Manelyn L. Mananap Thesis (Chapter 4)

Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analysis and interprets the data

gathered. The data were arranged comprehensively to answer

the statement of the problems using the appropriate

Statistical tools with the use of Statistical Package for

the Social Sciences (SPSS) computer program. This study

aimed to determine the level of National Achievement Test

Performance of Grade 6 Pupils in Mathematics in the District

of Valladolid, Division of Negros Occidental from school

year 2011-2012 to 2013-2014.

Grade 6 Profile According to Gender

Table 3 presents the percent distribution of Grade 6

pupils in Mathematics according to gender in the District of

Valladolid, Division of Negros Occidental.

Table 3. Percent Distribution of Grade 6 Pupils in Mathematics According to Gender and by School in the District of Valladolid, Division of Negros Occidental.

Gender

Elementary Schools Total

Percent %School A School B School C School D School E School F School G School H

N % N % N % N % N % N % N % N % N %

Male 10

35.71 3 23.0

8 5 50.00

17

56.67 7 36.8

4 8 47.06

28

36.36

28

47.46 106 41.6

5Female

18

64.29

10

76.92 5 50.0

013

43.33

12

63.16 9 52.9

449

63.64

31

52.54 147 58.3

5Total

28

100.00

13

100.00

10

100.00

30

100.00

19

100.00

17

100.00

77

100.00

59

100.00 253 100.

00

71

Out of the 253 pupil-respondents, there were 147

females with 58.35 percent and 106 males with 41.65 percent.

By School, School A, 10 Grade 6 pupils or 35.71 percent

are males and 18 or 34.83 percent are females; School B, 3

or 23.08 percent males and 10 or 76.92 percent females;

School C, five (5) or 50.00 percent males and five (5) or 50

percent females; School D, 17or 56.67 percent males and 13

or 43.33 percent females; School E, seven (7) or 36.84

percent males and 12 or 63.16 percent females; School F,

eight (8) or 47.06 percent males and nine (9) or 52.94

percent females; School G, 28 or 36.36 percent males and 49

or 63.64 percent females; and School H, 28 or 47.46 percent

males and 31 or 52.54 percent females.

Among the schools, School B Elementary School obtained

the lowest number of male pupils and School D has the lowest

number of female. For the highest number of male pupils,

School B has the highest number of female pupil and School D

has the highest number of male pupils. As a whole, the

female pupils outnumbered the male pupils in the District of


Grade 6 Profile According to Economic Status

72

Table below shows the percent distribution of Grade 6

pupils in Mathematics according to economic status in the

District of Valladolid, Division of Negros Occidental.

Table 4. Percent Distribution of Grade 6 Pupils in Mathematics According to Economic Status and by school in the District of Valladolid, Division of Negros Occidental.

Family Income Per

Month

Elementary SchoolsTotal

Percent %School

ASchool

BSchool

CSchool

DSchool

ESchool

FSchool

GSchool

H N % N % N % N % N % N % N % N % N %

Extremely High(Php 25,001 and above

)

414.29 0

0.00 0 0.0

0 00.00 0

0.00 0

0.00 3

3.90 0

0.00 7

2.77

Very High(Php 20,001 –

25,000)

13.57

215.38 0 0.0

0 26.67 1

5.26 0

0.00 0

0.00 0

0.00 6

2.37

High(Php 15,001 –

20,000)

310.71 1

7.69 1 10.

00 00.00 1

5.26 1

5.88 2

2.60 8

13.56 17

6.72

Average(Php 10,001 –

15,000)

00.00

17.69 0 0.0

0 413.33 1

5.26 1

5.88 2

2.60 0

0.00 9

3.56

Low(Php 5,001

– 10,000)

932.14 2

15.38 1 10.

0010

33.33 5

26.32 1

5.88 5

6.49 1

4

23.73 47

18.58

Very Low(Php 5,000 and

below)

11

39.29 7

53.85 8 80.

0014

46.67 1

1

57.89 1

4

82.35 6

5

84.42 3

7

62.71 167

66.01

TOTAL 28

100.00

13

100.00 1

0100.00

30

100.00

19

100.00

17

100.00

77

100.00

59

100.00 253 100.

00

Table 4 shows that out of 253 pupil-respondents, 167

Grade 6 pupils or 66.01 percent belonged to the range of Php

73

5,000 and below in terms of family income per month, 47 or

18.58 percent belonged to the range of Php 5,001 to Php

10,000; 9 or 3.56 percent belonged to the range of Php

10,001 to Php 15,000; 17 or 6.72 percent belonged to the

range of Php 15,001 to Php 20,000; 6 or 2.37 percent

belonged to the range of Php 20,001 to Php 25,000; and 7 or

2.77 percent belonged to the range of Php 25,001 and above.

By School, School A, four (4) Grade 6 pupils or 14.29

percent belonged to Php 25,001 and above, in terms of family

income/ month one (1) or 3.57 percent belonged in Php

20,001-25,000, three (3) or 10.71 percent belonged in Php

15,001 – 20,000, nine (9) or 32.15 percent belonged in 5,001

–10,000, and 11 or 39.29 percent belonged in Php 5,000 and

below. School B, two (2) or 15.38 percent belonged in Php

20,001 to Php 25,000, one (1) or 7.69 percent belonged in

Php 15,001 to Php 20,000, one (1) or 7.69 percent belonged

in Php 10,001 to Php 15,000, two (2) or 15.38 percent

belonged in 5,001 to Php 10,000, and 7 or 53.85 percent

belonged in Php 5,000 and below. School C, one (1) or 10.00

percent belonged in Php 15,001 to Php 20,000, one (1) or

10.00 percent belonged in 5,001 to Php 10,000, and eight

(8) or 80.00 percent belonged in Php 5,000 and below.

