainly true for mathematics video game research. We
should devote more attention to connecting game design characteristics with specific
learning outcomes across various mathematical domains. However, current literature
reviews suggest that this type of research investigation can be a challenging task. Earlier
research on educational video games usually employed a single video game for an
instructional intervention, which allowed for a focus on game design and its impact on
learning and engagement. However, technological advances in digital video games
created new opportunities and expectations for teaching and learning. More recent
studies implemented mathematics game-based learning using a series of video games
or multiple video-gaming apps that utilized various game designs and genres and were
played in the same game sessions, thus making the task of examining the role of game
design quite difficult, if not impossible. Last, studying the impact of game-based
intervention attributes on student achievement can improve the quality of video game
research in general and mathematics video gaming in particular (de Boer et al., 2014).
This area of research is limited within the game-based learning literature. Identifying
specific attributes of game-based interventions and examining relationships among these
attributes and learning outcomes would be an important contribution to the literature on
video games.

(Tokac U., Novak E., & Thompson C.G. (2019), Effects of game‐based learning on
students' mathematics achievement: A meta-analysis. Journal of Computer Assisted
Learning.1–14. https://doi.org/10.1111/jcal.12347)
Factors Affecting the Mathematics Problem Solving Skills of Filipino Pupils
February 2018

On the light of the findings established, the following are the conclusions formulated:
1. The proficiency level of the pupils in terms mastery of basic skills was on the Nearly-
Mastered Level.
2. The attitude level of the pupils towards mathematics was fair.
3. The parents' profile in terms or parental involvement was fair.
4. The pupils' problem solving skills was on the Nearly-Mastered Level.
5. There was a significant relationship between the pupils' mastery of basic skills and their
problem solving skills.
6. There was a significant relationship between the pupils' attitude towards mathematics
and their problem solving skills.
7. There was a significant relationship between parental involvement and the pupils'
problem solving skills.

PROBLEMS FACED BY SECONDARY LEVEL MATHEMATICS TEACHERS AND

STUDENTS IN GEOMETRY – SHANKAR PURI (2016)

From the field survey and statistical analysis of collected data, it was found that the
students and teachers have been facing many problems of geometry teaching and
learning in the mathematics class of secondary level. Different types of internal and
external forces play role to continue the problems. Based on analysis and interpretation
of data, stated below are the findings:

Problems related to class performance

 There was problem on solving parallel questions related to exercise due to the
large volume of book and short teaching period (40 minutes).
  There was problem on child-centered instruction because the course was to be
finished before Dashain, also this year due to the devastating earthquakes and
unannounced blocked of India teaching periods were deduced nearly 40 days.
 There was problem related to sound management and effective use of instructional
materials.
 In most of the classes of sample schools, very less number of students was only
able to understand the geometrical theorems conceptually.
 Due to the weakness of perfect entering behavior, most of the students were not
satisfied with the logics given by teachers while proving theorems.
 In addition, there was problem in homework checking, teacher just look through
the copy of poor students, advice orally and hurry to complete the chapter.
 Students were kept at school from six in the morning to six in the evening so they
were fed off of learning, also they could get very less time for home task.
 In four-sample schools math period was at sixth bell, which could help students
very less on learning math curiously.
 In some of the schools math teacher was new and had taught each theorems of
book in grade ten whereas only six theoretical and four experimental proofs as
seen theorems were sufficient.

Problems Related to Physical Availability

The researcher has submitted the following points to support the above statement.
 Though there were no more students in the classes, the room was not large
enough even for the less number of students for proper teaching learning activities.
 Lots of the classes were disturbed by the sound of next class and also of vehicles
on the road beside the school
 Some of the students and teachers in some school were frightened and not fresh
enough to study in the room of bamboo and tin also the regular aftershock affected
the study dangerously.
 Available mathematical instructional materials also were not used, teacher only
discussed about them without showing practically.
  Science lab, library and computer room seemed as they were not made for
practical mathematics. No separate math lab was found even in single school of
concerned area.
 Guardians were found to be hoping high marks in mark sheet especially in math,
science and social studies.

