1

ABSTRACT

This study aims to find out if there is a correlation between teaching

performance of the SHS Math teachers and the academic performance of the

Grade 11 STEM Pascal and Pythagoras students in Science Technology

Education Center (STEC) in Basak Lapu-Lapu City for the first semester of

school year 2016-2017. The findings of the study were the bases for the

proposed enhancement program.

This study utilized the quantitative methods of research employing the

descriptive (correlational) approach in gathering the responses employing

the quantitative and qualitative approaches. The The researchers utilized the

non-probability convenience sampling method, selecting seventy-two (72)

Grade 11 STEM students consisting of forty-two (42) STEM Pascal Students

and thirty (30) STEM Pythagoras students who were enrolled in the school

for the entirety of the 1st semester and is currently enrolled in the second

semester.

The STEM Mathematics teachers have the ability and knowledge to be

competent in teaching Pre calculus and General Mathematics subjects.

The overall teaching performance of the STEM math teachers is very

good. The Math teachers exemplify good teaching personality, subject

matter competency, teaching learning competency and as well as adequate

classroom management.
 2

The overall academic performance of the STEM Pascal students in both

Pre Calculus and General Mathematics is very satisfactory. This means that

the students are mathematically competent and have passed the standards

of the school.

The overall academic performance of the STEM Pythagoras students in

both Pre Calculus and General Mathematics is satisfactory. This means that

the students have the adequate ability and knowledge to pass the division

standard for STEM.

The teaching performance of the STEM Math teachers has a positive

correlation with their students’ academic performance. The higher the

teaching performance rating the higher the Math Grade of the student.
 3

CHAPTER I

THE PROBLEM AND ITS SCOPE

Introduction

Rationale

The Philippines is known to be a cradle of hidden jewels, may them be

human talent or gifts of nature. The likes of Lea Salonga of music, Pia

Wurtzbach of beauty, and Palawan of tourist spots are swarming in our

shores. However, beyond the glamour of these things, the Philippines loses

out to everything else, with special mention to the field of academe.

A Science and Education Institute study on Trends in Mathematics and

Science Study in 2003 in 8th grade math revealed that Filipino 2nd year high

school students were ranked a mere 34th out of 38 participating countries.

For recent data, the Philippines’ students from elite private institutions and

science high school scored a measly 355 in the 2008 Advanced TIMSS, sadly

taking its place among the 10 lowest-scoring countries. The World Economic

Forum’s Global Competitiveness Report for 2011-2012 also reported that the

Philippines is ranked 115th out of 142 countries in terms of perceived math

and science education.

The newly-established Senior High School department of Science and

Technology Education Center is faring similarly in the local setting. The

recent first semester of the school had two maths, General Mathematics and
 4

the STEM-specific Pre-Calculus, and students of both subjects have earned

grades that are mostly fair.

This study aimed to determine if the students’ perceived teacher

performance and students’ performance are related to each other; that is, if

students perceive their teachers to be performing well, would they also

perform well? By being able to accurately discern whether or not there is a

direct relation between the performance of the teacher and the student, we

can strategically create plans to improve the education of our students, and

even help our teachers improve their way of teaching to ensure an

environment conducive for learning.

At the end of the study, the researchers would like to implement an

enhancement program: a teaching performance seminar targeted at math

teachers of STEC-SHS. They can be taught effective teaching strategies that

can improve their teaching style and, in return, improve student

performance.
 5

Theoretical Background

The Theory of Performance (ToP) develops and relates foundational

concepts to form a framework that can be used to explain performance as

well as performance improvements. To perform is to produce valued results.

A performer can be an individual or a group of people engaging in a

collaborative effort.

Current level of performance depends holistically on 6

components: context, level of knowledge, levels of skills, level of identity,

personal factors, and fixed factors. Three axioms are proposed for effective

performance improvements.

Accomplishments occur in day-to-day practice in higher education. An

advisor inspires students to follow their dreams. A teacher magically

connects with students. A researcher continually asks the quintessential

questions that lead to revolutions in thinking. A dean inspires an entire

college to collaborate and attain wonderful outcomes.

Since worthy accomplishments are produced from high-level

performances, a theory of performance (ToP) is useful in many learning

contexts. In a traditional context, a ToP informs learning in classrooms,

workshops, and other venues that are traditionally associated with learning.
 6

Based on the 6 components of ToP, it can be made that the domains of

1) Teaching Personality is derived from level of identity, 2) Subject Matter

Competencies is derived from Level of knowledge, 3) Teacher- Learning

Competency is derived from level of skill and 4) Classroom Management is

derived from context. All of the domains were used as categories in the

research tool used to determine the level of performance of the teachers.

This view puts social, racial, cultural, cognitive, and linguistic

characteristics and histories of students, practitioners, and communities in

the secondary podium, if not tertiary, influences in understanding variations

in teacher effectiveness. This theory works best if: compensation and

evaluation are closely related to student performance data, and schools have

the flexibility and authority to freely hire and fire low-performing teachers

and close low-performing schools, then teacher quality, together with

student performance, would rise.

As this lens focuses more on compensation, evaluation, data,

accountability, and proxies for the quality of teacher pre-service preparation,

theory of performance appears to maintain that race and culture won't

matter and that effective teachers (by their definition) will be equally

competent across groups with very different needs and backgrounds. In this

view, excessively focusing on these factors is sometimes seen as

unacceptably “making excuses” for low performance.

 7

Aside from the aforementioned theory, this study also utilized related

literatures which delved into the different aspects of teaching performance of

the mentors and the student’s academic performance.

International studies. A study about learning the relationship of teacher

quality and student achievement was performed by Schools and Staffing

Surveys (SASS), and the National Assessment of Educational Progress

(NAEP) in the United States was conducted using the data from a 50-state

survey of policies. The study examines the ways in which teacher

qualifications and other school inputs are related to student achievement

across states. The findings of both the qualitative and quantitative analyses

suggest that policy investments in the quality of teachers may be related to

improvements in student performance. “Quantitative analyses indicate that

measures of teacher preparation and certification are by far the strongest

correlates of student achievement in reading and mathematics, both before

and after controlling for student poverty and language status,” (Hammond

2000, p.2). This shows that teaching performance of the teachers have a

general and significant effects on the student’s academic performance.

Hammond (2000) stated in her study that “despite conventional

wisdom that school inputs make little difference in student learning, a

growing body of research suggests that schools can make a difference, and a

substantial portion of that difference is attributable to teachers.” Recent

studies of teacher effects at the classroom level using the Tennessee Value-
 8

Added Assessment System and a similar data base in Dallas, Texas, have

found that differential teacher effectiveness is a strong determinant of

differences in student learning, far outweighing the effects of differences in

class size and heterogenity (Jordan, Mendro, &Weerasinghe, 1997).

