This study assessed
the mathematics mid-year achievement of senior students of the Agusan del Sur public
high schools during the school year 2001-2002. Specifically, the study sought
to answer the following questions:
What is the level of achievement in Mathematics of senior students
of the Agusan del Sur public high schools in terms of the following:
A. Content areas
1. Counting Techniques
2. Polynomial Function
4. Plane Coordinate Geometry
B. Mathematical skills
1. Acquisition of Concepts
2. Computation Skills
3. Problem Solving Ability
2. What are the common difficulties encountered by the students in learning
the different content areas in terms of the different mathematical skills?
This study utilized the
descriptive method of research. The respondents consisted of 600 students coming
from the five classified big schools, 182 students from four classified small schools, and 188 students
from the four public high schools along the river towns of the Agusan del Sur of school year 2001-2002.
The main instrument used was the teacher-made test to determine the level of achievement in the content
of high school Mathematics IV in the New Secondary Education Curriculum.
There were 180 items
in the preliminary draft of the test based on the table of specifications. This was
face validated by the panel of test evaluators. The test items were shortened to 160 items and were pilot-tested
to sixty senior students of Sta. Irene National High School. The first try-out was administered to 185
senior students of Lapinigan National High School. The test items were analyzed and revised based on the
result of the item analysis using the U-L Index Method. Of the 160 original items, 181 items were accepted
as good, 19 items were retained after revision while the remaining 60 items were improved and included
in the pool bank for future reference.
To see if the newly
constructed 100 – item test including those revised items were good, another item
analysis was conducted to 187 randomly selected students of the Agusan del Sur National High School.
Result showed that of
the 100 items 95 items were accepted good and 5 items were retained after revision. To
establish concurrent validity of the test, the test was administered to 100 randomly selected students of the
Agusan del Sur National High School. The obtained coefficient of the test using the Pearson-Product Moment
of Correlation was 0.88, a high correlation.
To establish the reliability of the constructed test of 100 items, the test was administered to 100 randomly selected students
of the Prosperidad National High School. The obtained reliability coefficient of the test was 0.81, a high correlation, using
the Pearson correlation.
In view of the findings, the following conclusions are drawn:
The overall mean achievement of senior students which is 38.23% is within
the “below average” level of achievement.
The mean achievement level of the students in terms of all four content
areas, such as Counting Techniques, Polynomial Functions, Circles and Plane Coordinate
Geometry, fall within “below average” level of achievement, except
on Circles which fall within “average” level of achievement.
The mean achievement level of the students in terms of those mathematical
skills, namely: acquisition of concepts – average level while computational
and problem solving skills are within “below average” level of achievement.
On the basis of the foregoing
findings and conclusions, the researcher offers the following recommendations:
That the test be administered as a pretest to senior high school students
at the beginning of the school year to determine their strengths and weaknesses
for the teacher to use as basis for instruction. The same test or an equivalent
from of the test given at the end of the semester to find out if the students
have achieved something.
In order to have more concrete diagnosis of error patterns committed
by the students in problem solving and computational skills, the students should
be given opportunity to write or show solutions to their answers.
The future researcher should conduct similar investigations on assessing
students’ achievement in any subject area in high school so that he/she
can properly guide students for academic growth.
Teachers in Mathematics IV should stress and clarify and, if possible,
provide concrete real life situations as examples in the teaching of the following
topics: counting techniques, polynomial functions and plane coordinate geometry.
The use of modules and worksheets should be provided.
School heads should conduct conference among math teachers after each
grading period to discuss problems encountered in the classrooms. They can have
sharing of ideas on teaching styles and on solutions to existing problems. If
possible, Mathematics teachers who need assistance in teaching the contents of
Mathematics IV be sent to trainings and seminars.
Administrators should conduct seminar – workshops on teaching
strategies of Mathematics IV.If possible competent trainers from known universities
of institutions be hired for this purpose.
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