Problems Related to Content

The researcher had asked with subject teachers and analyzed the geometric portion of
all different books preferred in the different schools of this area to analyze the significant
of content and the following problems were noticed:
 Almost all the textbooks were highly standardized with sufficient questions,
practice materials and were very large in volume.
 In some of the books, examples and respective questions were not parallel.
 Some of the books were not fit enough on the basis of difficulty level of students.
 Achievement in geometry was not even satisfactory. (See page 30-35).
 Structural complexity and more theoretical (less practical) nature of geometry also
were found to be the cause of problems.

Problems Related to Evaluation Techniques:

Most of the schools conducted regular monthly test to evaluate the progress of
students‟, home task were given and regularly instructed for perfect note at almost all of
the schools. All the students of grade nine and ten had at least one practice book or
question bank. Only the written test as the evaluation tool could not measure the verbal
capacity, experimental talent and logical manipulation idea of solid objects of students,
which resulted, fail to the more students. Therefore, researcher also found the problems
related to evaluation technique.

Problems Related to School Administration:

 In almost all of the concerned schools, the researcher found that the teachers were
forced to teach at least 32 periods per week, which directly affected the quality
delivery of complex geometrical content.
  In comparison, very less guardians of this area were engaged in academic
occupation, which could effect on children’s mathematics learning.
 Refreshment and new comers teacher training related to content by experts were
not managed at most of the schools. Trainings were held in some of the schools
but no trainings were there on the content basis of any subject.
 Salary also could be the cause of less energy while making teaching plan. (it was
noticed by researcher in informal discussion with some math teachers)
 Leisure periods of teacher also were pack with proxy classes in most of the schools
because number of teachers was very limited.
 The instability of teachers also was noticed as one of the strong cause for the poor
result of mathematics.

Problems Related to Students Background Characteristics:

 The talent of students was very scattered. Some were extra, some were average
and some were extremely poor which affected severely in quality delivering of
complex geometric concept.
 Students were from various cultures and were the teachers therefore in some of
the schools of this locality language and tone affected the quality instruction in
some extent.
Most of the schools in Kathmandu valley contain multicultural and diverse classroom also
the students of various level and aim. Diverse classroom have diverse expectation and
diverse ability of learning. Geometry itself has complex structure so it is challenging to
teach geometry in such classes. The teacher should be aware of all the differences, well
habitual about innovations related to methods and media and the practices of school and
society. The administration and the teacher should be equally responsible to create
constructive and sound instructional environment. They can manage the proper contents,
methods; materials, physical environment and can promote the positive discrimination
and inclusive participation. Some teachers seemed to focus only talented students it is
due to their ignorance rather than the intended bias, discrimination and the prejudices in
math teaching. These drawbacks or ignorance caused by a math teacher is due to the
lack of trainings and expertise to handle the classroom. The teacher should encourage
the average and poor students and follow various techniques of teaching to minimize the
learning difficulties. Classwork checking, homework correction, interaction in the class,
role-play, and active participation in mathematics classroom is the key points to promote
instructional strengths.

Taking mathematics subject as an interesting and teaching it with fun, suggesting

students for solving problems in pairs, individual support to the weak students, division of
the student groups according to their talent and equal treatment from teacher were the
good examples of encouragement that was fructifying the geometry instruction.

THE EXPERIENCES OF SECONDARY MATHEMATICS TEACHERS TEACHING

MATHEMATICS THROUGH PROBLEM SOLVING
– SEGO JACOB MATLALA, December 2015

This study has shown how in-service secondary mathematics teachers can experience
the benefits and challenges of using a problem-solving approach to their teaching. In spite
of the limitations of this case study, the researcher was able to note some small changes
in the attitude of teachers towards a problem-solving approach. If this positive attitude
can be developed and extended to the mathematics classroom, mathematics may not be
the ‘dreaded’ subject it is perceived to be at the moment.

However, it must also be noted that the use of a problem-solving approach by teachers
is a long-term investment and cannot be achieved overnight. It may take a gradual
approach to convince teachers that their present, traditional methods are less relevant
and effective in relation to the needs of modern societies. To convince the majority of
teachers of such a view, opportunities may be created where they successfully
experience the actual methods used to enhance problem solving. Teachers also need to
challenge and critically reflect on their own teaching methods more frequently.
The researcher finally contends that series of regular workshops, contact teaching blocks
and classroom support visits for BEd in-service teachers, based on constructivist learning
models and a problem-solving approach in mathematics teaching, may be a way to
improve the quality and results of school mathematics in future. This may only materialize
if universities, teachers and school authorities can synergistically muster their efforts and
resources to achieve such an outcome.

