CHAPTER 1

INTRODUCTION

Background of the Study

Mathematics is important in most fields of human endeavor that cannot be

underestimated. Mathematical activities, economics, humanities, and science are

the tools to balance with the importance of education as a whole. The reason

underlying the desire to learn Mathematics can vary from one person to another,

and this has an effect on the things they need to learn. The main reason for

learning Mathematics for the high school students is to be capable of working in a

general way since Mathematics is a tool that may come in their academic studies

especially in professional lives. In addition, many students avoid Mathematics

because they think they cannot do it or they have had bad experiences with their

Mathematics teachers. According to Reyes (2010), Mathematics education is

almost in every aspect of society, and has become an integral part of educative

process.

Knowledge and skills in mathematics are developed by going through the

rigors of studying it. Siegler, et al. (2011) state that knowledge of mathematics is

vital to educational and financial success in modern society and is becoming ever

more so. In the study of Tella (2008) stated that mathematics is not only the

language of science but essential nutrient for thought, logical reasoning, and

progress. Mathematics application gives impact to all areas of human knowledge.

With all these applicability and importance of mathematics to many students still

not finding their feet in the subject as a result of their constant failure in the subject.
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Several studies (Farooq, Chaudhry, Shafiq, and Berhanu, 2011; Tella,

2008; Adeyinka, Asabi, and Adedotun, 2013; Gius 2013) have researched on

factors that affect poor performance in mathematics of secondary students. These

factors ranging from instructional materials for effective teaching, limited school

facilities, the ratio of teacher-students in the classroom and incentives of teachers

to mathematics phobia are common to research.

Most teachers fail to realize that they are very vital in educational

effectiveness at the classroom instructional level. How they motivate, behave and

interact with students in the classroom or during teaching are more vital

than what they teach. Mata et al. (2012) stated that teacher's way of thinking and

attitude determines his/her behavior and decision inside and outside the

classroom. The teachers have various roles to play in the process of teaching/

learning most especially in the teaching of mathematics. They need to be

competent in their own area of specialization and also be able to apply different

methods of teaching and strategy and understand the learning processes of

students.

Lansangan et al. (2015) state that the quality of students’ performance of

grade 10 students remains as top priority for an educator who has been interested

in exploring variables contributing effectively to quality of performance of learners.

However, the report of the Annual National Assessment (ANA) in south africa

noted that “as a baseline, the average of 13% at Grade 9 levels was worryingly

low” (ANA, 2012, p. 24). “These results explain to a large extent why, among many

other reasons, we have such high failure and dropout rates at Grades 10 and 11”
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(ANA, 2012, p. 2). The site seemed to indicate support for the poor performance

of students (“Mentor”, 2016) that is very alarming.

Several factors have generally been identified as predictor of poor academic

achievement. Agyeman (1993) reported that a teacher who doesn’t have self-

efficacy and attitude would undoubtedly have a negative influence on the teaching

and learning of his/her subject. Apart from teacher self-efficacy, other teachers’

characteristics still exist which can significantly be related to students’ mathematics

performance. However, according to Tella (2008) whose research was particularly

in the Nigeria context was being silent about the positive relationship of teachers’

characteristics to mathematics performance of students.

In the Philippines, Trends in International Mathematics and Science Study

(TIMSS) in 2003 showed that students demonstrated lower performance in

Mathematics as compared to five regions of Taiwan, Singapore, Japan, United

States and Italy. International Association for the Evaluation of Educational

Achievement (2004) claimed that in the different Mathematics subject areas,

achievements in Grade 9 of Filipino students appeared below the international

standards. Resurreccion, (2008) stated that the Philippines also ranked third and

fourth to the last in the list of nations in the 1999 and 2003 TIMSS respectively.

Resurreccion, (2008) added that this alarming situation of poor student

achievement has been attributed to teachers’ characteristics thus, results show of

poor performance.

Locally, most teachers in Lupon District agree that many of the students do

not excel in Mathematics. Ardiente (2016 state that majority of the students who
 4

come from low-performing teachers are not good in mathematics. Teachers

believe that this problem needs to be addressed in as early as their basic education

before they proceed to senior high school because this may cause terrible effects

in the students and to the country as a whole.

Researchers like Tella (2008) have over the years carried out researches

on teachers’ attitude, self-efficacy and motivation responsible for poor

mathematics performance at secondary school. He proposes that more research

concerning teachers’ attitude and motivation should be conducted since self-

efficacy in his study is more effective than other characteristics as the findings can

be used to improve teacher attitude and motivation. Tella’s (2008)

recommendation is also echoed by Jepsen (2012) who suggested that further

research is carried out to investigate the relationship between teacher

characteristics and student performance so that the link between the two is made

clearer.

It is known that most teachers tend to teach based in their attitude, self-

efficacy and motivation. Sometimes conflict might arise because of a misguided

character or attitude of a teacher, low self-efficacy or even motivation, which might

have negative consequences on the part of the learner. For this reason, as

Agyeman (1993) asserts, teachers should know how to teach effectively, which

would enable to perform students well in math.

Since the study is now evident that every nation of the world is determined

towards the millennium goal of attaining quality education, the teaching of

mathematics and students mathematics performances should not be treated with

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joke, Tella (2008) states that it must be enhanced because mathematics is the

gateway to all discipline one can think of.

This study might also prove useful to teachers concerned about the

performance of the students in terms of learning mathematics. Teachers need to

have enough time in making students capable in mathematics. Similarly, knowing

and adjusting teachers’ characteristics might enable to produce high performance

mathematics students and they can have better opportunities to assess and guide

the students with respect to mathematics performance in the next level.

Teachers who show low self-efficacy, motivation and attitude are believed

to have lower chances of students excelling in mathematics. It is on this premise

that the researcher was prompted to conduct an investigation on the manifestation

of teachers’ characteristics and the level of mathematics performance.

Statement of the Problem

This study aimed to determine the manifestation of selected teachers’

characteristics and the level of mathematics performance of Grade 10 students.

Specifically, it sought answers to the following questions:

1. To what level are the manifested Mathematics teachers’ selected

characteristics in terms of:

1.1 motivation towards mathematics teaching;

1.2 attitude toward Mathematics; and

1.3 self-efficacy?

2. What is the level of performance of grade 10 students?

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3. Is there a significant relationship between mathematics teachers’

characteristics and students’ performance in Mathematics?

4. Do Teachers’ Attitude, Self-efficacy and Motivation significantly predict the

Mathematics performance?

Review of the Related Literature

In this section, related literature and studies are presented to give an

extensive background of the study. Related research findings by other

investigators are also presented and discussed to provide the necessary

background for this study. It also presents foreign literature studies from different

authors whose concepts and ideas are relevant to the Teachers’ Characteristics

and Mathematics Performance of Grade 10 Students.

Numbers of researchers recently have sought to relate dimensions of

teachers’ characteristics to the educational setting. The term “teacher

characteristics” can be referred to as qualities that can be measured with tests or

derived from their academic or professional records. They indicate that teacher

characteristic does not generally refer to the direct observation of their influence

on students’ learning in terms of either students’ test performance or teaching

behaviors.

Teacher’s Characteristics

Teacher’s Efficacy. Self-efficacy of a teacher is a powerful predictor of how

and whether a teacher will act. It is a belief that one is capable of exercising

personal control over one’s behavior, thinking and emotions. Effective teachers

believe that they can make a difference in their students’ lives and they teach the
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way this self-efficacy beliefs. People who have strong self-efficacy tend to do

everything and can’t do limitations in mind (Bandura 1986). Teachers with high or

strong self-efficacy have a tendency to manage the class very well (Tella 2008).

