Academic performance of the graduates of three-year and four-year secondary programs of Arellano High School for SY 1998-1999 / Teresita O. Kindica. 6

Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 1999.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education in partial fulfilment of the requirements for the degree Master of Science in Mathematics Education. 56

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ABSTRACT: Statement of the Problem 1. What is the profile of the graduates of the Three-Year and graduates of the Four-Year Secondary Program in terms of: 1.1 Sex 1.2 Age 1.3 Type of Elementary School they graduated from? 2. What is the profile of the Academic Performance of the graduates of the Three-Year Secondary Program and the graduates of the Four-Year Secondary Program with respect to the following areas: 2.1 Filipino IV 2.2 Mathematics IV 2.3 English IV 2.4 Science and Technology IV 2.5 Social Studies IV 2.6 Technology and Home Environment IV 2.7 Physical Education, Health and Music IV 3. Is there a significant difference in the Academic performance of the graduates of the Three-Year and Four-Year Secondary Programs with respect to the areas mentioned in Question No. 2? 4. What is the profile of the graduates of the Three-year and Four-year Secondary Programs of Arellano High School in terms of Mathematics achievement with respect to: 4.1 Algebra 4.2 Statistics 4.3 Trigonometry 4.4 Geometry 5. Is there a significant difference in the mathematics achievement of the graduates of the Three-year and Four-year Secondary Programs with respect to areas mentioned in Question no. 4? Methodology This study made use of the descriptive-inferential method of research. Data on the academic performance were based on the final grades of the students-respondents that were obtained from the office of the Registrar of Arellano High School. On the other hand, the data on mathematics achievement test were obtained from the scores of the mathematics achievement test which was administered by the researcher. The MAT was developed by the researcher and content validated by the researcher's advisers, researcher's reader, and three experts in the field of Mathematics. The MAT was divided into four areas namely Algebra, Statistics, Trigonometry and Geometry. Each area was composed of twenty-five item questions. Respondents of the study comprised 176 graduating students of Arellano high School. Of these 176 students, 88 came from two classes, of 44 students each, of the Three-Year Secondary Program. The other 88 students were randomly selected from the first five sections of the Four-Year Secondary Programs. In the analysis of data, descriptive and hypothesis testing were used. For treatment of descriptive data, the frequency counts, percentages, mean and standard deviations were computed. Moreover, for treatment of hypothesis-testing the t-test of mean of difference was used to treat the difference in the academic performance and the mathematics achievement utilizing 0.05 level of significance and degree of freedom 174. Findings of the Study The following facts were found in the study: 1. Respondents' Profile One hundred twenty six (126) student-respondents or 71.5% were female while fifty (50) or 28.41% were male. Seventy one (71) or 40.34% were in the bracket 16.00-19.00 years of age, seventy (70) or 39.77% were in the bracket 15.00-16.99 years of age, nineteen (19) or 10.80% were in the bracket 17.00-17.99 years of age, thirteen (13) or 7.39% were in the bracket 14.00-14.99 years of age and three (3) or 1.70% were in the bracket 18.00-18.99 years of age. Of 176 students respondents, one hundred seventy six (176) or 100% graduated from the elementary public schools and none graduated from the elementary private school. 2. Student-respondents Profile with respect to Academic Peformance In Filipino IV, thirteen (13) or 7.39% were considered very Good, sixty eight (68) or 38.64% were considered Satisfactory and twenty five (25) or 14.20% were considered Passing. In Science and Technology IV, forty five (45) or 25.57% belong to the level of Good, one hundred two (102) or 57.95% belong to the level Satisfactory, and twenty nine (29) or 16.48% belong to the level of Passing. In Social Studies IV, one (1) or 1.14% was considered Very Good, sixty seven (67) or 38.07% were considered Very Good, sixty (60) or 34.09% were considered Satisfactory, and twenty nine (29) or 16.47% were considered Passing. In Values Education IV, two (2) or 1.14% can be described as Excellent, twenty five (25) or 14.20% can be described as Very Good, forty two (42) or 29.30% can be described as Passing. In Technology and Home Environment IV, two (2) or 1.14% were in the category of Excellent, eleven (11) or 16.25% were in the category Very Good, fifty nine (59) or 33.52% were in the category of Good, seventy six (76) or 43.18% were in the category of Satisfactory and twenty eight (28) or 15.91% were in the category of Passing. In PEHM IV, eleven (11) or 6.25% have reached the level of Excellent, forty three (43) or 24.43% have reached the level of Very Good, seventy five (75) or 42.61% have reached the category of Good, thirty two (32) or 18.18% have reached the level of Satisfactory, and fifteen (15) or 8.53% were considered Passing. 