WHY DO STUDENTS STRUGGLE WITH MATH? – Aug 30, 2018

Math. It’s a subject that many students either love or hate.

Many students struggle with math at some point. It’s not uncommon to hear students
complain that they hate math because “it’s too hard.” But why do so many students seem
to share this opinion? What makes math so difficult for students to learn?

We’re here to help answer those questions. Read on to find out why so many students
struggle to succeed in math class.

COMMON CAUSES OF TROUBLE WITH MATH

DYSCALCULIA
Dyscalculia is a learning difficulty that causes students to struggle with formulas, shapes,
and number-related concepts. This makes it difficult for them to understand and process
math problems. These students usually fall far behind their peers in math and have trouble
with number-related problems that don’t improve with ongoing practice.

MATH ANXIETY
Students with math anxiety don’t simply dislike math—for them, math causes debilitating
feelings of fear and failure that hurt their ability to perform. The pressure and lack of
confidence these students feel when faced with math causes their brain to freeze and
forget even the things they do know.
POOR FOUNDATION
Math challenges are not always a result of a learning difficulty. For many students who
struggle with math, it is simply because they do not have the proper foundation needed
for success. These students may have fallen behind in a unit or moved on to advanced
material before they were ready, leading to falling grades.

WHY SO MANY STUDENTS STRUGGLE WITH MATH

IT’S DIFFICULT TO RELATE TO
Math is a very abstract subject. For students, learning usually happens best when they
can relate it to real life. As math becomes more advanced and challenging, that can be
difficult to do. As a result, many students find themselves needing to work harder and
practice longer to understand more abstract math concepts.

THERE’S ONLY RIGHT AND WRONG

Unlike many other subjects, there is no room for error when it comes to math. Your child
either understands what he or she is doing, or not. Because of this, math can quickly
become a frustrating and stressful experience for students.

IT BUILDS ON ITSELF
Math is a cumulative subject—everything builds on what came before. Your child needs
to know the basics before he or she can move on to new topics. If your child starts to fall
behind in one area, it can be very difficult to make sense of advanced concepts he or she
learns without that foundational knowledge.

STUDENTS EXPECT MATH TO BE DIFFICULT

This is a classic case of the self-fulfilling prophecy: students expect it to be difficult, so it
is. When students go in expecting math to difficult, they are quicker to give up when they
do not understand something. A negative mindset like this can quickly turn into a cycle of
low confidence, less motivation, and poor performance.
PUTTING MEMORIZATION AHEAD OF UNDERSTANDING
For many students, math is a subject where they simply memorize concepts and formulas
without really understanding them. This may work for a while, but as students’ progress
and encounter more difficult problems, many find that they do not know how to solve them
because they do not have the problem-solving skills they need to tackle new problems.

IT HAS A REPUTATION OF BEING “BORING”

Math has a reputation of being an unpopular mix of difficult and boring. Many students
just are not excited to learn about math. In addition, when students are not excited, they
tend to do the bare minimum before moving on to something they would rather be doing,
which is not going to help set them up for success in math class.

IT REQUIRES A LOT OF PRACTICE

Math is not something that students automatically “get”—it takes time and practice to
understand math. Since many students do not enjoy math, getting them to sit down and
practice can be a struggle. Without that practice, students can have a hard time keeping
up with what they are learning because they still do not have a handle on the basics.

STUDENTS MOVE ON BEFORE THEY’RE READY

In many classes, a “C” means your child has a satisfactory understanding of the material.
That is usually enough for him or her to move on to the next unit or grade level. In math,
a “C” means that your child is missing fundamental building blocks for success in the
future (remember: math is cumulative!). Because math builds on itself, that “C” means
that the next unit or class is going to be even harder until your child has a grasp on
previous topics.

BECOME A MASTER OF MATH mastering math can take a lot of effort, but with the
proper skills and ongoing practice, it does not have to be difficult! Learn more about our
math tutoring programs and find out how we can help your child become a master of
math—and even have fun while doing it.
 METHODOLOGY

This chapter provides description on the following methods the researchers used in
conducting the study.