Mojavezi (2012) asserts that the study of self-efficacy and its impact on

human performance has fascinated a lot of scholars during the last two decades.

He also added that teacher self-efficacy has a positive influence on the students’

motivation and achievement. Richardson (2011) affirmed the positive results,

African American students perform better in school when their teachers are highly

efficacious. Thus, high Self-efficacy in teaching Mathematics subject conforms

high performane of students in Mathematics.

Teacher self-efficacy can be defined as the teacher’s belief in his or her

capability to organize and execute courses of action required to successfully

accomplish a specific teacher task in a particular context (Tschannen-Moran,

Woolfolk Hoy, & Hoy, 1998). Moreover, teachers with high efficacy tend to

experiment with methods of teaching to meet their students’ needs, spend more

time planning, persist longer with students who struggle, and promote

achievement, efficacy, and motivation in their students (Henson et al., 2001). The

transition from a teacher-centred to a student-centred model of instruction requires

that teachers learn a variety of new skills and instructional techniques, and this

process may be challenging. Teachers with high efficacy tend to continue longer

in the face of challenges, such as building efficacy should be a key component of

educational reform efforts.

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Teachers’ Attitude towards Mathematics. Many studies in the field of

attitude have focused on the effect to students’ mathematics performance (Kosgie,

Mise, Odera, and Ayugi, 2013). Attitudes are generally regarded as having been

learned. They influenced an individual to action that has some degree of

consistency and can be evaluated as either negative or positive (McMillen et al.,

2000 in Tella 2008). (Mensah, Okyere and Kuranchie 2013), data revealed that

students’ performance in Mathematics is positively correlated with teacher attitude.

This is also true in the study of O. Standslause, L. Maito, O. Ochiel (2013) that

there was the good and positive attitude of teachers towards the teaching of

mathematics in secondary schools in spite of the shortcomings that has agonized

the teaching of mathematics. The said claim supported the study of Mensah, J. K.,

Okyere M. and Kuranchie (2013). Also, research has revealed that some

secondary school teachers demonstrate negative attitudes towards mathematics.

When exploring the attitudes of secondary school teachers towards

mathematics it is necessary not only to consider their attitudes towards

mathematics but also their attitudes towards the teaching of mathematics. The

implication of research involving the attitudes of secondary teachers is important

due to the possible effect of these people upon students. Teachers with negative

attitude towards teaching mathematics tend to have negative results in

mathematics performane of students (Mensah, J. K., Okyere M. and Kuranchie,

2013). Therefore, it is important and imperative for Mathematics teachers to

develop positive attitude towards the subject and make Mathematics interesting
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and appealing to students in order to help them develop a positive attitude and

performance towards mathematics.

Teachers’ Motivation towards work. Teacher motivation has a vital role to

students learning, recommending basic needs must be met before teachers can

be motivated to fulfill their higher order needs of self-actualization and professional

goal attainment. Teacher inspirations are generally one of the most factors

affecting to students’ academic performance.

According to Adeyinka (2013), this greatly reduces their commitment to the

teaching of Mathematics. Thus, lack of motivations for the teachers may influence

their dedication to teaching work. The poor performance of the student in

mathematics may also be as a result of teachers not being dedicated to their duties

which may, in turn, have effects on student academic goal setting which quickly

affect the individual who has set lower goals for themselves. However, in the study

of Oko (2014), it was stated that teacher’s motivation provides the desire to

students to learn because learners are encourage to learn and get involed or

committed in the learning process by acquiring ideas. Finally, it was recommended

that teacher should be motivated in teaching-learning process among others.

Mathematics Performance

Academic performance refers to how students deal with their studies and

how they cope with or accomplish different tasks given to them by their teachers.

It is the ability to study and remember facts and the capability to communicate

acquired knowledge verbally or down on paper, which is commonly measured by

means of grades. Academic performance, which is measured by the examination

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results, is one of the major goals of the school. Schools are established with the

aim of imparting knowledge and skills to those who go through them and behind

all this is the idea of enhancing good academic performance.

As cited by Patena and Dinglasan in the study of Catabay et. Al (2011) that

mathematics is learned for many reasons. Firstly, mastery of basic mathematical

skills, mathematics is the language of the sciences , and many disciplines depend

on the subject as a symbolic means of communication. These might be the

foundations of students’ performance. However, teacher characteristics may also

have big impact to students’ performance as Kosgei et al (2013) stated in their

study that teachers’ characteristics significantly affect mathematics performance

of students.

Theoretical Framework

This study was anchored from the theory of Bandura (1997) social learning

theory which posits that people learn from one another, via observation, imitation,

and modeling. Consequently, Bandura (1997) stated that Learning would be

exceedingly difficult if people had to rely on the effects of their own actions to inform

them what to do.

Bandura (1986) cited that teachers’ self-efficacy can be subdivided into

teacher’s belief in his or her ability to teach effectively, and his or her belief in

affecting student learning outcomes. Teachers who feel that they cannot effectively

teach mathematics and affect student learning are more likely to avoid teaching

from an inquiry and student-centered approach with real understanding (Swars et

al., 2006). The theory was supported from the studies of Ball, Hill, and Bass, 2005;
 11

Bandura, 1986 exclaimed that teacher’s academic profile and characteristics were

integral to the teaching and learning process for teachers and their students.

Teachers with higher levels of content knowledge and self-efficacy were better

able to produce high student achievement than teachers with lower levels.

Another theory to which this study was anchored from is the motivation

theory of Maslow which was mentioned by Lawler (1973).Such theory treats

motivation in an intrinsic way, which means people work to obtain outcomes such

a feelings of growth. Further, motivation based on growth needs does not

decrease as the needs become satisfied. Lawler (1973) asserted that as people

experience growth and self-actualization they simply want more. Moreover,

Adeyinka et al. (2013), teachers` motivation enhance the effectiveness of schools

as these were basic things that can bring about good academic performance in

the students.

Teachers are arguably the most important group of professionals for our

nation’s future (Bishay, 1996). Therefore, it is disturbing to find out that many of

today’s teachers are dissatisfied with their teaching since students performed

poor. Oko (2014) added that teacher’s motivation is so crucial to the academic

performance of students because it explains why teachers behave the way they

do it in their various schools. Thus, if a teacher shows the eagerness to teach

well, then students would invariably demonstrate the passion to learn most

especially in mathematics.
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Conceptual Framework

This section presents the independent variables of the study namely the

manifestation of teacher’s characteristics with its indicators; motivation towards

mathematics, attitude, and self-efficacy. The indicators was presented as model

for creating a powerful teachers’ characteristics developed by Tella as cited by

Kosgei, et al. (2013). The dependent variable is the Mathematics performance of

the students. Mathematics performance refers to closely associated with the

scientific and technological innovations worldwide. Its indicators were cited by

Tella (2008) as that would be effective in the mathematics performanes of

students.

Teachers’ characteristics can be refered to as qualities that can be

measured with tests or derived from their attitude. They indicate that teacher

characteristics do not generally refer to the direct observation of their influence on

students’ learning in terms of students’ test performance.

The research paradigm shows that the independent variable of this study

is the manifestation of teachers’ characteristics. The model clearly defines factors

of students’ performance that are under the influence of mathematics teachers.

Teachers characteristics have a direct effect on the mathematics performance of

students in Grade 10 level. Teacher with a lower sense of efficacy, attitude and

motivation are usually focused on the student’s belief on the inability to perform in

Mathematics. Bandura (1997) claimed that teacher self-efficacy can be subdivided

into a teacher’s belief in his or her ability to teach effectively, and his or her belief

in affecting student learning outcomes.