“Students who are assigned to several ineffective teachers in a row

have significantly lower achievement and gains in achievement than those

who are assigned to several highly effective teachers in sequence” (Sanders

& Rivers, 1996). These studies also find troubling indicators for educational

equity, noting evidence of strong bias in assignment of students to teachers

of different effectiveness levels (Jordan, Mendro, & Weerasinghe, 1997),

“including indications that African American students are nearly twice as

likely to be assigned to the most ineffective teachers and half as likely to be

assigned to the most effective teachers,” (Sanders & Rivers, 1996). These

studies did not, however, examine the characteristics or practices of more

and less effective teachers.

For over 50 years, these issues have been one of the highlighted

topics in improving quality education. “Variables presumed to be indicative

of teachers' competence which have been examined for their relationship to

student learning include measures of academic ability, years of education,

years of teaching experience, measures of subject matter and teaching

knowledge, certification status, and teaching behaviors in the classroom. The

 9

results of these studies have been mixed; however, some trends have

emerged in recent years.” (Hammond 2000, p.3)

Local studies. From the study of Nuqui (2015) derived from the study of

Acosta (2002), Acosta attempted to discover the teachers’ profile,

competencies and students’ academic achievement in selected public schools

in Bulacan. Based on her findings, she concluded that the low academic

achievement of students despite the perceived high level of competency of

their teachers implies that the latter have not been effective in attaining

their objectives. Bernardo's idea (2000) which came from Nuqui (2015),

concerning the problem of learning, linked the problems of student's

achievements, of teaching and poor teaching practices. He believes that

education in the Philippines is not designed in ways that are suited to how

students and teachers can best develop their skills. He also presumed that

poor quality of inputs to the learning process yield poor quality outputs,

which explains the poor achievement.

From the study of Andaya (n.d.) came from the study of Leongson

(2003) reveals that Filipino students excel in knowledge acquisition but fare

considerably low in lessons requiring higher order thinking skills. This

disappointing condition is evident in the performance of students in national

and international surveys on mathematics and science competencies.

Performance of pre-service teachers and mathematics teachers in the

Professional Board Examination reveals the same picture of poor

 10

competencies (Philippine Daily Inquirer, 1986; Ibe,1995). The Third

International Mathematical Science Study (TIMMS,2000) examined patterns

of students’ achievement in mathematics and found out that the school

effectiveness and teachers competency impact learning and promote higher

level of achievements.
 11

Conceptual Framework

OUTPUT
A. Proposed enhancement program.
PROCESS
A. Research on theory background and related studies.
B. Limiting the variables
C. Data gathering with the use of validated instruments.
D. Data analysis on:
- Teacher’s teaching performance and;
- Student’s performance in Math.

E. Statistical treatment
INPUT
A. Teaching performance of the teachers
B. Performance of the students in Pre-calculus and General Mathematics.
C. Significant correlations
 12

THE PROBLEM

Statement of the Problem

This study aimed to correlate the teaching performance of Science and

Technology Education Center- Senior High School Math teachers to the

academic performance of the Grade 11 STEM students in Pre-Calculus and

General Mathematics subjects of the first semester in School Year 2016-

2017. This study will be used as a basis for a proposed enhancement

program for the next school year.

The study also aimed to answer the following subsidiary problems:

1. What is the profile of the STEM Mathematics teachers in terms of:

1.1 Highest Educational Attainment;

1.2 Trainings attended;

1.3 And Years of experience?

2. What is the teaching performance of the Math teachers in Pre-calculus

and General Mathematics subjects in STEM Pascal and Pythagoras in

terms of:

2.1 Teaching Personality;

2.2 Subject Matter Competencies;

2.3 Teacher- Learning;

2.4 Classroom Management?

 13

3. What is the academic performance of students in STEM Pascal in terms of

their grades in:

3.1 Pre-calculus;

3.2 General Mathematics?

4. What is the Academic Performance of STEM Pythagoras students in terms

of their grades in:

4.1 Pre-calculus;

4.2 General Mathematics?

5. Is there a significant relationship between the students’ perceived

teaching performance of teachers and student’s academic performance in

the STEM Pascal and STEM Pythagoras in terms of their Pre-calculus and

General Mathematics Grades?

6. What enhancement program can be proposed based on the findings of the

study?
 14

Scope and Limitation of the Study

The study is a correlational quantitative design employing the test of

variables: Teachers’ Teaching Performance (Independent) and Students’

Academic Performance on Pre-Calculus and General Mathematics

(Dependent). The 79 Grade 11 STEM Students are selected through

Universal Sampling and their Pre-Calculus and General Mathematics teachers

in STEC-SHS 1st semester of S.Y. 2016-2017 are the subjects of the study.

Validated instruments were used. The timeline is be 3 months.

 15

Significance of the Study

The impact of the teaching performance of the teachers may affect the

academic performance of the students. Nevertheless, through this study, an

enhancement program is proposed in order to provide the following benefits

to:

SHS STEM Students. They will be ensured that academic performance is an

important concern of educational institution because all efforts are for the

purpose of educators will always for the benefit of the students.

SHS Math Teachers. They will become aware of their performance and will

implement change in order to improve their teaching style through the help

of an enhancement program.

STEC Administration. This study will help in the development of the

institution towards the competency in teaching General Mathematics and

Pre-calculus.

DepEd Lapu-Lapu City. This study will help in the development of the

division’s competency in General Mathematics and Pre-calculus subjects of

the SHS curriculum.

 16

Research Methodology

I. Research Design
This study utilized the quantitative methods of research employing the

descriptive (correlational) approach. The Teaching performance of the Math

teachers in terms of their teaching personality, subject-matter competency,

teaching-learning competency, and classroom management were measured

and described. The grades of the STEM Pascal and Stem Pythagoras in

General Mathematics and Pre-Calculus during the first semester of their

Grade 11 were also be collected as a basis for their academic performance in

Math subjects. Furthermore, the relationship between the two variables

(students’ academic performance and teachers’ teaching performance) were

statistically established. Moreover, a qualitative method was also be used in

order to justify and interpret the data and results that were be gathered.

II. Research Environment

This study was conducted at Basak Lapu-Lapu City, province of Cebu. Its

area is 1,490 acres and has the highest population in Lapu-Lapu City with a

population of 59,873 people. Buildings, malls, food chains, and other

infrastructure starts to emerge in Basak during the start of the 20 th century.

In conjunction, traffic also starts to arise. Basak has 3 public schools

 17

including Science and Technology Education Center (STEC) which is the main

locale of the study.

STEC is located in Basak – Marigondon Road. It has an approximate

population of 265 people, including teachers and staffs/personnel. It has

sixteen (16) buildings and facilities including Chemistry lab, Biology lab,

Physics lab, and Information and Communication Technology (ICT).