School D, two (2) or 6.67 percent belonged in Php 20,001 to

Php 25,000, four (4) or 13.33 percent belonged in Php 10,001

74

to Php 15,000, 10 or 33.33 percent belonged in 5,001 to Php

10,000, and 14 or 46.67 percent belonged in Php 5,000 and

below. School E, one (1) or 5.26 percent belonged in Php

20,001-25,000, one (1) or 5.26 percent belonged in Php

15,001 to Php 20,000, one (1) or 5.26 percent belonged in

Php 10,001 to Php 15,000, five (5) or 15.38 percent belonged

in 5,001 to Php 10,000, and 11 or 57.89 percent belonged in

Php 5,000 and below. School F, one (1) or 5.88 percent

belonged in Php 15,001 to Php 20,000, one (1) or 5.88

percent belonged in Php 10,001 to Php 15,000, one (1) or

5.88 percent belonged in 5,001 to Php 10,000, and 14 or

82.35 percent belonged in Php 5,000 and below. School G,

three (3) or 3.90 percent belonged in Php 25,001 and above,

two (2) or 2.60 percent belonged in Php 15,001 to Php

20,000, two (2) or 2.60 percent belonged in Php 10,001 to

Php 15,000, five (5) or 6.49 percent belonged in 5,001 to

Php 10,000, and 65 or 84.42 percent belonged in Php 5,000

and below. School H, eight (8) or 13.56 percent belonged in

Php 15,001 to Php 20,000, 14 or 23.73 percent belonged in

5,001 to Php 10,000, and 37 or 62.71 percent belonged in Php

5,000 and below. School D, four (4) or 14.29 percent

belonged in Php 25,001 and above, two (2) or 15.38 belonged

in Php 20,001 to Php 25,000, one (1) or 7.69 percent

belonged in Php 15,001 to Php 20,000, one (1) or 7.69

75

percent belonged in Php 10,001 to Php 15,000, two (2) or

15.38 percent belonged in 5,001 to Php 10,000, and 7 or

53.85 percent belonged in Php 5,000 and below.

As a whole, it shows that the majority of the Grade 6

pupils of eight (8) elementary schools in the District of

Valladolid, Division of Negros Occidental belonged to the

low family income per month with the range of Php 5,000 and

below. It implies that Grade 6 pupils belonged to the low

socio-economic status.

Grade 6 Profile According to Study Habits

Table on the next page presents the percent

distribution of Grade 6 pupils in Mathematics according to

study habits in the District of Valladolid, Division of

Negros Occidental.

Table 5. Percent Distribution of Grade 6 Pupils in Mathematics According to Study Habits and by School in the District of Valladolid, Division of Negros Occidental.

Study Habits

Elementary SchoolsTotal

Percent %School

ASchool

BSchool

CSchool

DSchool

ESchool

FSchool

GSchool

HN % N % N % N % N % N % N % N % N %

76

Strongly

Agree(4.5 -

5.0)

12

42.86

538.46

330.00

930.00

736.84

741.18

17

22.08

12

20.34 72

28.46

Agree(3.5 -

4.4)

932.14

538.46

440.00

18

60.00

842.11

529.41

51

66.23

33

55.93 13

3

52.57

Undecided(2.5 -

3.4)

13.57

17.69

00.00

13.33

15.26

15.88

33.90

35.08 11

4.35

Disagree(1.5 -

2.4)

310.71

17.69

110.00

26.67

210.53

211.76

56.49

915.25 25

9.88

Strongly

Disagree(0.5 -

1.4)

310.71

17.69

220.00

00.00

15.26

211.76

11.30

23.39 12

4.74

TOTAL 28

100.00

13

100.00 1

0100.00

30

100.00

19

100.00

17

100.00

77

100.00

59

100.00

253

100.00

Out of 253 pupil-respondents, there were 72 Grade 6

pupils or 28.46 percent answered strongly agree; 133 or

52.57 percent answered agree; 11 or 4.35 answered undecided;

25 or 9.88 answered disagree; and 12 or 4.74 percent

answered strongly disagree. It shows that Grade 6 pupils

have good study habits.

By school, School A, 12 Grade 6 pupils or 42.86 percent

answered strongly agree; nine (9) or 32.14 percent answered

agree; one (1) or 3.57 percent answered undecided; three (3)

or 10.71 percent answered disagree; and three (3) or 10.71

percent answered strongly disagree. School B, five (5) or

77

38.46 percent answered strongly agree; five (5) or 38.46

percent answered agree; one (1) or 7.69 percent answered

undecided; one (1) or 7.69 percent answered disagree; and

one (1) or 7.69 percent answered strongly disagree. School

C, three (3) or 30.00 percent answered strongly agree; four

(4) or 40.00 percent answered agree; one (1) or 10.00

percent answered disagree; and two (2) or 20.00 percent

answered strongly disagree. School D, nine (9) or 30.00

percent answered strongly agree; 18 or 60.00 percent

answered agree; one (1) or 3.33 percent answered undecided,

and two (2) or 6.67 percent answered disagree. School E,

seven (7) or 36.84 percent answered strongly agree; eight

(8) or 42.11 percent answered agree; one (1) or 5.26 percent

answered undecided; two (2) or 10.53 percent answered

disagree; and one (1) or 5.26 percent answered strongly

disagree. School F, seven (7) or 41.18 percent answered

strongly agree; five (5) or 29.41 percent answered agree;

one (1) or 5.88 percent answered undecided; two (2) or 11.56

percent answered disagree; and two (2) or 11.76 percent

answered strongly disagree. School G, 17 or 22.08 percent

answered strongly agree; 51 or 66.23 percent answered agree;

three (3) or 3.90 percent answered undecided; five (5) or

6.49 percent answered disagree; and one (1) or 1.30 percent

answered strongly disagree. School H, 12 or 20.34 percent

78


three (3) or 5.08 percent answered undecided; nine (9) or

15.25 percent answered disagree; and two (2) or 3.39 percent

answered strongly disagree.

As a whole, Grade 6 pupils have good study habit in

Mathematics. Among schools, School A obtained the highest

number of pupils with good study habits and followed by

School F. The school with pupils who have poor study habits

was School C.

Grade 6 Profile According to Attitude towards Mathematics

Table 6 on the next page shows the percent distribution

of Grade 6 pupils in Mathematics according to attitude

towards Mathematics in the District of Valladolid, Division

of Negros Occidental.

Table 6. Percent Distribution of Grade 6 Pupils in Mathematics According to Attitude towards Mathematics and by School in the District of Valladolid, Division of Negros Occidental.