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The focus of this study is on teachers’ self-efficacy, attitude, and motivation.

The role of the teacher in the success of any educational system cannot be

overemphasized that is why the National policy on education (2011), stipulated

that no educational system can rise above the quality of its teacher. This shows

how important on the teacher in school. The success of the Mathematics

program depends greatly on the Mathematics teacher since he/she is considered

as the prime mover that would put all that is contained in the curriculum into action.

Teachers’ attitude toward arithmetic related to the students’ achievement

often stated major objective in the preparation of secondary teachers of

mathematics. This objective is based on the assumptions that the teacher’s

attitude, as well as his/her understanding of mathematics, influenes the student’s

achievement (Phillips, 2010).

Teachers’ self-efficacy toward teaching mathematics stated to as

judgement of his/her capabilities to bring about desired outcomes of stuent

engagement and learning (Moran and Hoy, 2001)

Teachers motivation is anything done to make teachers happy, satisfied,

dedicated and commited in such a way that they bring out their bst in their plaes

of work so that both students, parents and the society will greatly benefit from their

services.

The dependent variable of this study is the mathematics performance of

grade 10 students. Mathematics performance refers to how students deal with

mathematics and how they cope with different tasks or problems.

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Conceptual Framework

Independent Variable Dependent Variable

Extent of Manifestation of Teachers’

Characteristics

Motivation towards
Mathematics Performance
Mathematics Teaching

Achievement Test
Attitude towards Mathematics

Self-efficacy

Figure 1. The Conceptual Framework Showing the Relationship of the Variables

of the Study
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CHAPTER 2

METHODOLOGY

This chapter includes the research design, research locale, respondents of

the study, sampling technique, research instruments, data gathering procedure,

statistical treatment and ethical considerations.

Research Design

The present study used the descriptive-correlation research design. The

correlation design is used to test the relationship between two or more variables

(Zulueta and Costales, 2003). The descriptive method was used to identify and

describe the factors that affect the mathematics performance (Burns & Grove,

2003). Correlational research is a quantitative method which aims to explore and

establish the relation of two variables (Lomax & Li, 2013). Thus, the correlation

design was used for it aims to analyze the relationship of Mathematics

Performance to the level of Teachers’ Characteristics.

Research Locale

The researcher conducted the study in four (4) selected secondary schools

in Lupon District. The four secondary schools were selected by the researcher

according to the most numbered population of students and the most reliable

schools in Lupon District. These were public secondary schools considered as

the biggest and oldest in Lupon District.

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Figure2. Location map of Lupon, Davao Oriental

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Research Respondents

The respondents in this study were the grade 10 students of Lupon District

located in Lupon, Davao Oriental who were chosen through a purposive technique.

It is a purposive sampling technique since the researcher had set inclusion criteria

that only those learners enrolled in a public secondary grade 10 students were

considered as respondents of this investigation. A total of 316 respondents were

included in this study.The schools namely School A, School B, School C and

School D got 136, 94, 41 and 45 number of students, respectively. There were 6

sections selected from School A, 4 sections from School B, 1 section from School

C, and 2 sections from School D.

Research Instruments

A modified instrument tagged Teachers Variables Questionnaire was used

for the collection of data in this study. These instruments were divided into two

sections. The first section contained the participant demographic information. The

second contains the items that were sub-divided into three parts.

Part I is about the Teacher Attitude Sub-scale: This part contained 23 items that

measured teacher’s attitudes towards the teaching of mathematics. Items in this

part were adapted from Mishra (2004) teacher’s mathematics attitude survey and

has registered alpha of 0.78.

Part II is about the teacher's Self-Efficacy Subscale contained items that measure

teacher’s self-efficacy in the teaching of mathematics. It also contained twenty-

three items and of Likert type format with responses ranges always to never. Items

in this part were adapted from White (2009) teacher’s mathematics attitude
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survey. Reliability of the Teacher Self-Efficacy Questionnaire has a registered

alpha of 0.79.

Part III is about Teachers Motivation in Mathematics teaching scale measured

teacher’s interest in teaching Mathematics. It contained five items with responses

ranges from always to never. Items in this part were adapted from McKinney

(2000) in her study on assessing the relationships among student achievement,

teacher motivation, and incentive pay. Reliability of the Teacher Motivation

Questionnaire has a registered alpha of 0.76.

Teachers’ Characteristics

Mean Range Descriptive Equivalent Interpretation

4.20 – 5.00 Very High Manifestation of Teachers’ characteristics

is always evident.

3.40 – 4.19 High Manifestation of Teachers’ characteristics

is oftentimes evident.

2.60 – 3.39 Moderate Manifestation of Teachers’ characteristics

is sometimes evident.

1.80 – 2.59 Low Manifestation of Teachers’ characteristics

is seldom evident.

1.00 – 1.79 Very low Manifestation of Teachers’ characteristics

is never evident.

Another research instrument used in this study was Mathematics Achievement

Test (MAT) constructed by the researcher. This was used to gather respondent’s

academic achievement score in mathematics. MAT comprise of 55 items

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objective test based on what students have been taught in their various classes.

Opinions of the teachers in public schools were also sought concerning the test

items and they confirmed that the test has content validity since all the items are

from the Learning modules.

Students’ Performance

Grading Scale Description Interpretation

90-100 Outstanding Student performance is very

high
85-89 Very Satisfactory Student performance is high

80-84 Satisfactory Student performance is

moderate
75-79 Fairly Satisfactory Student performance is low

Below 75 Did Not Meet Student performance is very low

Expectation

This standard criterion was based on the Department of Education basic

grading criteria. From the DepEd Order 8, S. 2015, it is clear that the raw score

of a student converted into percentage scale would be transmuted from the

DepEd transmutation table.

Data Gathering Procedure

The three tests were administered by the researcher with the help of some

assistants who were teachers and friends from schools under studied. The

researcher explained the various sections of the questionnaire to the respondents

who were instructed not to leave any of the items unanswered. The questionnaires

were answered within 60 minutes by the respondents.After which, there was a

retrieval of the questionnaires from the respondents for analysis.

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Statistical Tools

The data that gathered from the respondents were evaluated and analyzed.

The following statistical tools were used to treat the obtained data.

Descriptive statistics, used in this study to determine the mean and

standard deviation of the indicator variables, which revealed the level of

manifestation of selected teachers’ chracteristics and mathematics performance

of grade 10 studentts.

The study employed Pearson-r, this statistical tool was used to determine

the significant relationship between teachers’ characteristics and mathematics

students’ performance.

Multiple Regression, this was utilized to measure the independent

variables to which teachers’ charateristics is a predictor and with high predictor.

Ethical Consideration

The researcher submitted the study to the UIC Research Ethics Committee

(UIC REC) for a thorough review of the ethical considerations especially on the

rights and safety of the respondents/participants of the study.

The researcher put high regard to the ethical constraint in this study.

Permissions from every office concerned were properly sought. Asking the

permission and approval from the school head was the first priority among others.

After granted by the school head, the office of the school guidance counselor was

given notice of permission to conduct the survey to the respondents.

Then, the researcher acknowledge the fact that conformity to ethical standards

was a must in every research. Thus, the strict adherence to the three principles
 21

relevant to the ethics of research involving human subjects mentioned in the 1979

Belmont Report. The said principles were, respect of persons, beneficence, and

justice.