III. Research Participants

The researchers utilized the non-probability convenience sampling

method, selecting seventy-two (72) Grade 11 STEM students consisting

of forty-two (42) STEM Pascal Students and thirty (30) STEM Pythagoras

students of Science and Technology Education Center Senior High School

Department

IV. Research Instruments

In order to get the needed data, the researchers gave out questionnaires

which were used to determine the student-based evaluation of teaching

performance of the Senior High School Math Teachers. This is the

performance evaluation tool that Science and Technology Education Center

students used to appraise their Math teachers. The questionnaire is divided

 18

into 4 domains: teaching personality, subject matter competency, teaching-

learning competency and classroom management. The rating is based on a

4-point scale, 4 being excellent and 1 being poor. Justifications should be

provided by the evaluator if ever they rated extreme values such as 1 and 4.

The tool that was used by the researchers is a student-based

evaluation sheet that is known as a Performance Appraisal Tool for

Instruction (PATI) developed by an educator. The tool has already been

validated and has been identified that it suits the research environment.

V. Research Procedure

After acquiring all the formal permission the researchers must acquire

from the Science and Technology Education Center where the data were

collected, the researchers delved into the gathering of grades of the STEM

Pascal Students for the first quarter in the first semester. For this, the

researchers allotted three (3) days to gather and compile all the data

needed.

The researchers self-administered the questionnaire that is used to get

the required data pertaining to the teaching performance of the math

teachers based in the student’s perception in the following categories:

Teaching personality, Subject Matter Competency, Teaching Learning

Competency and Classroom Management. After rating, the evaluator was

asked to write justifications on the rating 1 and 4 in order to further derive a

 19

more accurate answer. The interpretation of the institutional tool was used

to correlate with the other variables.

A 10-minute documentary video was also be prepared based on the

concept of the problem, findings and conclusion.

Statistical Treatment of the Data:

The data gathered were submitted to the following statistical treatments:

Simple percentage determined the frequency of responses

Weighted mean determined the entire response distribution of the

respondents.

The indicators for the teaching performance of the math teachers

Rating Interpretation Indicator

4 Excellent indicator is displayed by 91-100%

3 Very Good indicator is displayed by 81-90%

2 Fair indicator is displayed by 71-80%

1 Poor indicator is displayed by 70% or less

Pearson r determined the relationships between the independent

variables namely: Teaching performance of the teachers and the

academic performance of the students.

 20

DEFINITION OF TERMS

In depicting the terminologies being used in the study, the following

are defined operationally:

Academic Performance – refers to the Pre-Calculus and General

Mathematics grades of the respondents (STEM Pythagoras and STEM Pascal

students) in their 1st semester of Grade 11.

Classroom Management – refers to the organization and system of

teaching being done by the teacher.

Theory of Performance (ToP) – theory that claims that the level of

performance is a determining factor for improvement and change in

outcome. A ToP informs learning in classrooms, workshops, and other

venues that are traditionally associated with learning.

Subject Matter Competency – refers to the mastery of the subject of the

teachers.

Teaching- Learning Competency – refers to the mastery of the subject of

the teachers.

Teaching Performance – refers to the performance of teaching of Math

teachers in terms of teaching personality, subject matter competency,

teaching-learning competency, and classroom management.

 21

Teaching Personality – refers to the teaching behavior, attitude, and

practices being done by the teacher.

 22

CHAPTER 2

PRESENTATION OF FINDINGS AND DISCUSSION

I. Profile of The Teachers

TABLE 1. Profile of the STEC SHS Math Teachers

Profile Frequency Percentage

A. Age

2 100
30-35
0 0
36-40
40 above 0 0

2 100
TOTAL
B. Highest Educational Attainment

0 0
College Degree
0 0
Bachelor's Degree
2 100
Masterate Degree
Total 2 100

C. Years of Experience

2 100
10-.20
0 0
21-30
0 0
30 above
2 100
Total
 23

Table 1 presents the Profile of the SHS Math teachers. Age, out of 20 teachers, all

2 (100%) are aging from 30-35 years. This reveals that all the teachers have an

age ranging rom 30-35.

In terms of Highest Educational attainment, all 2(100%) who has masterate

degree. This reveals that majority of the teachers are taking their master’s degree

as requirement for ranking and promotion.

In terms of years of experience, all 2(100%) have a masterate degree. This reveals

that majority of the teachers are taking their master’s degree as requirement for

ranking and promotion.

II. Teaching Performance

TABLE 2.1 Teaching Performacne Rating of Pascal in Pre Calculus

and General Mathematics

Indicators Weighted Mean Interpretation

1.1 Teaching Personality 3.25298 Excellent

1.2 Subject matter 3.2202 Very Good

competency

1.3 Teaching Learning 2.994 Very Good

Competency

1.4 Class room 2.9315 Very Good

management

Grand Mean: 3.09967 Very Good

 24

LEGEND:

3.26-4.00 – Excellent

2.51-3.25 – Very Good

1.76-2.50 – Fair

1.00-1.75 – Poor

Table 2.1 presents the Teaching Performance of the secondary teacher

of the STEM Pascal students in both Pre-Calculus and General Mathematics

as rated by the students of STEM Pascal. The grand mean is 3.09967 which

is interpreted as very good. This means that the performance of the teacher

is high and effective. Having a good teaching performance is very

important in order to have a good effect in the academic performance of the

students. Such performance leads to the improvement of not only the

students but as well as the holistic being of the mentor. According to

Jordan, Mendro, & Weerasinghe, (1997) teacher effectiveness is a strong

determinant of differences in student learning, far outweighing the effects of

differences in class size and heterogeneity. This means that as the rating of

the students of the teaching performance of their mentors increases, the

equivalent academic performance of the students also increases.

The highest rated item is on “Teaching Personality,” with a weighted mean of

3.25 interpreted as Excellent . This means that the students identifies

 25

teaching personality as a major factor in their mathematics performance. As

revealed in the justification portion of the questionnaire, one students stated

that “she (their math teacher) approaches and communicates with her

students politely.”

The lowest rated item is on “Classroom Management,” with this implies

that weighted mean of 2.93 which is still interpreted as Very Good. This is

not a critical issue in the rating since it is still valued as high. Nevertheless,

this implies that the majority of students in Pascal believe that the way their

math teacher manages the room can still be improved. Classroom

management refers to the organization and system of teaching being done

by the teacher. Classroom management using an authoritarian or punitive

approach did repress disorderly behavior, but it did not foster student’s

growth or allow the acquisition of more sophisticated modes of learning,

such as critical thinking and reflection (Jones, 1995). In most cases, it is

quite a challenge to maintain class participation most especially when

discussing complicated lessons such as Mathematics for boredom usually

strikes the students.

According to the justification portion of the questionnaire, one student

stated that, “She (Math teacher) does not take attendance in her classes.”