Attitude

towards

Mathematics

Elementary Schools

Total

Percent %School

ASchool

BSchool

CSchool

DSchool

ESchool

FSchool

GSchool

H

N % N % N % N % N % N % N % N % N %

79

Strong

ly

Agree(4.5 - 5.0)

15

53.57 6 46.

15 4 40.00

18

60.00

11

57.89 8 47.

0648

62.34

32

54.24 142 56.1

3

Agree(3.5 - 4.4)

10

35.71 4 30.

77 3 30.00 9 30.

00 5 26.32 6 35.

2923

29.87

22

37.29 82 32.4

1

Undeci

ded(2.5 - 3.4)

1 3.57 1 7.6

9 1 10.00 1 3.3

3 1 5.26 1 5.8

8 3 3.90 2 3.3

9 11 4.35

Disagr

ee(1.5 - 2.4)

1 3.57 1 7.6

9 1 10.00 1 3.3

3 1 5.26 1 5.8

8 2 2.60 2 3.3

9 10 3.95

Strong

ly

Disagr

ee(0.5 - 1.4)

1 3.57 1 7.6

9 1 10.00 1 3.3

3 1 5.26 1 5.8

8 1 1.30 1 1.6

9 8 3.16

TOTAL 28

100.00

13

100.00 1

0100.00

30

100.00

19

100.00

17

100.00

77

100.00

59

100.00 253 100.

00

Out of 253 student-respondents, there were 142 Grade 6

pupils or 56.13 percent answered strongly agree; 82 or 32.41

percent answered agree; 11 or 4.35 percent answered

undecided; 10 or 3.95 percent answered disagree; and 8 or

3.16 percent answered strongly disagree.

By school, School A, 15 Grade 6 pupils or 53.57 percent


one (1) or 3.57 percent answered undecided; one (1) or 3.57

percent answered disagree; and one (1) or 3.57 percent

answered strongly disagree. School B, six (6) or 46.15

percent answered strongly agree; four (4) or 30.71 percent

answered agree; one (1) or 7.69 percent answered undecided;

one (1) or 7.69 percent answered disagree; and one (1) or

80

7.69 percent answered strongly disagree. School C, four (4)

or 40.00 percent answered strongly agree; three (3) or 30.00




D, 18 or 60.00 percent answered strongly agree; 9 or 30.00




E, 14 or 57.89 percent answered strongly agree; five (5) or

26.32 percent answered agree; one (1) or 5.26 percent

answered undecided; one (1) or 5.26 percent answered

disagree; and one (1) or 5.26 percent answered strongly

disagree. School E, 14 or 57.89 percent answered strongly

agree; five (5) or 26.32 percent answered agree; one (1) or

5.26 percent answered undecided; one (1) or 5.26 percent

answered disagree; and one (1) or 5.26 percent answered

strongly disagree. School F, eight (8) or 47.06 percent

answered strongly agree; six (6) or 35.29 percent answered

agree; one (1) or 5.88 percent answered undecided; one (1)

or 5.88 percent answered disagree; and one (1) or 5.88

percent answered strongly disagree. School G, 48 or 62.34

percent answered strongly agree; 23 or 29.27 percent

answered agree; three (3) or 3.90 percent answered

81

undecided; two (2) or 2.60 percent answered disagree; and


H, 32 or 54.24 percent answered strongly agree; 22 or 37.29

percent answered agree; two (2) or 3.39 percent answered

undecided; two (2) or 3.39 percent answered disagree; and

one (1) or 1.69 percent answered strongly disagree.

The result shows that Grade 6 pupils in School G

obtained the highest percentage as to their positive

attitude towards Mathematics, whereas, School C obtained the

lowest. As a whole, the Grade 6 pupils showed positive

attitude towards Mathematics.

Grade 6 Profile According to theUsed of Technological Gadgets

Table 7 on the next page presents the percent

distribution of Grade 6 pupils in Mathematics according to

technological gadgets in the District of Valladolid,

Division of Negros Occidental.

Table 7. Percent Distribution of Grade 6 Pupils in Mathematics According to the Used of Technological Gadgets and by School in the District of Valladolid, Division of Negros Occidental.

Technological Gadgets

Elementary Schools TOTALSchoo

l ASchool

BSchool C

School D

School E

School F

School G

School H

Cellular Phone 13 13 10 24 16 13 13 13 112

MP 3 Player 10 1 4 0 0 0 10 4 21Cable TV 2 0 3 0 0 0 2 0 6

82

PSP 1 1 0 2 0 0 1 5 8Personal Computer / Laptop

1 0 2 0 2 3 1 12 24

Others 20 2 4 5 10 4 20 13 63MODE 112

Out of 253 Grade 6 pupils, 112 pupils used cellular

phones, 21 used MP 3, 6 used Cable TV, 8 used PSP, 24 used

Personal Computer/ Laptop, and 63 other gadgets like;

tablets, phablets and digital cameras were used.

By school, School A, 13 pupils used cellular cell

phones, 10 used MP 3, two (2) used Cable TV, one (1) used

PSP, 1 used Personal Computer/ Laptop, and 20 other gadgets

like; tablets, phablets and digital cameras. School B, 13

used cellular phones, one (1) used MP 3, one (1) used PSP,

and two (2) other gadgets like; tablets, phablets and

digital cameras. School C, 10 used cellular cell phones,

four (4) used MP 3, three (3) used Cable TV, two (2) used

Personal Computer/ Laptop, and four (4) other gadgets like;

tablets, phablets and digital cameras. School D, 24 used

cellular phones, two (2) used Personal Computer/ Laptop, and

10 other gadgets like; tablets, phablets and digital

cameras. School E, 16 used cellular phones, three (3) used

Personal Computer/ Laptop, and four (4) other gadgets like;

tablets, phablets and digital cameras. School F, 13 used

cellular phones, 10 used MP 3, two (2) used Cable TV, one

83

(1) used PSP, three (3) used Personal Computer/ Laptop, and

four (4) other gadgets like; tablets, phablets and digital

cameras. School G, 13 used cellular phones, 10 used MP 3,

two (2) used Cable TV, one (1) used PSP, one (1) used

Personal Computer/ Laptop, and 20 other gadgets like;

tablets, phablets and digital cameras. School H, 13 used

cellular phones, four (4) used MP 3, five (5) used PSP, 12

used Personal Computer/ Laptop, and 13 other gadgets like;

tablets, phablets and digital cameras.