Furthermore, the respondents of this study were treated with the highest

respect. In order to protect the moral and dignity of the respondents, the researcher

made sure that the questionnaires did not contain any degrading, discriminating or

any unacceptable language that could be offensive to any of them.

Finally, the researcher promoted justice by making sure that the respondents

were truly informed about the objectives of the study before involving them in the

data collection process.

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CHAPTER 3

RESULTS AND DISCUSSION

This paper deals with the presentation, analysis, and interpretation of data.

The Order of findings was presented under the following subheadings, to wit:

Level on Teachers’ Charateristics

Table 1 shows the extent of manifestation of selected teachers’

charateristics of grade 10 students in Lupon District. Teachers’ Charateristics has

3 parts, namely, attitude, self-efficacy, and motivation.

The overall result reveals that Teachers’ Chracteristics is 3.95 which is

interpreted as high. This implies that teachers have a high level of teaching

characteristics covering teacher attitude, teacher self-efficacy and teacher

motivation. It can also be inferred that the teachers may be positively correlated to

students’ performance (Tella, 2008; Rice, 2010; Kosgei et al, 2013). Subsequently,

teachers with high self-efficacy, attitude, and motivation are likely able to gain

students’ performane (Hanushek, 2012).

This high result can be attributed to the mandate of strict implementation of

DepEd Order No.7 series of 2015 for Implementing Guidelines on the Grant of

DepEd Order No. 2 series of 2015 for Results-Based Performance Management

System(RPMS). Moreover, the guidelines particularly to the qualification required

must be observed.
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Table 1
Level of Manifested Teachers’ Characteristics
Teacher’s Attitude Mean Description
1. My teacher advice us to solve problems according to our needs 3.987 High
2. My teacher give due opportunities to us for proper motivation towards Mathematics 4.038 High
3. My teacher uses more rewards and lesser punishment in the classroom for achievement of desired 3.513 High
aims.
4. My teacher prepared well for our Math class. 4.108 High
5. My teacher always appreciates student’s opinions and demands. 4.272 Very High
6. My teacher admits his/her mistakes, pointed out by us willingly. 4.199 High
7. My teacher listens patiently, even the irrelevant question of the student and try to solve them. 4.127 High
8. My teacher co-operate with parents/guardian to solve our problem for our proper development. 3.937 High
9. My teacher prepares lesson plan for our Mathematics class regularly. 4.146 High
10. My teacher is fully conversantly with the instructional objectives of his/her Mathematics lesson. 3.953 High
11. My teacher selects proper teaching aids beforehand. 3.737 High
12. My teacher is creative in teaching mathematics lesson. 3.934 High
13. My teacher feels accountable if we fail to understand lessons in mathematics. 3.731 High
14. My teacher has adjusted capacity. 3.734 High
15. My teacher communicates the subject matter clearly before us. 3.854 High
16. My teacher developed our interest towards the Mathematics lesson. 3.984 High
17. My teacher makes proper use of the blackboard to explain concepts in Mathematics. 4.047 High
18. My teacher gives attention to each of us individually as we perform Mathematics exercises. 4.019 High
19. My teacher has proper relationship with his/her students. 4.263 Very High
20. After finishing the lesson, my teacher reviews it. 4.038 High
21. My teacher has complete knowledge of basis of individual differences. 4.070 High
22. While listening, my teacher uses examples from daily life situations. 4.098 High
23. My teacher ensures that we understand his/her Mathematics lessons. 4.294 Very High
Sub Mean 4.01 High

Teacher’s Self-efficacy Mean Description

1. My teacher gets through to the most difficult students 3.778 High
2. My teacher helps us think critically 3.861 High
3. My teacher controls disruptive behavior in the classroom 4.136 High
4. My teacher motivates us who show low interest in school work 3.810 High
5. My teacher gives us a chance to believe we can do well in school work 4.237 High
6. My teacher responds to difficult questions from us 4.038 High
7. My teacher establishes routines to keep activities running smoothly 3.741 High
8. My teacher helps us value learning 4.304 High
9. My teacher measures our comprehension of what he/she have taught 4.019 High
10. My teacher is highly craft good questions for us 3.911 High
11. My teacher does foster our creativity 3.744 High
12. My teacher advise us to follow classroom rules 4.297 Very High
13. My teacher improves the understanding of a student who is failing 4.237 Very High
14. My teacher effectively calms us who is disruptive or noisy 4.051 High
15. My teacher establishes a classroom management system with each group of students 3.911 High
16. My teacher adjust his/her lesson to the proper level for individual students 3.842 High
17. My teacher uses a variety of assessment strategies 3.842 High
18. My teacher keeps a few problem students form running an entire lesson 3.749 High
19. My teacher provides an alternative explanation or example when we are confused 4.187 High
20. My teacher responds to defiant students 3.927 High
21. My teacher assists families in helping their children do well in school 3.839 High
22. My teacher implements alternative strategies in the classroom 3.972 High
23. My teacher provides appropriate challenges for every capable students 4.003 High
Sub Mean 3.98 High

Teacher’s Motivation Mean Description

1. My teacher motivates himself/herself to teach us without asking in return. 3.962 High
2. My teacher likes to supervise extracurricular activities. 3.889 High
3. My teacher spend money for his/her learning aids in our lesson. 3.506 High
4. My teacher can be depended upon to do a good job teaching. 3.873 High
5. My teacher likes to spend a lot of energy to make his/her classes interesting. 4.124 High

Sub Mean 3.87 High

Overall Mean 3.95 High
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Students’ Performance

To determine the level of performance in mathematics among the students,

they were assessed in terms of eleven topics learned from previous levels, and the

results are presented in table 2. Out of eleven topics defined in the framework of

Mathematics Performance, the respondents got very low level in all topics,with the

top highest and lowest topics got the means of 48.10, 45.62, 41.30, and 25.51,

26.08, 21.06 for lowest, respectively. Students Performance in terms of Sets, Real

Numbers, Special Products, Relations and Functions, Quadratic Equations,

Radicals, Parallelogram, Algebraic Expression, Quadratics Fucntions, variations

and Measurements are very low.

As such, the overall mean of students’ performance yielded to 35.19 which

is interpreted as very low. This means that students did not meet expectation in

terms of the topics stated. Measuring of academic performance of students is

challenging since student performance is product of socio-economic,

psychological and environmental factors (Hijazi & Naqvi, (2010).

According to DepEd (2015) classroom assessment for the K to 12 basic

Education program in formative assessment may seen as assessment for learning

so teachers can make adjustments in their instruction.

Table 2
Level of Students’ Performance
Topic Mean (%) DepEd Interpretation
Transmutation
Sets 35.65 68 Very low
Real Number 48.10 72 Very low
Special Products 41.30 70 Very low
Relations And Functions 45.62 71 Very low
 25

Quadratic Equations 39.18 69 Very low

Radicals 27.85 66 Very low
Parallelogram 33.60 68 Very low
Algebraic Expression 27.06 66 Very low
Quadratic Functions 26.08 66 Very low
Variations 25.51 66 Very low
Measurement 37.18 69 Very low
Overall 35.19 68 Very low

Relationship of teachers’ charateristics and students’ performance

Table 3 shows the test of correlation of teachers’ charateristics and

students’ achievement. The correlation means and standard deviations of the

measured variables were presented in this table too. Results show that Teacher

attitude, Teacher self-efficacy and Teacher motivation were significantly correlated

with mathematics achievement outcomes (r = 0.159, 0.222 and 0.213; p < 0.05,

respectively). In a study, Adeyinka, Asabi, and Adedotun (2013) it was found out

that teachers were unhappy, uninspired and unmotivated. They added, motivation

related factors in the secondary schools must be put in place to create job

satisfaction among teachers and good environment for student academic

achievement. According to the study of Ulug, Ozden & Eryilmaz (2011), Teachers’

positive attitudes towards teaching mathematics have positivity influence students’

performance. Ford (2012) also have found in the study that there is significant

relationship between teachers’ self-efficacy and students’ performance.