A. Study Design and Study Setting

This study used descriptive design. It was conducted in Las Piñas North National
High, S.Y 2018-2019. Researchers found out that there are some phenomenon
that affects the ability of students in learning mathematics. Due to this, their
academic stability is affected that causes them to repeat on certain subject. The
student’s repetition rate made the researchers curious. The researchers took the
data of the measurement of the rate of the student’s repetition to know the
reason why were they keep on failing.

B. Study Population/Sampling
This study was conducted in Las Piñas North National High School. The total
Population of the study is 793. The respondents are purposively selected from
grade 8. The sample of the study is shown in table below.

Table 1. Percentage and Frequency Distribution of the Population and Sample.

Frequency Percent (%)

Caladium 1 5
Delphinium 1 5
Eranthemum 0 000
Fuchsia 1 5
Geranium 0 000
Hyacinth 1 5
Iris 1 5
Jasmine 0 000
Kennedia 0 000
 Lavender 0 000
Marigold 6 30
Nemesia 8 40
Total 19 100

C. Research Instrument

Factors Affecting the Repetition Rate

To determine the factors affecting the repetition rate, the researchers created a
survey. The survey consists of questions related on how math affects the
academics performance of the students that leads them in failure. This survey has
been validated by 3 different experts. The survey is composed of 2 parts. The first
part of the survey is the demographic profile of the students such as name, age,
grade & section, gender, and economic status. The second part consists of
questions pertaining the reasons why they failed in math.

D. Data gathering
The following procedures are done during the collection of data as shown in Table 2.

Table 2. Major Phases of the Study

Phases of the study Activity Instrument Output
Phase 1

Phase 2 Formulation of the Microsoft Factors Affecting

Factors Affecting Word Repetition Rate
Repetition Rate Survey
Survey
 Phase 3 Request for the Factors Affecting Approved Survey to
Verification of the Repetition Rate be Administered
Survey Survey
Phase 4 Conducted Pilot SPSS Passed in
Testing Cronbach alpha

Phase 5 The Distribution of Factors Affecting Data to be

the Survey to Repetition Rate processed
selected Grade 8 Survey
students

E. Data Analysis
Statistical analyses were performed using SPSS (version 21; SPSS Inc.,
Chicago, IL USA) software considering 95% confidence interval in all collected
data. The use of cross tabulations enabled data was visually displayed,
comprehended and examined.
To come up with valid and objective answers to the research problems
stated, the following statistical tools and techniques were used.
1. Frequency and Percentage. These were used to describe the regularity and
rate of the demographic profile of the participants of the study.
2. Weighted Mean. This statistical tool was used to determine the assessment
of the participants on their perception in terms of students, parents, teachers and
community. This was also used to determine the weighted average of the
responses in each indicators.
3. Ranking. This was used to determine the ranking of the different indicators
considered in assessing the perception on each of the participants. The highest
weighted was ranked 5.
4. Standard Deviation. This was used to determine how tightly all the entries
in each respective group were clustered around their respective means/weighted
means.
5. One-way Analysis of Variance (One-way ANOVA). This was used to
determine if there is a significant difference between the demographic profile and
student’s perception on repetition in terms of students, teacher, parents and
community.
6. Norms for Interpretation. To properly and comprehensively interpret and analyze
the results of the computations, the following were used:

A. Students’ Perception in Terms of Students

Response Category Range Interval

Always 4.00 – 5.00

Often 3.00 – 4.19

Sometimes 2.00 – 3.39

never 1.00 – 1.79

B. Students’ Perception in Terms of Parents

Response Category Range Interval

Always 4.00 – 5.00

Often 3.00 – 4.19

Sometimes 2.00 – 3.39

never 1.00 – 1.79

C. Students’ Perception in Terms of Teachers

Response Category Range Interval

Always 4.00 – 5.00

Often 3.00 – 4.19

 Sometimes 2.00 – 3.39

never 1.00 – 1.79

D. Students’ Perception in Terms of Community

Response Category Range Interval

Always 4.00 – 5.00

Often 3.00 – 4.19

Sometimes 2.00 – 3.39

never 1.00 – 1.79

Potential Ethical Issues

The study took into consideration all ethical issues that are critical for conducting research. These

included first, the researcher had not been association with information that respondents provided which

were not related to research topic. Secondly the permission letter from the Division of City Schools Las

Piñas authority was solicited aid provided to researcher. Thirdly, the researcher made sure that the

respondent’s privacy and confidentiality of the information provided were observed, these encouraged

respondents to provide information more freely.