Another student stated that “she (math teacher) is not strict with classroom

policies.”
 26

TABLE 2.2 Teaching Performance Rating of Pythagoras in Precalculus

Indicators Weighted Mean Interpretation

1.1 Teaching Personality 3.008 Very Good

1.2 Subject matter 3.154 Very Good

competency

1.3 Teaching Learning 3.029 Very Good

Competency

1.4 Class room 3.042 Very Good

management

Grand Mean: 3.05825 Very Good

LEGEND:

3.26-4.00 – Excellent

2.51-3.25 – Very Good

1.76-2.50 – Fair

1.00-1.75 – Poor

Table 2.2 presents the Teaching Performance of the secondary teacher of

the STEM Pythagoras students in Pre-Calculus. The grand mean is 3.06

which is interpreted as very good. This means that the performance of the

teacher is high. The same as the rating of the Pascal students, having a

good teaching performance is very important in order to have a good effect

in the academic performance of the students. Such performance leads to the

 27

improvement of not only the students but as well as the holistic being of the

mentor. According to Jordan, Mendro, & Weerasinghe, (1997) teacher

effectiveness is a strong determinant of differences in student learning, far

outweighing the effects of differences in class size and heterogeneity. This

means that as the rating of the students of the teaching performance of their

mentors increases, the equivalent academic performance of the students

also increases.

The highest rated item is on “Subject Matter Competency,” with a weighted

mean of 3.154 interpreted as Very Good. This means that the students in

Pythagoras class believes that their Math teacher possess more than

adequate knowledge when it comes to Math subjects. Davis (2006) and

McCombs and Miller (2006) emphasized that good relationships between

students and teachers often lead to increased student performance. They

implied that examining the relationship between the student and teacher

would provide a good predictor of the learners’ motivation to achieve

academically. One student stated in the justification of the questionnaire

that “with her (math teacher) passion in teaching, she puts her spirit of

teaching with zeal of mastering the topic.” Another student stated that “she

(math teacher) relates her lessons to real life situations through hugot lines

which makes it fun.” This implies that most students find classes enjoyable

and entertaining most probably due to their mentor’s teaching approach.

 28

The lowest rated item is on “Classroom Management,” with a weighted

mean of 3.008 which is still interpreted as Very Good. This is not a critical

issue in the rating since it is still valued high. Nevertheless, the same as the

Pascal class’ lowest rated domain, the students in Pythagoras believes that

the way their math teacher manages the room can still be improved.

According to Brown (1995) classroom management is a “process involving

the organization of certain academic tasks which are essential for effective

teaching and learning in a specific set up.” This means that classroom

management could be one of the primary factors that affect student

learning.

In the justification portion of the questionnaire, one student stated

that “No proper seating arrangement is observed (during classes) as long as

the students are comfortable with their seats.” This means that the students

have observed that their teacher is lax when comes to upholding classroom

organization.
 29

TABLE 2.3 Teaching Performance Rating in Pythagoras General

Mathematics

Indicators Weighted Mean Interpretation

1.1 Teaching Personality 2.617 Very Good

1.2 Subject matter 2.7258 Very Good

competency

1.3 Teaching Learning 2.588 Fair

Competency

1.4 Class room 2.738 Very Good

management

Grand Mean: 2.6672 Very Good

LEGEND:

3.26-4.00 – Excellent

2.51-3.25 – Very Good

1.76-2.50 – Fair

1.00-1.75 – Poor

Table 2.3 presents the Teaching Performance of the secondary teacher of

the STEM Pythagoras students in General Mathematics. The grand mean is

2.67 which is interpreted as very good. This means that the performance of
 30

the teacher is High. Having a good teaching performance is very important

in order to have a good effect in the academic performance of the students.

Such performance leads to the improvement of not only the students but as

well as the holistic being of the mentor. According to Jordan, Mendro, &

Weerasinghe, (1997) teacher effectiveness is a strong determinant of

differences in student learning, far outweighing the effects of differences in

class size and heterogeneity. This means that as the rating of the students

of the teaching performance of their mentor increases, the equivalent

academic performance of the students also increases.

The highest rated item is on “Classroom Management,” with a weighted

mean of 2.738 interpreted as Very Good . This means that the students

have observed that their math teacher showed effective organization and

teaching system. Classroom management first became

a popular topic in education during the 1970’s and 1980’s (Tavares, 1996)

he focus in these early years was primarily on making the classroom safe

and establishing behavior management, used to control and shape students

behavior to conform to school rules by the classroom teacher. According to

the justification portion of the questionnaire, one student stated that “She

shows ability to discipline the class.”

The lowest rated item is on “Teaching Learning Competency,” with a

weighted mean of 2.588 which is still interpreted as fair. This implies that

the students have observed that their General Mathematics teacher does not
 31

often utilize instructional approaches, strategies and techniques when

teaching math lessons. Effective learning in schools would require effective

teaching to accompany the efforts of the learners. Teacher competence is

needed in order for meaningful teaching learning to take place (Segun,

1986) Based on the justification portion of the questionnaire, one student

answered “Di kaayu siya creative mu tudlo.” (She does not really teach

creatively.)This implies that the students do not necessarily enjoy the

traditional way of teaching. Students seek a more creative approach when

teaching complicated lessons such as mathematics.

 32

III. Pascal Students’ Academic Performance

TABLE 3.1 Pascal Pre Calculus Grades

GRADES INTERPRETATION FREQUENCY PERCENTAGE

90-100 Outstanding 42.86
18

85-89 Very Satisfactory 35.71

15

80-84 Fairly Satisfactory 14.29

6

75-79 Satisfactory 7.14

3

75 below Did not meet 0 0

expectations
TOTAL 42 100

Table 3.1 presents the grades of the STEM Pascal students in Pre-

calculus. There are 18(42.86%) students who got a grade of 90-100 which is

interpreted as outstanding. This reveals that majority of the STEM Pascal

students have an outstanding grade in Pre-calculus.

There are also 15(35.71%) students who got a grade of 85-89 which is

interpreted as very satisfactory, 6(14.29) students who got a grade of 80-

84 which is interpreted as satisfactory and lastly, 3(7.14%) students who

got a grade of 75-79 which is interpreted as satisfactory.

 33

TABLE 3.2 Pascal General Mathematics Grades

GRADES INTERPRETATION FREQUENCY PERCENTAGE

90-100 Outstanding 15 35.7

85-89 Very Satisfactory 16 38.1

80-84 Fairly Satisfactory 11 26.2

75-79 Satisfactory 0 0

75 below Did not meet 0 0

expectations
TOTAL 42 100

Table 3.2 presents the grades of the STEM Pascal students in General

Mathematics. There are 15(35.7%) students who got a grade of 90-100

which is interpreted as outstanding, 16(38.1%) students who got a grade of

85-89 which is interpreted as very satisfactory and 11(26.2%) students who

got a grade of 80-84 which is interpreted as fairly satisfactory.

 34

IV. Pythagoras Students’ Academic Performance

TABLE 4.1 Pythagoras Pre Calculus Grades

GRADES INTERPRETATION FREQUENCY PERCENTAGE

90-100 Outstanding 2 6.7

85-89 Very Satisfactory 6 20

80-84 Fairly Satisfactory 18 60

75-79 Satisfactory 4 13.33

75 below Did not meet 0 0

expectations
TOTAL 30 100

Table 4.1 presents the grades of the STEM Pythagoras students in Pre-

calculus. There are 2(6.67%) students who got a grade of 90-100 which is

interpreted as outstanding. This reveals that minority of the students are the

ones who only got an outstanding grade.