The results revealed that cellular phones obtained the

highest gadget used by Grade 6 pupils among eight (8)

schools. The results conformed in the study conducted by

Norman (1993) stating that technology has a pivotal role in

students’ research. There is a dominant usage of cell phones

and internet among students.

Teachers’ Profile According to Gender

Table 8 below presents the percent distribution of

Grade 6 teachers in Mathematics according to gender in the


Table 8. Percent Distribution of Grade 6 Math Teachers in

84

Mathematics According to Gender and by School in the District of Valladolid, Division of Negros Occidental.

GenderElementary Schools

Total

Percent %

School A

School B

School C

School D

School E

School F

School G

School H

N % N % N % N % N % N % N % N % N %

Male 1 9.09 0 0.0

0 0 0.00 0 0.0

0 0 0.00 0 0.0

0 3 27.27 0 0.0

0 4 36.36

Female 0 0.00 1 9.0

9 1 9.09 1 9.0

9 1 9.09 1 9.0

9 1 9.09 1 9.0

9 7 63.64

Total 1 9.09 1 9.0

9 1 9.09 1 9.0

9 1 9.09 1 9.0

9 4 36.36 1 9.0

911

100.00

Out of the 11 teacher-respondents, there were four (4)

males with 36.36 percent and 7 females with 63.64 percent.

By Schools, School A has one (1) male Math teacher or

9.09 percent; School B, one (1) or 9.09 percent female;

School C, one (1) or 9.09 percent female; School D, one (1)

or 9.09 percent female; School E, one (1) or 9.09 percent

female; School F, one (1) or 9.09 percent female; School G,

three (3) or 36.36 percent males and one (1) or 9.09 percent

female; and School H, one (1) or 9.09 percent female.

As a whole, there are more female Math teachers than

male teachers in the District of Valladolid, Division of

Negros Occidental. Whereas, in the other schools, the number

of male and female Math teachers is equal. (Urquiza, 2014)

Teachers’ Profile According to Educational Qualification

Table on the below presents the percent distribution of

Grade 6 teachers in Mathematics according to educational

85

qualification in the District of Valladolid, Division of

Negros Occidental.

Table 9. Percent Distribution of Grade 6 Math Teachers in Mathematics According to Educational Qualification and by School in the District of Valladolid, Division of Negros Occidental.

Educatio-nal

Qualification


Percent %School

ASchool

BSchool

CSchool

DSchool

ESchool

FSchool

GSchool

H

N % N % N % N % N % N % N % N % N %Doctoral Degree 0 0.0

0 0 0.00 0 0.0

0 0 0.00 0 0.0

0 0 0.00 0 0.0

0 0 0.00 0 0.00

Doctoral Units 0 0.0

0 0 0.00 0 0.0

0 0 0.00 0 0.0

0 0 0.00 0 0.0

0 0 0.00 0 0.00

Master’s Degree 0 0.0

0 0 0.00 0 0.0

0 0 0.00 0 0.0

0 0 0.00 1 9.0

9 0 0.00 1 9.09

Master’s Units 1 9.0

9 1 9.09 1 9.0

9 1 9.09 1 9.0

9 1 9.09 2 18.

18 1 9.09 8 72.7

2Bachelor

’s Degree

0 0.00 0 0.0

0 0 0.00 0 0.0

0 0 0.00 0 0.0

0 1 9.09 0 0.0

0 2 18.18

Total 1 9.09 1 9.0

9 1 9.09 1 9.0

9 1 9.09 1 9.0

9 4 36.36 1 9.0

911

100.00

Out of 11 teacher-respondents, one (1) teacher or 9.09

percent earned a Masters’ Degree, eight (8) or 72.72 percent

had obtained units in Master’s Degree, and two (2) or 18.18

percent were Bachelor’s Degree holder.

By School, School A, one (1) teacher or 9.09 percent

earned units in Masters’ Degree. School B one (1) or 9.09

percent earned Masters’ Units. School C, one (1) or 9.09

percent earned their Masters’ Units, and one (1) or 9.09

percent were Bachelor’s Graduate holder. School D, one (1)

or 9.09 percent earned their Masters’ Units, and one (1) or

9.09 percent were Bachelor’s Graduate holder. School E, one

(1) or 9.09 percent earned their Masters’ Units. School F,

86

one (1) or 9.09 percent earned their Masters’ Units. School

G, two (2) or 18.18 percent earned their Masters’ Units, and

one (1) or 9.09 percent were Bachelor’s Graduate holder.

School H, one (1) or 9.09 percent earned their Masters’

Units.

Over-all, the result shows that most Math teachers

earned units in Master’s Degree. Only School G has Master’s

Degree Math teacher.

Teachers’ Profile According to Length of Service

Table 10 presents the percent distribution of Grade 6

teachers in Mathematics according to length of service in

the District of Valladolid, Division of Negros Occidental.

Table 10. Percent Distribution of Grade 6 Math Teachers in Mathematics According to Length of Service and by Schools in the District of Valladolid, Division of Negros Occidental.

Length of

Service


Percent %

School A

School B

School C

School D

School E

School F

School G

School H

N % N % N % N % N % N % N % N % N %

20 years and above

1 9.09 0 0.0

0 0 0.00 0 0.0

0 0 0.00 0 0.0

0 1 9.09 1 9.09 4 36.36

15-19 years 0 0.0

0 0 0.00 0 0.0

0 0 0.00 0 0.0

0 0 0.00 0 0.00 0 0.0

0 0 0.00

10-14 years 0 0.0

0 0 0.00 0 0.0

0 0 0.00 0 0.0

0 1 9.09 1 9.09 0 0.0

0 2 18.18

5-9 years 0 0.0

0 1 9.09 0 0.0

0 1 9.09 1 9.0

9 0 0.00 2 18.1

8 0 0.00 4 36.36

4 years 0 0.0

0 0 0.00 1 9.0

9 0 0.00 0 0.0

0 0 0.00 0 0.00 0 0.0

0 1 9.09

87

and below

TOTAL 1 9.09 1 9.0

9 1 9.09 1 9.0

9 1 9.09 1 9.0

9 4 36.36 1 9.0

9 11 100.00

Out of 11 teacher-respondents, there were four (4)