 26

Table 3

Relationship of Teachers’ Characteristics and Students’ Performance

Teachers’ r-value p value Remarks

Characteristics
Attitude 0.159 0.005 Significant
Self-efficacy 0.222 0.000 Significant
Motivation 0.213 0.000 Significant

Grade 10 students Predictors of Mathematics performance

Table 4 presents the results of regression analysis which purpose was to

show the significant predictors of teachers’ charateristics. The results indicate that

teachers’ self-efficacy and teacher motivation was found to be significant

predictors of Mathematics achievement of grade 10 students.

In particular, it shows that the influence of teacher’s self-efficacy and

teacher’s motivation are generated a p-value that is less than 0.05 and positive

standardized beta value of 0.229 and 0.141, respectively. This denotes that the

regression weight for teacher self-efficacy and motivation in the prediction of

students achievement is significantly different from zero at 0.05 level (two-tailed).

Teachers’ characteristics with r-square of 0.063 prevailed a very low accuracy to

the students’ performance. Nevertheless, Teachers’ characteristics were fitted to

students’ performance. Thus, for every unit increase in the level of teachers’ self-

efficacy and motivation, there is a corresponding increase in the level of students’

achievement by 0.229 and 0.141 respectively. This implies that teacher self-

efficacy and teacher motivation contribute to the achievement of the grade 10

students in Lupon District. This is supported by the findings of Tella (2008) who
 27

examined that teachers’ self-efficacy in mathematics would greatly affect the

students’ achievement, wherein the same line of thought is also supported in the

study of Ferreira (2013), who disclosed that efficacious teachers are capable of

bringing about changes in student behavior, motivation, and learning, and perform

well academically in their classrooms.

Table 4
Grade 10 students Prediction of Mathematics Performance
Teachers’ Unstandardized Standardized t p-value
characteristi Coefficients Coefficients
c 𝛽 Std. 𝛽
Error
Attitude 23.004 3.184 7.225 0.000
Self-efficacy -1.462 1.281 -0.113 -1.141 0.255
Motivation 3.259 1.434 0.229 2.272 0.024
1.452 0.730 0.141 1.990 0.047

Note: r = 0.250, 𝑟 2 = 0.063, F = 6.961, p < 0.05

 28

CHAPTER 4

CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings, conclusion, and

recommendation realized from the study.

Findings

Based on the results the summary of findings were provided below:

1. The level of the manifested mathematics teachers’ selected characteristics has

generated a mean score of 4.01 which described as high.

2. The level of mathematics performance of grade 10 students has an overall mean

of 35.19, has been described as very low.

3. There was a significant, low correlation (𝑟 2 = 0.063) between Mathematics

teachers characteristics and students’ performance.

4. The result of multiple regression analysis indicated that teachers’ self-efficacy

and motivation were found to be significant predictors of Mathematics performance

of grade 10 students.

Conclusions

Based on the findings, the following conclusions were drawn:

1. The level of the manifestation of teachers’ characteristics towards teaching

mathematics was interpreted as high. This showed that the manifested

characteristics of the mathematics teacher in Lupon district is oftentimes evident.

2. The level of performance of grade 10 students was interpreted as very low. This

showed that the mathematics performance of grade 10 students in Lupon district

did not meet the expectation in terms of teachers’ characteristics.

 29

3. There is a significant relationship between mathematics teachers’

characteristics and students’ performance in Mathematics. The increase of

teachers’ characteristics would also likely increase the mathematics performance

of grade 10 students.

4. Teachers’ motivation and teachers’ self-efficacy significantly predict the

mathematics performance of grade 10 students. Teachers’ motivation and

teachers’ self-efficacy contribute to the mathematics performance of grade 10

students in Lupon district.

Recommendations

The following recommendations were offered:

1. Since the teachers’ motivation towards teaching mathematics has the lowest

mean score among teachers’ charateristics, it is suggested that the teachers’

motivation may be improved through trainings and seminars.

2. The students’ peformance may be improved in terms of basic mathematics skills

through intensive teaching approach since the means scores of mathematics

performance of grade 10 students did not meet the expectation to the DepEd

grading system.

3. Since all the teachers’ characteristics were significant to students’ performance,

intensive teaching approach to students through rating that mathematics teachers

oftentimes so that the teachers may be cautious to their teaching jobs.

4. An enhancement program for teachers like students-centered trainings may be

formulated.
 30

REFERENCES

Adeyinka, A., Asabi, O., Adedotun, O. (2013). “Teachers` Motivation on

Students` Performance in Mathematics in Government Secondary
Schools, Makurdi Lg Area”; Department of Mathematics and Statistics,
Osun-State polytechnic, Iree Osun-State, Nigeria

Akello, A. J. (2015). Impact of Teacher Characteristics on Student Academic

Achievement in Kisumu Central Sub-County, Kenya, Bondo, Kenya:
JOOUST

Annual National Assessment (ANA) (2013). Annual National Assessment report.

Pretoria: Government Printer, Department of Basic Education (DBE).

Anita Kosgei, Jairo Kirwa Mise, Odhiambo Odera, Mary Evelyn Ayugi (2013).
“Influence of teacher characteristics on students’ academic achievement
among secondary schools”. University of Science and Technology, Kenya.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive

theory. Englewood Cliffs, NJ: Prentice-Hall.

Casem, R. &Oliva, F. (2013), “Scaffolding strategy in teaching mathematics: Its

effects on students’ performance and attitudes,” Comprehensive
Journal of Educational Research, vol. 1(1), pp. 9- 19, Retrieved on
December 18, 2013, from
http://www.knowledgebasepublishers.org/maincjer.html

Farooq, M.S., Chaudhry, A.H., Shafiq, M. G., BerHann (2010). Factors Affecting
Students’ Quality of Academic Performance: A case of Secondary School
Level; University of the Punjab, Pakistan.

Ferreira, L. (2013). Managing Change: The Measurement of Teacher Self-

Efficacy in Technology-enhanced student-centered learning environments.
Royal Road University.

Hanushek, E. (2012). Teacher Characteristics and gain in students’ achievement,

South Africa: American Economic Review

Hijazi S. T. & Naqvi R. S., Factors Affecting Students’ Performance. Bangladesh

e-Journal of Sociology. Volume 3. Number 1. January 2010

Jepsen, C. (2012). Teacher characteristics and students achievement:

Evidence from teacher surveys, Public Policy Institute of California, 500
Washington Street, Suite 800, San Francisco, CA 94111, USA
 31

Patena, A., Dinglasan, B.L. (2013). Students’ Performance on Mathematics

Deparmental Eamination: Basis for Math Intervention Program. Lyceum of
the Philippines, Batangas, Philippines.