There are also 6(20%) students who got a grade of 85-89 which is

interpreted as very satisfactory. There are also 18(60%) students who got

a grade of 80-84 which is translated as fairly satisfactory and 4(13.33)

students who got a grade of 75-79 which is interpreted as satisfactory

 35

TABLE 4.2 Pythagoras General Maathematics Grades

GRADES INTERPRETATION FREQUENCY PERCENTAGE

90-100 Outstanding 1 3.33

85-89 Very Satisfactory 6 20

80-84 Fairly Satisfactory 19 63.33

75-79 Satisfactory 4 13.34

75 below Did not meet 0 0

expectations
TOTAL 30 100

Table 4.2 presents the grades of the STEM Pythagoras students in General

Mathematics. There is only 1(3.33%) student who got a grade of 90-100

which is interpreted as outstanding. This reveals that there is only one

student who is performing with an outstanding grade.

There are also 6(20%) students who got a grade of 85-89 which is

interpreted as very satisfactory, 19(63.33%) students who got a grade of

80-84 which is translated as fairly satisfactory and 4(13.34) students who

got a grade of 75-79 which is interpreted as satisfactory.

 36

V. Test of Relationships between Teaching Performance and Academic

Performance

TABLE 5.1 Test of Relationship of Pascal Pre Calculus Grades to

Teaching Performance

Grades to R Computed Table Decision on H0 Remarks

Variables Value or t Value
@
0.05

Teaching Personality 0.566684 7.676033 2.021 Reject H0 Moderate

Positive
Correlation
Sub. Matter 0.425229 6.987795 2.021 Reject H0 Weak Positive
Competency Correlation
Teaching-Learning 0.414125 6.948382 2.021 Reject H0 Weak Positive
Competency Correlation
Classroom Mgmt. 0.337085 6.717715 2.021 Reject H0 Weak Positive
Correlation
Over-all 0.499885 7.302407 2.021 Reject H0 Moderate
Positive
Correlation

Based on the test of correlation between the academic performance of

the STEM Pascal Students in Pre- Calculus and teaching performance of the

Math teacher ,the computed value is 7.302 which is higher than the table

value of 2.021 and so the null hypothesis is rejected. This means that there

is a significant relationship between the two variables. The r value which is

0.50 shows that it has a moderate positive relationship. This implies that

there is a significant degree of association of the two variables. The premise

 37

in the rationale which states that having a good teaching performance

produces good academic performance.

Nevertheless, this implies that if the teacher’s performance can be improved

through the proposed program, the performance of the students may also

increase in value. The result agrees to the theory of performance where it

claims that the level of performance is a determining factor for improvement

and change in outcome. A ToP informs learning in classrooms, workshops,

and other venues that are traditionally associated with learning.

TABLE 5.2 Test of Relationship of Pascal General Mathematics

Grades to Teaching Performance

Grades to R Computed Table Decision Remarks

Variables Value Value on H0
@
0.05
Teaching 0.5877 7.816982 2.021 Reject H0 Moderate Positive
Personality Correlation
Sub. Matter 0.50838 7.34446 2.021 Reject H0 Moderate Positive
Competency Correlation
Teaching-Learning 0.40189 6.906889 2.021 Reject H0 Weak Positive
Competency Correlation
Classroom Mgmt. 0.35492 6.764978 2.021 Reject H0 Weak Positive
Correlation
Over-all 0.52581 7.435387 2.021 Reject Moderate Positive
H0 Correlation

Based on the test of correlation between the academic performance of

the STEM Pascal Students in General Mathematics and teaching performance

 38

of the Math teacher ,the computed value is 7.44 which is higher than the

table value of 2.021 and so the null hypothesis is rejected. This means that

there is a significant relationship between the two variables. The r value

which is 0.53 shows that it has a moderate positive relationship. This

implies that there is a significant degree of association of the two variables.

The premise in the rationale which states that having a good teaching

performance produces good academic performance.

Nevertheless, this implies that if the teacher’s performance can be improved

through the proposed program, the performance of the students may also

increase in value. The result agrees to the theory of performance where it

claims that the level of performance is a determining factor for improvement

and change in outcome. A ToP informs learning in classrooms, workshops,

and other venues that are traditionally associated with learning.

TABLE 5.3 Test of Relationship of Pythagoras Pre Calculus Grades to

Teaching Performance
 39

Grades to R Computed Table Decision Remarks

Variables Value Value on H0
@ 0.05
Teaching Personality 0.4706 6.411147 2.0315 Reject H0 Weak Positive
Correlation
Sub. Matter 0.4045 2.502026 2.0315 Reject H0 WeakPositive
Competency Correlation
Teaching-Learning 0.3889 2.387928 2.0315 Reject H0 Weak Positive
Competency Correlation
Classroom Mgmt. 0.3781 2.310367 2.0315 Reject H0 Weak Positive
Correlation
Over-all 0.41052 2.546743 2.0315 Reject Weak Positive
H0 Correlation

Based on the test of correlation between the academic performance of

the STEM Pythagoras Students in Pre-Calculus and teaching performance of

the respective Math teacher ,the computed value is 2.55 which is higher

than the table value of 2.0315 and so the null hypothesis is rejected. This

means that there is a significant relationship between the two variables. The

r value which is 0.41 shows that it has a moderate positive relationship.

This implies that there is a significant degree of association of the two

variables. The premise in the rationale which states that having a good

teaching performance produces good academic performance.

Nevertheless, this implies that if the teacher’s performance can be improved

through the proposed program, the performance of the students may also

increase in value. The result agrees to the theory of performance where it

claims that the level of performance is a determining factor for improvement

 40

and change in outcome. A ToP informs learning in classrooms, workshops,

and other venues that are traditionally associated with learning.

TABLE 5.4 Test of Relationship of Pythagoras General Mathematics

Grades to Teaching Performance

Grades to Variables r Computed Table Decision Remarks

Value Value on H0
@
0.05
Teaching Personality 0.5877 7.816982 2.021 Reject H0 Moderate Positive
Correlation
Sub. Matter 0.5083 7.344057 2.021 Reject H0 Moderate Positive
Competency Correlation
Teaching-Learning 0.4018 6.906591 2.021 Reject H0 Weak Positive
Competency Correlation
Classroom Mgmt. 0.3549 6.764923 2.021 Reject H0 Weak Positive
Correlation
Over-all 0.46207 7.131535 2.021 Reject Weak Positive
H0 Correlation

Based on the test of correlation between the academic performance of

the STEM Pythagoras Students in General Mathematics and teaching

performance of the respective Math teacher ,the computed value is 7.132

which is higher than the table value of 2.021 and so the null hypothesis is

rejected. This means that there is a significant relationship between the two

variables. The r value which is 0.462 shows that it has a moderate positive

relationship. This implies that there is a significant degree of association of

the two variables. The premise in the rationale which states that having a

good teaching performance produces good academic performance.