teachers 36.36 percent belonged to 20 years and above length

of service, two (2) or 18.18 percent belonged from the range

of 10-14 years, four (4) or 36.36 percent belonged from the

range of 5-9 years, and one (1) or 9.09 percent belonged

from 4 years and below of teaching Mathematics in the


By school, School A, one (1) or 9.09 percent belonged

in 20 years and above. School C, one (1) or 9.09 percent

belonged from the range of 5-9 years, and one (1) or 9.09

percent belonged from 4 years and below. School E, one (1)

or 9.09 percent belonged in 20 years and above and one (1)

or 9.09 percent belonged from 4 years and below. School G,

one (1) or 9.09 percent belonged in 20 years and above, one

(1) or 9.09 percent belonged from the range of 10-14 years,

and two (2) or 18.18 percent belonged from the range of 5-9

years. School H, one (1) or 9.09 percent belonged in 20

years and above, and one (1) or 9.09 percent belonged from

the range of 10-14 years.

As a whole, there were more Math teachers who taught

Mathematics for 25 years and above. It was followed by 5 to

88

9 years in eight (8) schools, District of Valladolid,


Teachers’ Profile According to Seminars and Trainings Attended

Table 11 on page 89 presents the percent distribution

of Grade 6 teachers in Mathematics according to seminars and

trainings attended in the District of Valladolid, Division

of Negros Occidental.

Table 11. Percent Distribution of Grade 6 Math Teachers in Mathematics According to Seminars and Trainings Attended and by Schools in the District of Valladolid, Division of Negros Occidental.

Seminars, Trainings and Workshops Attended

Elementary Schools

School A

School B

School C

School D

School E

School F

School G

School H

Total

International Level 0 0 0 0 0 0 0 0 0

National Level 1 0 0 0 0 1 0 0 2

Regional Level 0 1 0 0 0 1 0 1 3

Provincial Level 0 1 0 0 1 1 0 0 3

Division Level 0 0 1 0 1 1 3 1 6

89

School Level 1 1 1 1 1 4 1 1 11

Out of 11 teacher-respondents, there were 11 teachers

attended school-based seminars, trainings and workshops, six

(6) attended division level, three (3) attended regional and

regional level, and two (2) attended national level. As a

whole, the result shows that Mathematics teachers from eight

(8) elementary schools in the Division of Negros Occidental

had the highest number of seminars, trainings and workshops

attended with 11 numbers of times. This means that the

schools offer an in-service training for their teachers for

their enhancement of skills and knowledge in teaching

Mathematics subject as well as for their professional

growth.

By school, School A, one (1) teacher attended seminars,

trainings and workshops in national level and one (1) school

level; School B, one (1) regional level, one (1) provincial

level and one (1) school level; School C, one (1) division

level , and one (1) school level; School D, one (1) school

level School E, one (1) provincial level, (1) division

level, and one (1) school level; School F, one (1) national

level, one (1) provincial level, one (1) division level and

one (1) school level; School G, three (3) division level;

90

and School H, one (1) regional level, and one (1) regional

level, and one (1) division level, and one (1) school level.

As a whole, more Math teachers attended seminars and

trainings within Division Level. Other teachers attended

seminars and trainings in Mathematics within Provincial

Level, Regional, and National Levels.

Teachers’ Profile According to Styles and Strategies in Teaching Mathematics

Table 12 on the next page shows the percent

distribution of Grade 6 teachers in Mathematics according to

styles and strategies in teaching Mathematics in the


Table 12. Percent Distribution of Grade 6 Math Teachers in Mathematics According to Styles and Strategies in Teaching Mathematics and by Schools in the District of Valladolid, Division of Negros Occidental.

Scale

Styles and Strategies in Teaching Mathematics

Manipula-tive Style

Instructio-nal

Coopera-tive

Instructio-nal

MaterialsLecture Method

Memoriza-tion Portfolio Competi-

tive Grouping Teacher-Centered TOTAL

N % N % N % N % N % N % N % N % N % N % N %

Strongly Agree 8 72.7

3 6 54.55 3 27.2

7 5 45.45 6 54.5

5 6 54.55 5 45.4

5 6 54.55 5 45.4

5 1 9.09 51 46.36(4.5 -

5.0)Agree

3 27.27 5 45.4

5 8 72.73 6 54.5

5 5 45.45 2 18.

18 3 27.27 5 45.4

5 6 54.55 3 27.2

7 46 41.82(3.5-

4.4)Undecid

ed 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 2 18.18 3 27.2

7 0 0.00 0 0.00 0 0.00 5 4.55(2.5-3.4)

Disagre 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 1 9.0 0 0.00 0 0.00 0 0.00 7 63.6 8 7.2

91

e9 4(1.5-

2.4)Strongl

y Disagre

e 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0 0

(0.5-1.4)

TOTAL 110

Out of 11 teacher-respondents on the level of teaching

styles and strategies, eight (8) teacher or 72.73 percent

answered strongly agree, and three (3) or 27.27 percent

answered agree in the manipulative style of teaching; six

(6) or 54.55 percent answered strongly agree, and five (5)

or 45.45 percent answered agree in the instructional

approach of teaching; three (3) or 27.27 percent answered

strongly agree, and eight (8) or 72.73 percent answered

agree in the cooperative learning style; five (5) or 45.45

percent answered strongly agree, and six (6) or 54.55

percent answered agree in the lecture method; six (6) or

54.55 percent answered strongly agree, two (2) or 18.18

percent answered agree, two (2) or 18.18 percent answered

undecided, and one (1) or 9.09 percent answered disagree in

the memorization approach of teaching; five (5) or 45.45

percent answered strongly agree, three (3) or 27.27 percent

answered agree, and three (3) or 27.27 percent answered

undecided, in the portfolio assessment; six (6) or 54.55

percent answered strongly agree, and five (5) or 45.45

92

percent answered agree in the competitive activities style;

five (5) or 45.45 percent answered strongly agree, and six

(6) or 54.55 percent answered agree in the grouping by

ability approach; and five (5) or 45.45 percent answered

agree; and one (1) or 9.09 percent answered strongly agree,

three (3) or 27.27 percent answered agree, seven (7) or

63.64 percent answered disagree in the teacher-centered

instruction.