 PRESENTATION, INTERPRETATION AND ANALYSIS OF DATA

This part contains the different tables that present the results, analyses and

interpretations of data gathered and organized in the study conducted and aimed to

provide a valid and reliable assessment on the factors affecting the repetition rate of grade

8 students in Las Pinas North National High School. It also discusses the implications of

the data gathered in the previously stated problems and hypotheses.

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

1.1. age;

1.2. gender;

1.3 living with;

1.4 residence;

1.5 state of living;

1.6 section;

1.7 educational attainment of parents (mother and Father):

1.7.1 Mother,

1.7.2 Father.
Table 1. Demographic Profile of the Respondents
Profile Frequency Percentage (%)

Age

13 years old 1 5

14 years old 9 47

15 years old 3 16

16 years old 4 21

17 years old 2 11

Gender

Female 7 37

Male 12 63

Living with:

Parents 15 79

Siblings 1 5

Grandparents 1 5

Relatives 2 11

Residence

Residential 9 47
Village 7 37
Slum area 3 16

State of Living

Above Average 1 5

Average 13 69

Below Average 5 26
 Section

Caladium 1 5

Delphinium 1 5

Eranthenum 0 000

Fuschia 1 5

Geranium 0 000

Hyacinth 1 5

Iris 1 5

Jasmine 0 000

Kenedia 0 000

Lavender 0 000

Marigold 6 30

Nemesia 8 40

Educational Attainment of Parents

Mother
2 11
Elementary
9 47
High school
8 42
College

Father
2 11
Elementary
10 53
High school
7 36
College

Table 1 shows the demographic profile of the respondents. Nineteen (19)

respondents were included in the study. It shows that 9 out of 19 students (about 47%)
are aged 14 years old and they created the majority of the sample population. Markedly,
majority of the students were male, sixty-three percent (63%) or 12 out of 19, while thirty-
seven percent (37%) or 7 out of 19 are female students. This is accredited on the gender
attitude that males were more focused on one work than females whom could do
multitasking. Seventy-nine percent (79%) of the student-respondents are living under the
custody of their parents, while five percent (5%) are living with their siblings and
grandparents. Forty-seven percent (47%) or 9 out of 19 are living on a residential area,
while 3 out of 19 are on a slum area .Most of the students (about 69%) have an average
state of living. The data inferred that most of the students live on a comfy state of living.
Respondents were dispersed asymmetrically in twelve (12) different sections. The
parents were grouped according to their educational attainment where mothers that
attained only elementary education has 2 or eleven percent (11%); mothers with high
school degree has 9 or forty-seven percent (47%); mothers with college degree has 8 or
forty-two percent (42%); while fathers that attained only elementary education has 2 or
eleven percent (11%); fathers with high school degree has 10 or fifty-three percent (53%);
and fathers with college degree has 7 or thirty-six percent (36%).

2. What are the student’s perception on repetition in terms of:

2.1. Students
2.2. Teachers
2.3. Parents
2.4. Community

Table 2.1 Student’s perception on repetition in terms of Students.

Weighted
Rank Description
Mean
Sometimes
Q1 2.63 4

3.32 1 Often
Q2
Sometimes
Q3 3.26 2
Sometimes
Q4 2.95 3
Sometimes
Q5 2.58 5
Sometimes
Average 2.948
 Table 2.1 shows the means and ranks of the responses on the questions that
regards to the students’ perception on repetition upon themselves.
The analysis resulted into the rankings of the responses in each questions, where
Q2 ranked first with a weighted mean of 3.32; Q3 ranked second with a weighted mean
of 3.26; Q4 ranked third with a weighted mean of 2.95; Q1 ranked fourth with a weighted
mean of 2.63; and lastly, Q5 ranked last with a weighted mean of 2.58
The results presents that Q2 is the most common perception of the students onto
their selves regarding the repetition which is described as “often”. On the contrary, other
questions are described to as “sometimes”.