 41

Nevertheless, this implies that if the teacher’s performance can be improved

through the proposed program, the performance of the students may also

increase in value. The result agrees to the theory of performance where it

claims that the level of performance is a determining factor for improvement

and change in outcome. A ToP informs learning in classrooms, workshops,

and other venues that are traditionally associated with learning.

VI. Proposed Action Plan

Introduction

Learning is everything, one of the fundamentals of success is the

ability and the capacity of learning that a student has. The school plays a

vital role in the student’s learning in different aspects and subjects to

compete in the daily life. However, A Science and Education Institute study

on Trends in Mathematics and Science Study in 2003 in 8th grade math

revealed that the Philippines’ students from elite private institutions and

science high school scored a measly 355 in the 2008 Advanced TIMSS, sadly

taking its place among the 10 lowest-scoring countries.

The Science Technology Education Center (STEC) in Basak, Lapu-Lapu City

division is one of the ten implementing schools for Senior High School with

different academic tracks which includes STEM a Science and Mathematically

major strand. STEC, as a pioneering science school in Lapu-Lapu City is

known for its quality academic training and standards especially in the fields

of Mathematics.
 42

To keep up the standards that the school offers, the researchers sought out

this project as based on the findings of the research implying the moderate

correlation of the teachers’ teaching performance and the STEM students’

academic performance in Pre-Calculus and General Mathematics.

Moreover, if STEC would like to maintain a quality education, then it has to

improve and sustain the quality of its teachers in teaching the students. This

enhancement program plan will provide needs-based recommendations that

require action from the principal, supervisors, SHS Division coordinators.

And Division superintendent. However, it should be understood that the

recommendations are based on the weak points as revealed in the study.

General Objectives:

At the end of the 3 months’ time, the following can be possibly attained:

1. Improvement and sustainment of the teachers teaching personality

towards the students;

2. Enhancement and sustainment of the subject matter competency as

covered by the Curriculum Guide;

3. Improvement and sustainment of the teaching learning competency in

teaching the students; and

4. Enhancing and sustainment of the leadership of the teachers towards

classroom management.
 43

Table 4
PROPOSED ENHANCEMENT PROGRAM
Area Issues and Concerns Proposed Actions Time Persons Budget
Frame/Schedules Involved
The teaching The eagerness of the There should be a monitoring April 1-2, 2017 Set Lead: Principal None
teachers in teaching is not scheme in order to assess and meeting with the Member: Sir Bryant
personality sustained throughout the monitor the performance of the principal and the Acar
of the time. teachers. faculty for clarification (Assistant Principal)
teachers and target time frame

April 3-30, 2017

Monitoring of the
teachers( Time and
dates would still be
discussed)
The personality of the Personality based seminar in order May 2-3 Set Meeting Lead: Principal MOOE
teachers towards to improve personal development with the principal for Members:
and personality. planning of the venue Maam Rejuso (
approachablity.
and date School Guidance
Councelor)
May 4-7 Preparation of Mr. Llanos
the venue and the (Purchasing)
materials

May 8 Seminar (See Donation

Appendices for the
program)
The subject Consistency of the Weekly check-up on the progress of April 1-2, 2017 Set Lead: Principal None
teachers in following the the teachers in teaching the lessons meeting with the Member:
matter based on the curriculum guide. principal and the Sir Bryant Acar
competency objectives of the
faculty for clarification (Assistant Principal)
curriculum on the
of the designated time .
and target time frame Sir Allan Adem
teachers April 3-30, 2017
Monitoring of the
teachers( Time and
dates would still be
discussed)
 44

Addendums were not Improvement of the competencies April 4-10 Meeting with Lead: Principal MOOE
enough in order to in the curriculum guide pertaining to the DepEd Lapu-Lapu Member:
newly introduced concepts and City division Miss Montalban
understand concepts
topics. ( Informing the (SHS Math Teacher)
especially on new topics problem towards
insufficient lessons
towards competencies
and proposing the
required addendums to Donation
be part of the
curriculum guide as a
means of
improvement)
Issues and Concerns Proposed Actions Time Persons Budget
Frame/Schedules Involved
The approach of the Constant check-up of the lesson April 1-2 2017 Sir Bryant Acar None
The teacher is not consistent plan prepared by the teachers (Meeting with the (Assistant Principal)
Teaching (the use of audio-visual before the discussion and the teachers and the
and traditional method class. principal regarding
Learning
varies from time to time) the plan)
Competency Constant monitoring should be
of the done in order to determine if the April 3-30 2017
Teachers teacher follows the lesson plan. Monitoring of the
teachers.

Issues and Concerns Proposed Actions Time Persons Budget

Frame/Schedules Involved
Leadership in managing the Leadership and team building May 2-3 Set Meeting Lead: Principal MOOE
class is less observed ( some training as part of the personality with the principal for Member: Mr. Acar
students are sleeping, not based seminar. planning of the venue (Assistant Principal)
listening) and date Maam Rejuso (
School Guidance Donation
The May 4-7 Preparation of Councelor)
the venue and the Mr. Llanos
leadership of materials (Purchasing)
the teachers
towards May 8 Seminar (See
Appendices for the
 45

classroom program)
management
 46

CHAPTER 3

SIGNIFICANT FINDINGS, CONCLUSION AND RECOMMENDATIONS

I. Profile of the SHS Faculty

The SHS Math teachers of STEC have the educational requirement and

competence to teach in Senior High School. They also have adequate

relevant trainings to teach in the SHS. Most of these trainings are acquired

from the previous work experience as University instructors. Some teachers

have teaching experience in Junior High School, in Higher Education

Institutions (University) and Industry experience.

II. Teaching Performance Math teachers in Pre-calculus and

General Mathematics subjects in STEM Pascal and

Pythagoras

The SHS Math teachers of STEC have a very good teaching performance in

teaching Math subjects (Pre-Calculus and General Mathematics) to the STEM

Pascal and STEM Pythagoras students in terms of: Teaching Personality,

Subject Matter Competency, Teacher Learning Competency and Classroom

Management.

III. Academic Performance of the Students in Pascal

The Academic Performance of the STEM Pascal students in Pre-Calculus

and General Mathematics are very satisfactory in which the Pascal

students are performing good in their classes as reflected by their grade.

 47

IV. Academic Performance of the Students in Pythagoras

The Academic Performance of the STEM Pythagoras students in Pre-

Calculus and General Mathematics are satisfactory. Though it is lower

than the academic performance of the Pascal students, it still passes the

given standard as pertained by the institution.

V. Relationship between Teaching Performance and Academic

Performance

The Teaching Performance has certain positive degree of association with the

academic performance. The Teaching Personality has certain positive degree

of association with the academic performance. Good teaching personality is

equal to good academic performance of the students towards the subject-

matter.