Lansangan M. et al. (2015). Correlates of Students’ academic performance in

Intermediate level. Philippines: Don Honorio Ventura Technological State
University

Mbugua, Z. et al. (2012). Factors Contributing To Students’ Poor Performance in

Mathematics at Kenya Certificate of Secondary Education in Kenya: A
Case of Baringo County, Kenya: Chuka University College

MucellaUlug, Melis Seray Ozden & Ahu Eryilmaz (2011). The effects of
Teachers’ Attitudeds on Students’ Peformance. Turkey: Istanbul Kultur
University

McKinney, P. A. (2000). A Study to assess the relationships among student

achievement, teacher motivation, and incentive pay; Virginia Polytechnic
Institute and State University

Maria de Lourdes Mata, Vera Monteiro, and Francisco Peixoto (2012). Attitudes
towards Mathematics: Effects of Individual, Motivational, and Social
Support Factors; ISPA, Instituto Universitário, UIPCDE, Rua Jardim do
Tabaco 34, 1149-041 Lisboa, Portugal

Mensah, J. K., Okyere M. and Kuranchie, A.(2013). Student attitude towards

Mathematics and performance: Does the teacher attitude matter?; Faculty
of Education, Catholic University College of Education, Fiapre-Sunyani

Mata M., Monteiro V., & Peixoto F. (2012), “Attitudes towards Mathematics:
Effects of Individual, Motivational, and Social Support Factors” Child
Development Research, Volume 2012 (2012), Article ID 876028, 10
pages, from http://dx.doi.org/10.1155/2012/876028

Oko, O. (2014). Impact of Teacher Motivation on Academic Performance of students;

University of Nigeria

Richardson, G. E. (2011). “Teacher efficacy and its effects on the academic

achievement of African American Students”; Greenleaf University

Resurreccion, L. (2008). Filipinos’ Math skills ‘steadily improving’. Abs-can news.

Retrieved from news.abs-cbn.com/business/10/16/08/filipinos’-math-skills-
steadily-improving’
 32

Appendix A
PERMISSION LETTER TO THE SCHOOLS DIVISION SUPERINTENDENT
 33

Appendix A
PERMISSION LETTER TO PRINCIPAL (A)
 34

Appendix A
PERMISSION LETTER TO PRINCIPAL (B)
 35

Appendix A
PERMISSION LETTER TO PRINCIPAL (c)
 36

Appendix A
PERMISSION LETTER TO PRINCIPAL D)
 37

Appendix B
VALIDATION SHEET (A)
 38

Appendix B (continued)
VALIDATION SHEET (A2)
 39

Appendix B
VALIDATION SHEET (B)
 40

Appendix B (continued)
VALIDATION SHEET (B1)
 41

Appendix B
VALIDATION SHEET (C)
 42

Appendix B (continued)
VALIDATION SHEET (C1)
 43

Appendix C

QUESTIONNAIRE ON TEACHERS’ ATTITUDE

Name of Teacher (Optional):_______________________ Sex: ___________

Age: _______

Name of the School:

___________________________________________________

Direction: Read the questionnaire carefully and answer each of the questions as

accurately as you can and true to your case. Your responses shall be kept as

confidential as possible. Check ( / ) the number opposite each item which you

think is your best choice. Be guided by the scales below.

Scale Descriptive Equivalent

5 Always

4 Frequently

3 Sometimes

2 Rarely

1 Never
 44

5 4 3 2 1
1. My teacher advice us to solve problems
according to our needs
2. My teacher give due opportunities to us
for proper motivation towards
Mathematics
3. My teacher uses more rewards and
lesser punishment in the classroom for
achievement of desired aims.
4. My teacher prepared well for our Math
class.
5. My teacher always appreciates student’s
opinions and demands.
6. My teacher admits his/her mistakes,
pointed out by us willingly.
7. My teacher listens patiently, even the
irrelevant question of the student and try
to solve them.
8. My teacher co-operate with
parents/guardian to solve our problem for
our proper development.
9. My teacher prepares lesson plan for our
Mathematics class regularly.
10. My teacher is fully conversantly with the
instructional objectives of his/her
Mathematics lesson.
11. My teacher selects proper teaching aids
beforehand.
12. My teacher is creative in teaching
mathematics lesson.
13. My teacher feels accountable if we fail to
understand lessons in mathematics.
14. My teacher has adjusted capacity.
15. My teacher communicates the subject
matter clearly before us.
16. My teacher developed our interest
towards the Mathematics lesson.
17. My teacher makes proper use of the
blackboard to explain concepts in
Mathematics.
18. My teacher gives attention to each of us
individually as we perform Mathematics
exercises.
19. My teacher has proper relationship with
his/her students.
 45

20. After finishing the lesson, my teacher

reviews it.
21. My teacher has complete knowledge of
basis of individual differences.
22. While listening, my teacher uses
examples from daily life situations.
23. My teacher ensures that we understand
his/her Mathematics lessons.
 46

QUESTIONNAIRE ON TEACHERS’ EFFICACY

Direction: Read the questionnaire carefully and answer each of the questions as

accurately as you can and true to your case. Your responses shall be kept as

confidential as possible. Check ( / ) the number opposite each item which you

think is your best choice. Be guided by the scales below.

Scale Descriptive Equivalent

5 Always

4 Frequently

3 Sometimes

2 Rarely

1 Never
 47

5 4 3 2 1
1. My teacher gets through to the most difficult
students
2. My teacher helps us think critically
3. My teacher controls disruptive behavior in the
classroom
4. My teacher motivates us who show low interest in
school work
5. My teacher gives us a chance to believe we can
do well in school work
6. My teacher responds to difficult questions from us
7. My teacher establishes routines to keep activities
running smoothly
8. My teacher helps us value learning
9. My teacher measures our comprehension of what
he/she have taught
10. My teacher is highly craft good questions for us
11. My teacher does foster our creativity
12. My teacher advise us to follow classroom rules
13. My teacher improves the understanding of a
student who is failing
14. My teacher effectively calms us who is disruptive
or noisy
15. My teacher establishes a classroom management
system with each group of students
16. My teacher adjust his/her lesson to the proper
level for individual students
17. My teacher uses a variety of assessment
strategies
18. My teacher keeps a few problem students form
running an entire lesson
19. My teacher provides an alternative explanation or
example when we are confused
20. My teacher responds to defiant students
21. My teacher assists families in helping their
children do well in school
22. My teacher implements alternative strategies in
the classroom
23. My teacher provides appropriate challenges for
every capable students
 48

QUESTIONNAIRE ON TEACHERS’ MOTIVATION

Directions: Listed below are a number of items that describe how a teacher might

feel about or react to various aspects of his/her job. Please use the scale to the

right of each item to indicate the extent to which you agree or disagree with each

item. Circle one response for each item that best describes your reactions.

Scale Descriptive Equivalent

5 Always

4 Frequently

3 Sometimes

2 Rarely

1 Never
 49

5 4 3 2 1
1. My teacher motivates himself/herself to
teach us without asking in return.
2. My teacher likes to supervise
extracurricular activities.
3. My teacher spend money for his/her
learning aids in our lesson.
4. My teacher can be depended upon to do a
good job teaching.
5. My teacher likes to spend a lot of energy to
make his/her classes interesting.
 50

Mathematics Achievement Test

General Instructions: Read the following text/selection and answer the
questions that follow. Shade the corresponding letter of your choice on the
answer sheet.