Of all the styles and strategies used in teaching

Mathematics, majority of Math teachers used manipulative

style. It was followed by lecture method, memorization,

competitive, portfolio, instructional and grouping. Teacher

centered approach obtained the lowest number among styles

and strategies used applied by Math teachers. As a whole,

Math teachers used different styles and strategies in

Mathematics.

National Achievement Test Performance of Grade 6 Pupils in Mathematics

Figure below shows the National Achievement Test

Performance of Grade 6 pupils for eight (8) schools in the

District of Valladolid, Division of Negros Occidental for

school years 2011-2012 to 2013-2014.

Figure 2. National Achievement Test Performance of Grade 6

93

Pupils in the District of Valladolid, Division of Negros Occidental from School Years 2011-2012 to 2013-2014.

Table 13. National Achievement Test Performance of Grade 6 Pupils in Mathematics by Schools in the District of Valladolid, Division of Negros Occidental.

Schools in the District

of Valladolid

MPS of Grade 6 Pupils in Mathematics (S.Y. 2011 -13 to S.Y. 2013-2014 Mean Descriptive

Equivalent2011- 2012

Interpre-tation

2012-2013

Interpre-tation

2013-2014

Interpre-tation

School A 72.22Moving Towards Mastery

68.65Moving Towards Mastery



School B 74.63Moving Towards Mastery




School C 59.06 Average 73.98Moving Towards Mastery



School D 61.24 Average 80.63 Moving 76.02 Moving 66.17 Moving

94

Towards Mastery

Towards Mastery

Towards Mastery

School E 75.72Moving Towards Mastery




School F 73.11Moving Towards Mastery




School G 66.64Moving Towards Mastery




School H 53.33 Average 58.72 Average 69.75Moving Towards Mastery

58.50 Average

TOTAL 66.99Moving Towards Mastery




The table above showed the average MPS of National

Achievement Test performance of Grade 6 pupils in

Mathematics District of Valladolid for three (3) years (S.Y.

2011- 2012, 2012-2013 and 2013-2014) was 73.07 which is

Moving Towards Mastery Level. By school, school that

obtained the highest MPS result was School E with 78.91 for

school years 2011- 2012, 2012-2013 and 2013-2014. It was

followed by Schools A, G, B, F, C, D and H with 75.71,

74.83, 74.81,73.89, 67.43 respectively with moving towards

mastery. The lowest MPS was obtained by School H with 58.50

considered as average.

By school year, school year 2013-2014 obtained the

highest MPS with 78.91 higher than S.Y. 2012-2013 and S.Y.

2011-2012 with 72.62 and 66.99 respectively. It shows that

there is an increasing result in the past three (3) years.

The increased on MPS annually is perceived to be brought

about by interventions made by the school.

95

Relationship between National Achievement Test Performance of Grade 6 Pupils and Gender

The table below shows the relationship between the

National Achievement Test performance of Grade 6 pupils in

Mathematics and their gender in the District of Valladolid,


Table 14. Relationship Between National Achievement Test Performance of Grade 6 Pupils in Mathematics and Gender in the District of Valladolid, Division of Negros Occidental.

GenderLevel of National Achievement Test Performance

MasteredClosely

Approximately Mastery

Moving Towards Mastery

Average Low Total

Male 0 0 62 38 6 106Female 0 0 90 49 8 147Total 0 0 152 87 14 253

df = 4X².05 = 9.49X² = 0.01H0 = Accepted

As shown in Table 14, 62 Grade 6 pupils of the 106 male

and 90 female of the 147 pupils who were rated to have a

moving towards mastery level in their National Achievement

Test performance in Mathematics; 38 of the 106 male and 49

females who were rated to have average level in their

division unified test performance in Mathematics, and six

(6) male and eight (8) female who were rated low in their

National Achievement Test performance in Mathematics.

As a whole, 152 of the 253 who were rated to have a


96

Test performance in Mathematics; 87 of the 253 who were

rated to have average level in their national achievement

test performance in Mathematics; and 14 of the 253 who were

rated to have a moving towards mastery level in their

National Achievement Test performance in Mathematics.

Using the chi-square test, a computed value of 0.01 was

obtained. Since the computed value is lower than the tabular

value, the null hypothesis was accepted. Therefore, there

was no significant relationship between National Achievement

Test (NAT) performance of the Grade 6 pupils in Mathematics

and gender in the District of Valladolid, Division of Negros

Occidental. This means that the gender does not affect the

National Achievement Test (NAT) Performance of Grade 6

pupils in Mathematics. It shows that girls perform similarly

with boys.

The result confirmed with the statement of Hyde (2009)

stated that girls are not innately worse at Math than boys.

Relationship between National Achievement Test Performance of Grade 6 Pupils and Economic Status


National Achievement Test performance of Grade 6 pupils in

Mathematics and their economic status in the District of


Table 15. Relationship Between National Achievement Test

97

Performance of Grade 6 Pupils in Mathematics and Economic Status in the District of Valladolid, Division of Negros Occidental.

Economic Status

Level of National Achievement Test Performance

Mastered

Closely

Approximately

Mastery

Moving

Towards

Mastery

Average Low Total

Extremely High(Php 25,001 and

above)0 0 2 4 1 7

Very High(Php 20,001 –

25,000)0 0 4 1 1 6

High(Php 15,001 –

20,000)0 0 9 6 2 17

Average(Php 10,001 –

15,000)0 0 5 3 1 9

Low(Php 5,001 –

10,000)0 0 14 32 1 47

Very Low(Php 5,000 and

below)0 0 118 41 8 167

TOTAL 0 0 152 87 14 253

df = 20X².05 = 31.41X² = 4.877H0 = Accepted

As shown in table 16, three (3) of the 8 pupil-

respondents belonged to a extremely high economic status who

were rated to as moving towards mastery level in their

National Achievement Test (NAT) performance in Mathematics;

four (4) belonged to a very high economic status who were

rated to as average level; and one (1) was rated as low

level.