CONCLUSIONS

1. The STEM Mathematics teachers have the ability and knowledge to be

competent in teaching Pre calculus and General Mathematics subjects.

Such skills can be used to improve teaching performance in which

ultimately can improve student academic performance.

2. The overall teaching performance of the STEM math teachers is very

good. The Math teachers exemplify good teaching personality, subject

 48

matter competency, teaching learning competency and as well as adequate

classroom management.

3. The overall academic performance of the STEM Pascal students in both

Pre Calculus and General Mathematics is very satisfactory. This means that

the students are mathematically competent and have passed the standards

of the school.

4. The overall academic performance of the STEM Pythagoras students in

both Pre Calculus and General Mathematics is satisfactory. This means that

the students have the adequate ability and knowledge to pass the division

standard for STEM.

5. The teaching performance of the STEM Math teachers has a positive

correlation with their students’ academic performance. The higher the

teaching performance rating the higher the Math Grade of the student. This

means that student perception on the teaching performance of their

teacher is a considerable factor in improving student achievement and

performance.
 49

RECOMMENDATIONS

Based on the Areas of Implementation, the recommendations are covered

in the proposed Action Plan. However, in the research process, if there is a

replication of the study, the researcher recommends the following:

1. The response of the STEM students is through the questionnaires.

They could have been part of the FGD or at least a separate FGD for

them. For this research their remarks (explanation) on the tool for a

rating of 1 or 4 was considered sufficient. The number of STEM

students was also manageable.

2. The research covered the entire 72 STEM students that were qualified

based on the set criterion . But for replication covering big population

(more than 300), the researcher can use random sampling or

systematic random sampling.

 50

REFERENCES

Acosta ., (2002). Instructional Competencies Of the Teaching Force:

Their Relationship To The Students’ Academic Performance. Retrieved from

http://www.academia.edu/10728894/INSTRUCTIONAL_

COMPETENCIES_OF_THE_TEACHING_FORCE_THEIR_RELATIONSHIP_TO_TH

E_STUDENTS_ACADEMIC_PERFORMANCE

Andaya. (2001). " Impacts of Factors That Affect Mathematics

Achievements of Students of Philippine Normal University." n.d. pages 1-9.

Sanders, S.L., Skonie-Hardin, S.D., and Phelps, W.H. (1994,

November).

The effects of teacher educational attainment on student educational

attainment in four regions of Virginia: Implications for administrators.

Paper presented at the annual Meeting of the Mid-South Educational

Research Association.

Sanders, W.L. & Rivers, J.C. (1996). Cumulative and residual effects of

teachers on future students academic achievement. Knoxville:

University of Tennessee Value-Added Research and Assessment

Center.

Darling-Hammond, L. (1992). Teaching and knowledge: Policy issues posed

 51

by alternative certification for teachers. Peabody Journal of Education,

67, 3, 123-154.

Darling-Hammond, L. (1997). Doing What matters most: Investing in quality

teaching. NY: National Commission on Teaching and America’s Future.

Jordan, H.R., Mendro, R.L., & Weersinghe, D. (1997). Teacher effects on

longitudinal student achievement: A preliminary report on research on

teacher effectiveness. Paper presented at the National Evaluation

Institute, Indianapolis, IN. Kalamazoo, MI: CREATE, Western Michigan

University.

Simmons, W. (2011, March). Theories of action for teacher effectiveness.

Core Education, LLC, n.d. Retrieved from

http://www.coreeducationllc.com/blog2/theories-of-action-for-teacher-

effectiveness/.
 52

Appendices

Transmittal

Parental
 53

INFORMED CONSENT LETTER

SCIENCE AND TECHNOLOGY EDUCATION CENTER

SENIOR HIGH SCHOOL DEPARTMENT
Basak, Lapu-Lapu City

Please consider this information carefully before deciding whether to participate in

this research.

Purpose of the research: To determine if there is correlation between teaching

performance and academic performance and to provide an effective solution in
sustaining as well as improving the academic performance of the SHS students.

What you will do in this research: If you decide to volunteer, you will be asked
to participate in a survey. You will be answering several questions that deals with
the teaching performance of your General Mathemetics and Precalculus Teacher in
the first semsester. With your permission, I will tape record/video the interviews so
I don't have to make so many notes. You will not be asked to state your name on
the recording.

Time required: The survey and questioning will take approximately 1 hour.
Risks: Some of the questions in the survey may cause discomfort or
embarrassment. of OR No risks are anticipated.
Benefits: You will be able to rate and evaluate the teaching performance of your
General Mathematics and Precalculus Teacher/s.
Compensation: No remuneration but you will be provided with snacks.

Confidentiality: Your responses to interview questions will be kept confidential as

well as your name that will be placed at the survey sheet. At no time will your
 54

actual identity be revealed. You will be assigned a random numerical code. Anyone
who helps me transcribe responses will only know you by this code. The recording
will be destroyed as soon as it has been transcribed. or when my final paper has
been graded, or when my dissertation has been accepted. The transcript, without
your name, will be kept until the research is complete.

Participation and withdrawal: Your participation in this study is completely

voluntary, and you may refuse to participate or withdraw from the study without
penalty or loss of benefits to which you may otherwise be entitled. You may
withdraw by informing the experimenter that you no longer wish to participate (no
questions will be asked). You may skip any question during the interview, but
continue to participate in the rest of the study.

To Contact the Researcher: If you have questions or concerns about this

research, please contact: MARION VELOSO, STEC SHS,
marionveloso732@yahoo.com or mobile number 09222521971
Agreement:
The nature and purpose of this research have been sufficiently explained and I
agree to participate in this study. I understand that I am free to withdraw at any
time without incurring any penalty.

Signature: _____________________________________ Date:

__________________

Name (print): ________________________________________________

 55

PROPOSED BUDGET

First Tranche Estimate

Cost
Activities Resources/Materials
Production of Validated Instruments Bondpaper x 2 rims Php 125 Php 250
Photocopy of Tools Php 100
Orientation of the participants (By Snacks (estimated) 80 Php 500
strand) – nature of research, scope of students, 5 researcher X Php
participation, ethics and time line 20.00 each
Profiling of the participants (79 Office Supplies (Folders, Php 500
Students) Envelopes, sign pens, ball
pens, pencil, stapler/wire,
bond papers, clips)

Printer’s Ink (Php 200 per Php 400

bottle X 2 Colors)
Tallying of results and treatment of 5 snacks x Php 30 each x 2 Php 300
data. days
Writing of the Initial Findings
Php 2050
TOTAL FIRST TRANCHE

SECOND TRANCHE
Writing of the summary of findings, 5 snacks x Php 30 each Php 150
conclusions and recommendations
Writing of the Proposed Action
Plan/Improvements
Editing, Proof Reading & Binding
Communication and Endorsement Snacks of 80 students Php 500
 56

(School, Division & Regional) (estimated)

Presentation and FeedBacking of
Results (School-Based)- Forum
Binding Fee/Photocopy/Printing 4 binded copies @ Php Php 480
120each

