Chapter is 220 . Table 1 shows the

Chapter
2

RESEARCH
DESIGN AND METHODOLOGY

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This chapter presents
the research design, the locale and population of the study, the data gathering
tool, the reliability and validity of the research instrument, the data
gathering procedures and the statistical treatment of data.

Research
Design

          This
study determined the barriers affecting Mathematics performance of Senior High
School Learners in Tubao District. The descriptive design, specifically
descriptive analysis was used in this study. The purpose of which is to form new
insights into barriers affecting mathematics performance and possible discovery
of relationships among variables identified in the study.

          However
the study applied both quantitative and qualitative research approaches.
Quantitative approach  helped  to quantify the problem by way of generating
numerical data or data from the field and transform them into useable
statistics. Qualitative approach will help to study attitudes, opinions,
behaviors, and other defined variables of the population.

Locale
and Population of the Study

          This
study was conducted in the public secondary schools at Tubao District, Schools
Division of La Union during the school year 2017-2018.

          The
population of this study was consisted of the grade 12 learners from the five schools
at Tubao District, Schools Division of La Union during the school year
2017-2018.

          All
the Grade 12 learners were taken as respondents that are the total population
will consider as respondents. The total number of respondents is 220 .  Table 1 shows the distribution of respondents.

Table
A. Distribution of respondents per school at Tubao District.

Schools

Male

Female

Total

1. ANDUYAN NHS

17

16

33

2.DROMNHS

18

20

38

3. LEONES NHS

22

13

35

4. STA.TERESA NHS

16

21

37

5. TUBAO NHS

32

45

77

Total

105

115

220

 

Data
Gathering Tool

          The
questionnaire was the main tool in obtaining the data for the study. A common
questionnaire was used to gather data in this study. The questionnaire for the
respondents consists of four parts. Part I will contain items on the profile of
respondents sex; age; school where they completed their grade 11; and their
final average in their General Mathematics. Part II contained the attitudes of
grade 12 learners towards Mathematics. Part III was deal on the study habits of
grade 12 learners. Part IV focused on the school pressure and satisfaction of
grade 12 learners.

          The
questionnaire was adopted from Goleman, however revision are made by the
researcher on some of the items to suit the items to the respondents and their
situations.

Reliability
and Validity of Research Instrument

          The
first draft of the questionnaire was  evaluated by the researchers’ adviser in terms
of clarity, conciseness and relevance. The instrument was presented to
competent educators with expertise in the field for further evaluation on
content validity and it will be subjected to the scrutiny and judgment of the
researchers oral Examination Committee.

          All
suggestions and recommendations from these validators are carefully used to
improve the instrument.

                   It
will be declared as valid for administration if its coefficient of reliability
shall have a descriptive equivalent of either “very highly reliable” or

” highly reliable”‘ and after
restructuring the item in the questionnaire where the pretest respondents shall
have difficulty in answering or shall fail to answer/ accomplish.

Data
Gathering Procedures

          After the
permit to conduct the study shall had been granted by the dean of the Graduate
School of Baguio Central University and the permit to administer the questioner
had been granted by the School Division Superintendent of La Union, the
researcher was  personally float it to
the target respondents.

The researcher was
immediately retrieve the copies of accomplished questionnaire; tabulate the
data gathered and then processes this making use of the approved statistical
equation.

Statistical
Treatment of Data 

The data on the
profile of the students of the mathematics feature are established by frequency
count percentages weighted mean of the ff. values of verbal description;

A. Level of Academic
Performance

Grade

Interpretation

90 Above

Very High

85-89

High

80-84

Average

75-79

Fair

74 Below

Very Low

 

B.
Students Attitude towards mathematics

Value

Range

Interpretation

4

3.28 –  4.00

Very Highly Positive

3

2.52 –  3.27

Highly Positive

2

1.76 –  2.51

Moderately positive

1

1.00 –  1.75

Slightly Positive

C. Study Habits

Value

Range

Interpretation

4

3.28-4.00

Always

3

2.52- 3.27

Sometimes

2

1.76-2.51

Seldom

1

1.00-1.75

Never

 

 

D.
School Pressure and Satisfaction

Value

Range

Interpretation

4

3.25 – 4.00

Great

3

2.5 – 3.24

Moderate

2

1.75 – 2.49

Little

1

1.00 – 1.74

None/ Did Not Occur

 

          The
researcher applied frequency, percentage computation of frequencies, the rank
correlation and the chi-square test. These test statistics was deem appropriate
for the purpose of the investigation to achieve the desired goal of the study.

Frequency counts and
percentage were used to determine the respondents’ personal and academic
profile and the number of response of the respondents to the different items on
the questionnaire. Percentage can be computed using the formula:

         

           where:
P = percentage

                                                 f = frequency

                                                 n = number of respondents

Weighted Mean was
used to get the profile of the respondents in terms of student-related barrier.
Weighted mean can be computed using the formula:

          To
test the null hypothesis on the significant difference in the level of
student’s performance in Mathematics the t-test was used. Meanwhile, the
significant relationship between the level of performance in Mathematics and
the students profile are determined using the Chi-Square Test in Two Sample
Cases. All test are set at  .05 level of
significance.

Where:

= the chi-square value

 = the actually observed frequencies

 = the expected frequencies

            To describe the Academic
Performance in Mathematics the mean, median and mode was used. 

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