Table 2.2 Student’s perception on repetition in terms of Community

Weighted
Communication and Internet Operations Rank Description
Mean
Often
Q6 3.32 1

1.95 4 Never
Q7
Sometimes
Q8 2.11 3
Sometimes
Q9 2.42 2
Never
Q10 1.58 5

Average 2.276

Table 2.2 shows the means and ranks of the responses on the questions that
regards to the students’ perception on repetition upon their community.
The analysis resulted into the rankings of the responses in each questions, where
Q6 ranked first with a weighted mean of 3.32; Q9 ranked second with a weighted mean
of 2.42; Q8 ranked third with a weighted mean of 2.11; Q7 ranked fourth with a weighted
mean of 1.95; and lastly, Q10 ranked last with a weighted mean of 1.58
The results presents that Q6 is the most common perception of the students onto
their community regarding the repetition which is described as “often”. On the contrary,
other questions are described to as “sometimes” (Q8 and Q9) and “never” (Q7 and Q10).
 Table 2.3 Student’s perception on repetition in terms of Teacher
Weighted
Rank Description
Mean
Often
Q11 3.63 1

2.37 5 Sometimes
Q12
Often
Q13 3.58 2
Often
Q14 3.53 3
Sometimes
Q15 2.95 4

Average 3.212

Table 2.3 shows the means and ranks of the responses on the questions that
regards to the students’ perception on repetition upon their teachers.
The analysis resulted into the rankings of the responses in each questions, where
Q11 ranked first with a weighted mean of 3.63; Q13 ranked second with a weighted mean
of 3.58; Q14 ranked third with a weighted mean of 3.53; Q15 ranked fourth with a
weighted mean of 2.95; and lastly, Q12 ranked last with a weighted mean of 2.37.
The results presents that Q11 is the most common perception of the students onto
their teachers regarding the repetition which is described as “often”, followed by Q13 and
Q14 which has the same description. On the contrary, other questions are described to
as “sometimes”.
Table 2.4 Student’s perception on repetition in terms of Parents

Weighted
Rank Description
Mean
Sometimes
Q16 2.89 3

2.05 4 Sometimes
Q17
Never
Q18 1.79 5
Often
Q19 3.47 1
Sometimes
Q20 3.26 2

Average 2.692

Table 2.4 shows the means and ranks of the responses on the questions that
regards to the students’ perception on repetition upon their parents.
The analysis resulted into the rankings of the responses in each questions, where
Q19 ranked first with a weighted mean of 3.47; Q20 ranked second with a weighted mean
of 3.26; Q16 ranked third with a weighted mean of 2.89; Q17 ranked fourth with a
weighted mean of 2.05; and lastly, Q18 ranked last with a weighted mean of 1.79.
The results presents that Q19 is the most common perception of the students onto
their parents regarding the repetition which is described as “often. On the contrary, other
questions are described to as “sometimes” (Q16, Q17 and Q20) and “never” (Q18).
 3. Is there significant difference between the demographic profile and student’s
perception on repetition in terms of students, teacher, parents and community?

Table 3. One-Way Analysis of Variance on the Students’ Perception according to

their Demographic Profile

Description F-Value P-Value Remarks

Not
Living with 0.339 .948
Significant
Not
1.254 .410
Live in Significant
Not
Economic Status 1.711 .263
significant
Not
Educational Attainment of Mother 1.426 .345
Significant
Not
Educational Attainment of Father 1.298 .393
Significant

Table 3 shows the result in a test conducted using One Way Analysis of Variance
(ANOVA) to determine whether there were significant differences between the
demographic profile and the perception of students in terms of students, teacher, parents
and community. As result shown, there were no significant differences observed. The
computed F-value is 2.900 (Critical Value = 3.13) with asymptotic significance equal to
0.065 tested at the degrees of freedom of 3/50 and at a level of significance of 0.05. This
suggests that regardless of any category in their demographic profile, all respondents
manifests the same degree of perception regarding the repetition of students in math. The
null hypothesis of the study that there were no significant differences between the
demographic profile of the students as to their perception on repetition in terms of
students, teacher, parents and community.