98

Likewise, four (4) of the 6 pupil-respondents belonged

to a very high economic status who were rated to as moving

towards mastery level in their National Achievement Test

(NAT) performance in Mathematics; one (1) belonged to a very

high economic status who were rated to as average level; and

one (1) was rated as low level.

Also, nine (9) of the 17 pupil-respondents belonged to

a high economic status who were rated to as moving towards

mastery level in their National Achievement Test (NAT)

performance in Mathematics; six (6) belonged to a very high

economic status who were rated to as average level; and two

(2) were rated as low level. Moreover, five (5) of the nine

(9) pupil-respondents belonged to a average economic status

who were rated to as moving towards mastery level in their


three (3) belonged to a very high economic status who were

rated to as average level; and one (1) was rated as low

level. Then 14 of the 47 pupil-respondents belonged to a low

economic status who were rated to as moving towards mastery

level in their National Achievement Test (NAT) performance

in Mathematics; 32 belonged to a very high economic status

who were rated to as average level; and one (1) were rated

as low level. Lastly, 118 of the 167 pupil-respondents

belonged to a very low economic status who were rated to as

99


Test (NAT) performance in Mathematics; 41 belonged to a very

high economic status who were rated to as average level; and

8 were rated as low level.

Using the chi-square test, a computed value of 4.877

was obtained. Since the computed value is lower than the

tabular value, the null hypothesis was accepted. Therefore,

there was no significant relationship between National

Achievement Test (NAT) performance of the Grade 6 pupils in

Mathematics and economic status in the District of

Valladolid, Division of Negros Occidental. This means that

economic status does not affect the National Achievement

Test (NAT) Performance of Grade 6 pupils in Mathematics.

Results do not agree with the findings of Guo and

Harris (2000). They found out that the economic status of

parents has significant effects on Mathematics achievement

during early childhood, but its effects have been shown to

be as noteworthy as during later childhood. Similarly, the

study of Urquiza (2014) showed that economic status affects

the academic performance of students in Mathematics.

Relationship between National Achievement Test Performanceof Grade 6 Pupils and Study Habit

The table on the below shows the relationship between

the National Achievement Test performance of Grade 6 pupils

100

in Mathematics and their study habit in the District of


Table 16. Relationship Between National Achievement Test Performance of Grade 6 Pupils in Mathematics and Study Habit in the District of Valladolid, Division of Negros Occidental.

Study Habit


MasteredClosely



Average Low Total

Strongly Agree (4.5 - 5.0)

0 0 37 31 4 72

Agree(3.5 - 4.4)

0 0 82 45 6 133

Undecided (2.5 - 3.4)

0 0 6 3 2 11

Disagree(1.5 - 2.4)

0 0 19 5 1 25

Strongly Disagree

(0.5 - 1.4)0 0 8 3 1 12

Total 0 0 152 87 14 253

df = 16X².05 = 15.388X² = 1.596H0 = Accepted

Table 16 showed, 37 of the 72 pupil-respondents

answered strongly agree on study habit who were rated to as


Test (NAT) performance in Mathematics; 31 belonged to

average level; and 4 (four) were rated as low level;

followed by 82 of the 133 pupil-respondents answered agree

on study habit who were rated to as moving towards mastery

level in their National Achievement Test (NAT) performance

in Mathematics; 45 belonged to average level; and 6 (six)

101

were rated as low level; six (6) of the 11 pupil-respondents

answered undecided on study habit who were rated to as


Test (NAT) performance in Mathematics; three (3) belonged to

average level; and two (2) were rated as low level; 19 of

the 25 pupil-respondents answered disagree on study habit

who were rated to as moving towards mastery level in their


five (5) belonged to average level; and one (1) were rated

as low level; and eight (8) of the 12 pupil-respondents

answered strongly disagree on study habit who were rated to

as moving towards mastery level in their National

Achievement Test (NAT) performance in Mathematics; three (3)

belonged to average level; and one (1) were rated as low

level.






Mathematics and study habits in the District of Valladolid,

Division of Negros Occidental. This means that the study

habit of Grade 6 pupils does not affect their National

Achievement Test (NAT) in Mathematics.

102

This finding was supported by Yoloye (1999) where he

stressed out that successful achievement in any form of

activity is based upon study, interpretation and

application; and that study should have a purpose. It

therefore depends on individual to decide why he or she

wants to study either to gain new ideas or to find out

relationship between two different things. What one learns

as a result of study depends on the degree at which one

succeeds in achieving that aim or purpose.

Relationship between National Achievement Test Performance of Grade 6 Pupils and Attitude towards Mathematics

The table on page 103 shows the relationship between

the National Achievement Test performance of Grade 6 pupils

in Mathematics and their attitude towards Mathematics in the


Table 17. Relationship Between National Achievement Test Performance of Grade 6 Pupils in Mathematics and Attitude towards Mathematics in the District of Valladolid, Division of Negros Occidental.

Attitude towards Mathematics


MasteredClosely



Average Low Total

Strongly Agree (4.5 - 5.0)

0 0 91 45 6 142

Agree(3.5 - 4.4)

0 0 46 32 4 82

Undecided (2.5 - 3.4)

0 0 6 4 1 11

Disagree(1.5 - 2.4)

0 0 6 3 1 10

103

Strongly Disagree (0.5 - 1.4)

0 0 3 3 2 8

Total 0 0 152 87 14 253

df = 16X².05 = 26.30X² = 6.038H0 = Accepted

Table above showed, 91 of the 142 pupil-respondents

answered strongly agree on attitude towards Mathematics who

were rated to as moving towards mastery level in their


45 belonged to average level; and 6 (six) were rated as low

level; while 46 of the 82 pupil-respondents answered agree

on attitude towards Mathematics who were rated to as moving


(NAT) performance in Mathematics; 32 belonged to average

level; and 4 (four) were rated as low level; then six (6) of

the 11 pupil-respondents answered undecided on attitude

towards Mathematics who were rated to as moving towards

mastery level in their National Achievement Test (NAT)

performance in Mathematics; four (4) belonged to average

level; and one (1) was rated as low level; followed by six

(6) of the 10 pupil-respondents answered disagree on

attitude towards Mathematics who were rated to as moving


(NAT) performance in Mathematics; three (3) belonged to

average level; and one (1) was rated as low level; finally,

104

three (3) of the 8 pupil-respondents answered strongly

disagree on attitude towards Mathematics who were rated to

as moving towards mastery level in their National

Achievement Test (NAT) performance in Mathematics; three (3)

belonged to average level; and two (2) were rated as low

level.