TOTAL SECOND TRANCHE Php 1130

Prepared by:

Marion Veloso
Name and Signature Approved by:

MR. BRYANT C. ACAR

Research Instructor
 57

I. Profile Of STEC SHS Math Teachers

TABLE 1. Profile of the STEC SHS Math Teachers

Profile Frequency Percentage

A. Age

2 100
30-35
0 0
36-40
40 above 0 0

2 100
TOTAL
B. Highest Educational Attainment

0 0
College Degree
0 0
Bachelor's Degree
2 100
Masterate Degree
Total 2 100

C. Years of Experience

2 100
10-.20
0 0
21-30
 58

0 0
30 above
2 100
Total

II. Teaching Performance

TABLE 2.1 Teaching Performacne Rating of Pascal in Pre Calculus

and General Mathematics

Indicators Weighted Mean Interpretation

1.1 Teaching Personality 3.25298 Excellent

1.2 Subject matter 3.2202 Very Good

competency

1.3 Teaching Learning 2.994 Very Good

Competency

1.4 Class room 2.9315 Very Good

management

Grand Mean: 3.09967 Very Good

 59

LEGEND:

3.26-4.00 – Excellent

2.51-3.25 – Very Good

1.76-2.50 – Fair

1.00-1.75 – Poor

TABLE 2.2 Teaching Performance Rating of Pythagoras in Precalculus

Indicators Weighted Mean Interpretation

1.1 Teaching Personality 3.008 Very Good

1.2 Subject matter 3.154 Very Good

competency

1.3 Teaching Learning 3.029 Very Good

Competency

1.4 Class room 3.042 Very Good

management

Grand Mean: 3.05825 Very Good

LEGEND:

3.26-4.00 – Excellent

2.51-3.25 – Very Good

 60

1.76-2.50 – Fair

1.00-1.75 – Poor

TABLE 2.3 Teaching Performance Rating in Pythagoras General

Mathematics

Indicators Weighted Mean Interpretation

1.1 Teaching Personality 2.617 Very Good

1.2 Subject matter 2.7258 Very Good

competency

1.3 Teaching Learning 2.588 Fair

Competency

1.4 Class room 2.738 Very Good

management

Grand Mean: 2.6672 Very Good

LEGEND:

3.26-4.00 – Excellent

2.51-3.25 – Very Good

1.76-2.50 – Fair

1.00-1.75 – Poor

III. Pascal Students’ Academic Performance

TABLE 3.1 Pascal Pre Calculus Grades

 61

GRADES INTERPRETATION FREQUENCY PERCENTAGE

90-100 Outstanding 42.86
18

85-89 Very Satisfactory 35.71

15

80-84 Fairly Satisfactory 14.29

6

75-79 Satisfactory 7.14

3

75 below Did not meet 0 0

expectations
TOTAL 42 100

TABLE 3.2 Pascal General Mathematics Grades

GRADES INTERPRETATION FREQUENCY PERCENTAGE

90-100 Outstanding 15 35.7

85-89 Very Satisfactory 16 38.1

80-84 Fairly Satisfactory 11 26.2

75-79 Satisfactory 0 0

75 below Did not meet 0 0

expectations
TOTAL 42 100
 62

IV. Pythagoras Students’ Academic Performance

TABLE 4.1 Pythagoras Pre Calculus Grades

GRADES INTERPRETATION FREQUENCY PERCENTAGE

90-100 Outstanding 2 6.7

85-89 Very Satisfactory 6 20

80-84 Fairly Satisfactory 18 60

75-79 Satisfactory 4 13.33

75 below Did not meet 0 0

expectations
TOTAL 30 100

TABLE 4.2 Pythagoras General Maathematics Grades

GRADES INTERPRETATION FREQUENCY PERCENTAGE

90-100 Outstanding 1 3.33

85-89 Very Satisfactory 6 20

 63

80-84 Fairly Satisfactory 19 63.33

75-79 Satisfactory 4 13.34

75 below Did not meet 0 0

expectations
TOTAL 30 100

V. Test of Relationships between Teaching Performance and Academic

Performance

TABLE 5.1 Test of Relationship of Pascal Pre Calculus Grades to

Teaching Performance

Grades to R Computed Table Decision on H0 Remarks

Variables Value or t Value
@
0.05

Teaching Personality 0.566684 7.676033 2.021 Reject H0 Moderate

Positive
Correlation
Sub. Matter 0.425229 6.987795 2.021 Reject H0 Weak Positive
Competency Correlation
Teaching-Learning 0.414125 6.948382 2.021 Reject H0 Weak Positive
Competency Correlation
Classroom Mgmt. 0.337085 6.717715 2.021 Reject H0 Weak Positive
Correlation
Over-all 0.499885 7.302407 2.021 Reject H0 Moderate
Positive
Correlation
TABLE 5.2 Test of Relationship of Pascal General Mathematics

Grades to Teaching Performance

Grades to R Computed Table Decision Remarks

 64

Variables Value Value @ on H0

0.05
Teaching 0.5877 7.816982 2.021 Reject H0 Moderate
Personality Positive
Correlation
Sub. Matter 0.50838 7.34446 2.021 Reject H0 Moderate
Competency Positive
Correlation
Teaching- 0.40189 6.906889 2.021 Reject H0 Weak
Learning Positive
Competency Correlation
Classroom 0.35492 6.764978 2.021 Reject H0 Weak
Mgmt. Positive
Correlation
Over-all 0.52581 0.52581 2.021 Reject H0 Moderate
Positive
Correlation

TABLE 5.3 Test of Relationship of Pythagoras Pre Calculus Grades to

Teaching Performance

Grades to R Computed Table Decision Remarks

Variables Value Value on H0
@ 0.05
Teaching Personality 0.4706 6.411147 2.0315 Reject H0 Weak Positive
Correlation
Sub. Matter 0.4045 2.502026 2.0315 Reject H0 WeakPositive
Competency Correlation
Teaching-Learning 0.3889 2.387928 2.0315 Reject H0 Weak Positive
Competency Correlation
Classroom Mgmt. 0.3781 2.310367 2.0315 Reject H0 Weak Positive
Correlation
Over-all 0.41052 2.546743 2.0315 Reject Weak Positive
H0 Correlation
 65

TABLE 5.4 Test of Relationship of Pythagoras General Mathematics

Grades to Teaching Performance

Grades to Variables r Computed Table Decision Remarks

Value Value on H0
@
0.05
Teaching Personality 0.5877 7.816982 2.021 Reject H0 Moderate Positive
Correlation
Sub. Matter 0.5083 7.344057 2.021 Reject H0 Moderate Positive
Competency Correlation
Teaching-Learning 0.4018 6.906591 2.021 Reject H0 Weak Positive
Competency Correlation
Classroom Mgmt. 0.3549 6.764923 2.021 Reject H0 Weak Positive
Correlation
Over-all 0.46207 7.131535 2.021 Reject Weak Positive
H0 Correlation
66