Sets

1. Which of the following is a finite set?

a. The set of all whole numbers
b. The set of all stars in the universe
c. The set of soldiers in the Philippine army
d. The set of counting numbers greater than 10

2. What symbol will make the statement correct? {𝑅, 𝐴, 𝑌, 𝑀}____{𝑀, 𝐴, 𝑅, 𝑌}

a. ⊂ c. ⊄

b. ∈ d. ⊆

3. Write {𝑒𝑣𝑒𝑛 𝑤ℎ𝑜𝑙𝑒 𝑛𝑢𝑚𝑏𝑒𝑟𝑠 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 3 𝑡𝑜 15} using the roster method.

a. {5,7,9,11,13} c. {3,5,7,9,11,13,15}

b. {4,6,8,10,12,14} d. {2,4,6,8,10,12,14,16}

4. Consider 𝑀 = {𝑣𝑜𝑤𝑒𝑙𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑤𝑜𝑟𝑑 "𝑀𝐴𝑇𝐻𝐸𝑀𝐴𝑇𝐼𝐶𝑆"}. Find 𝑛(𝑀).

a. 3 c. 7
b. 4 d. 10
5. Which of the following statements is TRUE?
a. 2 ∈ {1,3,5,7}
b. {5} ∈ {5,10,15,20}
c. 6 ∈ {𝑥ǀ𝑥 𝑖𝑠 𝑎𝑛 𝑜𝑑𝑑 𝑛𝑢𝑚𝑏𝑒𝑟}
d. 3 ∈ {𝑥ǀ𝑥 𝑖𝑠 𝑎 𝑝𝑟𝑖𝑚𝑒 𝑛𝑢𝑚𝑏𝑒𝑟}

6. Which of these sets is equivalent but not equal to {𝑅𝑎𝑚, 𝐽𝑎𝑦, 𝑁𝑖𝑐𝑘 }?
a. {𝑁𝑖𝑐𝑘, 𝐽𝑎𝑦, 𝑂𝑙𝑔𝑎}
b. {𝐽𝑎𝑦, 𝑁𝑖𝑐𝑘, 𝑅𝑎𝑚}
c. {𝑁𝑖𝑐𝑘, 𝐽𝑎𝑦, 𝑅𝑎𝑚}
d. {𝐴𝑛𝑑𝑦, 𝑅𝑎𝑚, 𝐸𝑑, 𝐽𝑎𝑦}
 51

Real Numbers

7. Which is a whole number but not a counting number?

a. −1 c. 1
1
b. 0 d. 2

8. Which of the following are whole numbers less than 3?

a. 0 c. 0, 1, 2

b. 1, 2 d. 1, 2, 3

9. Which of these numbers is greater than −1.098?

a. −3.12 c. −1.381

b. −2.23 d. −0.03

10. What will you multiply to −3 to get 1?

1
a. 3 c. 3
1
b. 1 d. − 3

11. Phil Mickelson’s score after a round of golf is −7. Tiger Wood’s score is +2.
How many points is Phil ahead of Tiger?
a. 9 c. 7

b. 8 d. 5

12. The entrance to a silver mine is 195 meters above the sea level. The mine is
102 deep. How high is the entrance from the bottom of the mine?

To answer this question, what steps will you take?

a. Subtract 102 from 195.
b. Subtract 195 from 102.
c. Add 195 to −102.
d. Subtract −102 from 195.
Special Products

13. What will you multiply to (5𝑥 + 1) to make a perfect square trinomial?

a. 5𝑥 − 1 c. 25𝑥 2 + 10𝑥 + 1

b. 5𝑥 + 1 d. 25𝑥 2 − 10𝑥 + 1
 52

14. What should be multiplied to (3𝑥 + 5) to get 9𝑥 2 − 25?

a. 3𝑥 − 5 c. 9𝑥 2 + 15𝑥 + 25

b. 3𝑥 + 5 d. 9𝑥 2 − 15𝑥 + 25

15. Your classmate was asked to square (2𝑥 − 3), he answered 4𝑥 2 − 9. Is his
answer correct?
a. Yes, because squaring a binomial always produces a binomial product.
b. No, because squaring a binomial always produces a trinomial product.
c. Yes, because the product rule is correctly applied.
d. No, because the answer must be 4𝑥 2 + 9
𝑎2 −9 𝑎2 −8𝑎+16
16. Find the product of 𝑎2 +𝑎−20
and 3𝑎−9
.

𝑎 𝑎2 −𝑎−12
a. c.
𝑎−1 3𝑎+15
𝑎2 −1 𝑎2 −1
b. 1−𝑎
d. 𝑎2 −𝑎+1

Relations and Functions

17. Jonathan has a job mowing lawns in his neighborhood and gets paid 𝑃ℎ𝑝 25
per hour. Identify the independent variable in computing his total pay.
a. the job
b. the total pay
c. the lawn mowing
d. the number of hours worked

18. Is 𝑦 = 3𝑥 + 5 a function?
a. No, because it has two real roots.
b. No, because the value of y is not real.
c. Yes, because it has one real root.
d. Yes, because the value of y is real.

19. The set {(𝑀𝑎𝑟𝑦, 𝐽𝑜ℎ𝑛), (𝐻𝑜𝑠𝑒𝑓𝑎, 𝑅𝑖𝑐𝑎𝑟𝑑𝑜), (𝐺𝑖𝑙, 𝐽𝑎𝑐𝑘)} is classified as.
a. One-to-one Correspondence
b. One-to-many Correspondence
c. Many-to-one Correspondence
d. Many-to-many Correspondence
 53

Suppose Mara and Clara belong to a class with the following seating
arrangement.

C1 C2 C3 C4 C5 C6
R4
R3 Mara

R2 Clara
R1
Teaches Table

20. What is Mara’s location?

a. Column 3 and Row 2

b. Column 2 and Row 3
c. Column 3 and Row 3
d. Column 4 and Row 2

21. Which best describes the point (3, −4)?

a. It is 4 units above the x-axis and 3 units to the left of the y-axis.
b. It is 4 units below the x-axis and 3 units to the left of the y-axis.
c. It is 4 units above the x-axis and 3 units to the right of the y-axis.
d. It is 4 units below the x-axis and 3 units to the right of the y-axis.
22. What kind of representation of relation is the figure shown below?

1
0
2

a. Graph
b. Mapping
c. Rule
d. Table

Quadratic Equation

23. It is a polynomial equation of degree two that can be written in the form 𝑎𝑥 2 +
𝑏𝑥 + 𝑐 = 0 where 𝑎, 𝑏, 𝑎𝑛𝑑 𝑐 are real numbers and 𝑎 ≠ 0.
a. Linear Equation
b. Linear Inequality
c. Quadratic equation
d. Quadratic Inequality
 54

24. Which of the following is a quadratic equation?

a. 2𝑥 2 + 4𝑥 − 1
b. 3𝑡 − 7 = 2
c. 𝑠 2 + 5𝑠 − 4 = 0
d. 2𝑥 2 − 7 ≥ 3
25. What is the nature of the roots of the quadratic equation if the value of its
discriminant is zero?

a. the roots are not real.

b. the roots are rational and equal.
c. the roots are rational and not equal.
d. the roots are irrational and not equal.