3. Significant Difference in the Academic Performance between the three-Year and Four-Year Secondary Programs. The computed t-values of the Social Studies IV, Technology and Home Environment IV and PEHM IV are 0.91, 1.30 and 0.97 respectively. Moreover, since the computed values are less than the tabular t-value of 1.96 at 0.05 level and with 174 degrees of freedom, the null hypothesis that there is no significant difference was accepted. This means that there is no significant difference in the academic performance in Social Studies IV, Home and Environment IV and PEHM IV between the two groups of students-respondents. The computed t-values of Filipino IV, Mathematics IV, English IV, Science and Technology IV, Values Education IV are 2.85, 5.37, 3.14, 9.71, and 3.23 respectively. Furthermore, since the computed t-values are greater than the tabular t-value of 1396 with the same level of significance and degree of freedom. The null hypothesis that there is no significant difference between the academic performances of the two groups of SR was rejected. Moreover, since FYSP has general higher means with the TYSP, this implies that there is a significant difference in the academic performance in the various academic subjects like Filipino IV, Mathematics IV, English IV, and Values Education IV between the two groups SR. 4. Student-Respondents Profile with respect to Mathematics Achievement In Algebra, two (2) or 1.14% were considered Excellent, thirty one (31) or 17.64% were considered Good, sixty seven (67) or 38.47% were considered Satisfactory, and twenty three (23) or 13.07% were considered Passing. In Statistics, one (1) or 0.57% was considered Excellent, fourteen (14) or 7.95% were considered Very Good, forty six (46) or 26.14% were considered as Good, ninety (90) or 51.14% were Satisfactory, and twenty five (25) or 14.20% were considered as Passing. In Trigonometry IV, twenty one (21) or 11.93% were described as Very Good, forty five (45) or 25.57% were described as Good', eighty one (81) or 46.02% were considered as Satisfactory and twenty nine (29) or 14.20% were considered as Passing. In Geometry IV, eighteen (18) or 10.23% were described as Very Good, eighty seven (87) or 49.43% were described as Good', fifty seven (57) or 32.39% were described as Satisfactory and fourteen (14) or 7.95% were described as Passing. 5. Significant Difference between the Mathematics Achievement of the TYSP and FYSP. The computed t-values of Algebra, Statistics and Trigonometry are 0.87, 1.46 and 0.27 respectively. Moreover since the computed T-values were less than the tabular t-value of 1.96 at 0.05 level of significance with 174 degree of freedom, the null hypothesis that there is no significant difference is accepted. This means that there is no significant difference in the mathematics achievement (Algebra, Statistics and Trigonometry) between the two groups student-respondents. The computed t-value of Geometry. However, was 2.20. Moreover, since the computed t-value is greater than the tabular value of 1.96 with the same level of significance and degrees of freedom, the null hypothesis that there is no significant difference between the mathematics achievement of the two groups of student respondents is rejected.

Furthermore, since the TYSP has higher mean with that of FYSP as shown in the table, this implies that there is no significant difference in the mathematics achievement in Geometry between the two groups of student-respondents. Conclusions Based on the Findings, the following conclusions were drawn: 1. A typical TYSP student is in the age bracket 15.00-15.99 years of age while a typical FYSP student is in the age bracket 16.00-16.99 years of age for the School Year 1998-1999. 2. A typical Arellano High School student is a graduate of elementary public school. 3. There is no significant difference in the academic performance in Social Studies IV, Technology and Home Environment IV, and PEHM IV between the two groups of student respondents. 4. There is no significant difference in the academic performance between the two groups of student respondents in the following areas: Filipino IV, Mathematics IV, English IV, and Values Education IV and Science and Technology IV. 5. There is no significant difference in the mathematics achievement in Algebra, Statistics and Trigonometry between the two groups of student respondents. 6. There is no significant difference in the mathematics achievement in Geometry between the two groups of student respondents. 7. Additional time and workloads affected some academic performance in four academic subjects. RECOMMENDATIONS Based on the aforementioned findings and conclusions, the following recommendations are hereby proposed: 1. The Division of City Schools, Manila shoul

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