26. The length of a wall is 12 𝑚 more than its width. If the area of the wall is less
than 50 𝑚2 , which of the following could be its length?

a. 3 𝑚 c. 15 𝑚

b. 4 𝑚 d. 16 𝑚

27. The length of a garden is 2 𝑚 more than twice its width and its area is 24 𝑚2 .
Which of the following equations represents the given situation?

a. 𝑥 2 + 𝑥 = 12 c. 𝑥 2 + 𝑥 = 24

b. 𝑥 2 + 2𝑥 = 12 d. 𝑥 2 + 2𝑥 = 24
Radicals

28. Which of the following is a radical equation in one variable?

a. √𝑚 = 2 c. 2𝑥√5 + 3𝑦√3 = 10
b. √12 = 5 d. √12 + √30 = 7

29. What is the exponential form of 2√𝑎 + 3√𝑏?

1 1 1 1
a. 22 𝑎 + 32 𝑏 c. (2𝑎)2 + (3𝑏)2
1 1 1
b. 2𝑎2 + 3𝑏2 d. (2𝑎 + 3𝑏)2

30. Which of the following is true?

𝑥
a. 10√5 = 2√5𝑥
b. 20 + 2√55 = 22√55
c. 2√3(4√5 + √6) = 6√15 + 2√18
d. 10 − 2√5 + 5√5 − 5 = 15 − 3√5
 55

31. Which of the following is the result when we simplify (2√8 + 3√5)(6√8 +
7√5)?

a. 12√64 + 14√40 + 18√40 + 21√25

b. 12√8 + 32√40 + 21√5
c. 201 + 64√10
d. 195√10
Parallelogram

32. Consecutive angles of a parallelogram are

a. adjacent c. congruent
b. complementary d. supplementary
33. A quadrilateral with exactly one pair of parallel sides
a. rectangle c. square
b. rhombus d. trapezoid

34. The figure below is a parallelogram. If 𝐴𝐷 = 2𝑥 – 10 and 𝐵𝐶 = 𝑥 +

30, 𝑡ℎ𝑒𝑛 𝐵𝐶 = ___.
B C
a. 50
b. 60
c. 70 A D
d. 80

35. How many congruent triangles are formed when a diagonal of a parallelogram is
drawn?

a. 1 c. 3
b. 2 d. 4

36. What is the measure of ∠ 2 in rhombus 𝐻𝑂𝑀𝐸?

a. 75° H O
105°
b. 90°
c. 105° 2
d. 180° E M

37. A car travels 432 𝑘𝑚 in 6 hours. Find its average speed.

a. 62 kph c. 72 kph
b. 65 kph d. 75 kph
 56

Algebraic Expressions

38. The cost, C, of printing greeting cards consists of a fixed charge of 𝑃ℎ𝑝 150
and a charge of Php 3 for each card printed. Which of these expressions can be
used to determine the cost of printing 𝑛 cards?

a. 150 + 3𝑛 c. 153𝑛
b. 153 + 𝑛 d. 150𝑛 + 3
39. Which of the following expressions is a rational algebraic expression?
𝑥
a. c. 4𝑦 2 + 𝑧 3
√3𝑦
3𝑐 −3 𝑎−𝑏
b. d. 𝑏+𝑎
√(𝑎+1)

40. What is the value of a non-zero polynomial raised to 0?

a. Constant c. Zero
b. Undefined d. Cannot be determined

41. Angelo can complete his school project in 𝑥 hours. What part of the job can
be completed by Angelo after 3 hours?
𝑥
a. 𝑥 + 3 c. 3
3
b. 𝑥 − 3 d. 𝑥
Quadratic Function

42. Which of the following equations represents a quadratic function?

a. 𝑦 = 3 + 2𝑥 2 c. 𝑦 = 3𝑥 + 22
b. 2𝑥 2 + 3 = 𝑥 d. 𝑦 = 2𝑥 − 3

43. The quadratic function 𝑓 (𝑥 ) = 𝑥 2 + 2𝑥 − 1 is expressed in standard form as:

a. 𝑓 (𝑥 ) = (𝑥 + 1)2 + 1
b. 𝑓 (𝑥 ) = (𝑥 + 1)2 − 2
c. 𝑓 (𝑥 ) = (𝑥 + 1)2 + 2
d. 𝑓 (𝑥 ) = (𝑥 + 1)2 − 1

44. The quadratic function 𝑦 = −2𝑥 2 + 4𝑥 − 3 has

a. Real and unequal zeros
b. Real and equal zeros
c. No real zeros
d. Equal and not real
 57

45. What is an equation of a quadratic function whose zeros are twice the zeros
𝑦 = 2𝑥 2 − 𝑥 − 10?

a. 𝑓(𝑥) = 2𝑥 2 − 20𝑥 + 20
b. 𝑓 (𝑥 ) = 𝑥 2 − 𝑥 − 20
c. 𝑓 (𝑥 ) = 2𝑥 2 − 2𝑥 − 5
d. 𝑓 (𝑥 ) = 2𝑥 2 − 2𝑥 − 10
46. The path of an object when it was thrown can be modeled by 𝑆(𝑡) = −16𝑡 2 +
8𝑡 + 4. Where 𝑆 in feet is the height of the object 𝑡 seconds after it is released.
What is the maximum height reached by the object?

a. 3 𝑓𝑡 c. 4 𝑓𝑡
b. 5 𝑓𝑡 d. 6 𝑓𝑡

Variation
47. The cost 𝑐 varies directly as the number 𝑛 of the pencils is written
𝑘
a. 𝑐 = 𝑘𝑛 c. 𝑛 = 𝑐
𝑘
b. 𝑘 = 𝑐𝑛 d. 𝑐 = 𝑛
48. The speed 𝑟 of the moving object is inversely proportional to the time 𝑡
traveled is written as

a. 𝑟 = 𝑘𝑡 c. 𝑡 = 𝑘𝑟
𝑘 𝑟
b. 𝑦 = 𝑡 d. 𝑘 = 𝑟

1
49. Find the 𝑦 when 𝑥 = −4 if 𝑦 varies inversely as 𝑥 and 𝑦 = 3. When 𝑥 = 8.
−2 −32
a. c.
3 3
2 32
b. d.
3 3

50. The number of hours h required to finish a job varies inversely as the
numbers of workers w on the job. This relationship is written as:

a. ℎ = 𝑘𝑤 c. 𝑤 = 𝑘ℎ
𝑘 ℎ
b. 𝑦 = 𝑤 d. 𝑘 = 𝑤
51. Which the example of a direct variation?

a. 𝑥𝑦 = 5 c. 𝑦 = 2𝑥
3 3
b. 𝑦 = 𝑥 d. 𝑦 = 𝑥
 58

Measurements
52. What is the Universal system of measure?
a. ISO c. Metric
b. English d. U.S. Customary
53. What could be the appropriate unit for the floor area of the building?

a. 𝑐𝑚2 c. 𝑘𝑚2
b. 𝑚2 d. hectare

54. Bea has a 2 − 𝐿 bottle of juice. How many glasses can it fill with 210 𝑚𝐿 of
juice?

a. 9.52 c. 11.52
b. 10.52 d. 12.52

55. Convert. 50°𝐹 to °𝐶

a. 10°𝐶 c. 12°𝐶
b. 11°𝐶 d. 13°𝐶
 59

Appendix D
INFORMED CONSENT FORM (ICF)
 60

Appendix D (continued)
INFORMED CONSENT FORM (ICF)
 61

Appendix E
ETHICS COMPLIANCE CERTIFICATE
 62

Appendix F
ENDORSEMENT FOR FINAL DEFENSE
 63

CURRICULUM VITAE

JAY AR BRIONES ULANDAY

Pk. Malinawon, Poblacion, Lupon
Davao Oriental
chenjaybriones@gmail.com
09469313745

Personal Details
Date of Birth: November 09, 1991
Place of Birth: Lupon, Davao Oriental
Civil Status: Single
Educational Background
Elementary: Lupon Central Elementary School I
Poblacion, Lupon, Davao Oriental
High School: Lupon Vocational High School
Lupon, Davao Oriental
College: University of the Immaculate Conception
Fr. Selga Street, Davao City
Bachelor of Secondary Education
Major in Mathematics
Cum Laude
Graduate Studies: University of the Immaculate Conception
Fr. Selga Street, Davao City
Master of Arts in Education
Major in Mathematics
Work Experiences:

Teacher University of the Immaculate 2012-2014

Conception
Teacher I Macangao Agricultural Vocational
High School 2015 - Present