Mathematics and attitude toward Mathematics in the District

of Valladolid, Division of Negros Occidental. This means

that the attitude toward Mathematics does not affect the

National Achievement Test (NAT) Performance of Grade 6

pupils in Mathematics.

This finding conformed to Nicolaidou and Philippou

(2003) study which showed that negative attitudes are the

result of frequent and repeated failures or problems when

dealing with mathematical tasks and these negative attitudes

may become relatively permanent. According to these authors

when children first go to school, they usually have positive

attitudes towards Mathematics. However, as they progress

105

their attitudes become less positive and frequently become

negative at high school.

Relationship between National Achievement Test Performance of Grade 6 Pupils and Teachers’ Gender

The table on the next page shows the relationship

between the National Achievement Test performance of Grade 6

teachers in Mathematics and their gender in the District of


Table 18. Relationship Between National Achievement Test Performance of Grade 6 Pupils and Teacher’s Gender in the District of Valladolid, Division of Negros Occidental.

Gender

National Achievement Test (NAT) Performance

dfTabular

Value(X².05 )

Computed Value(X²)

Deci-sion

Interpreta-tion

Male

Fema

le

Mastered

Closely Approximately Mastery


Average

Low

Very Low

Absolutely No Mastery

7 6.346 12.790 H0 = Rejected

Signifi-cant

As shown in the table, the computed chi-squared value

was 12.79 which was higher than the tabular value of the

106

statistics. Therefore, the null hypothesis was rejected. It

means that there is significant relationship between the

National Achievement Test (NAT) performance of Grade 6

pupils in Mathematics and Grade 6 teachers’ gender. This

means that the teachers’ gender affected the performance of

students in Mathematics.

The result is supported by the study of Beilock (2010).

He examined the relative effectiveness of male and female

teachers on the achievement outcomes (Math and reading) of

male and female students. These affect the quality of

teaching in Mathematics and as well on the part of the

learners. If the Math anxiety hypothesis is the main factor

behind the negative effect of female teachers on female

student Math achievement as these authors claim, then we

should not see any impact of having a female teacher

(relative to having a male teacher) on reading for female

students or test scores (reading or Math) for male students.

Relationship between National Achievement Test Performance of Grade 6 Pupils and Teachers’ Educational Qualification


National Achievement Test performance of Grade 6 teachers in

Mathematics and their educational qualification in the


107

Table 19. Relationship Between National Achievement Test Performance of Grade 6 Pupils in Mathematics and Teacher’s Educational Qualification in the District of Valladolid, Division of Negros Occidental.

Educational Qualificati

on

National Achievement Test (NAT) Performance df

Tabular

Value(X² .05

)

Computed Value (X²)

Decision

Interpretation

Doctoral GraduateDoctoral Units

Masters’ GraduateMasters’ Unit

Bachelor’s Degree

MasteredClosely Approximately

MasteryMoving Towards Mastery

AverageLow

Very LowAbsolutely No Mastery

28 27.336 20.070 H0 = Accep-ted

Not signifi-

cant


was 20.07 which was lower than the tabular value of the

statistics. Therefore, the null hypothesis was accepted. It

means that there is no significant relationship between the


pupils in Mathematics and Grade 6 teachers’ educational

qualification. This means that the teachers’ educational

qualification did not affect the performance of students in

Mathematics.

The result disagrees with the statement of Cochran-

Smith (2001) when he concluded that there is a relationship

between teacher qualification and student learning.

Relationship between National Achievement

108

Test Performance of Grade 6 Pupils and Teachers’ Length of Service


National Achievement Test performance of Grade 6 teachers in

Mathematics and their length of service in the District of


Table 20. Relationship Between National Achievement Test Performance of Grade 6 Teachers in Mathematics and Length of Service in the District of Valladolid, Division of Negros Occidental.

Length of Service


Tabular

Value(X².05)


DecisionInterpreta

tion

20 yrs & above

15-19 years10-14 years5-9 years

4 years and below



AverageLow


28 27.336

34.860 H0 = Rejec-ted

Signifi-cant


was 34.860 which were higher than the tabular value of the




pupils in Mathematics and Grade 6 teachers’ length of

service. This means that the teachers’ length of service

affected the performance of students in Mathematics.

The result was similar to the study of Klitgaard & Hall

(1974) and Murnane & Phillips (1981), when they mentioned

109

that teacher experience and student learning have found a

positive relationship.

Relationship between National Achievement Test Performance of Grade 6 Pupils and Teachers’ Seminars and Trainings Attended

The table on page 110 shows the relationship between

the National Achievement Test performance of Grade 6

teachers in Mathematics and their length of service in the


Table 21. Relationship Between National Achievement Test Performance of Grade 6 Teachers in Mathematics and Seminars and Trainings Attended in the District of Valladolid, Division of Negros Occidental.

Seminars and

Trainings Attended


Tabular Value(X².05 )


Decision

Interpretation

National LevelRegional LevelProvincial

LevelDistrict LevelSchool Level



AverageLow


28 27.336 31.232 H0 = Rejec-ted

Signifi-cant


was 31.232 which were higher than the tabular value of the

110




pupils in Mathematics and Grade 6 teachers’ seminars and

trainings attended. This means that the teachers’ seminars

and trainings attended affected the performance of students

in Mathematics.

The result was similar to the study of Jacob and

Lefgren (2004), professional development activities can be

conducted by many different organizations, in school and out

of school, on the job or during sabbatical leave. On these

occasions, practicing teachers update their content

knowledge and teaching skills so they can meet the

requirements of new curricula, consider new research

findings on teaching and learning, and adapt to changes in

the needs of the student population, and so on. Criticism

has been levelled against the episodic nature of these

activities and concern expressed that very little is known

about what these activities really comprise and involve.

Significant Difference on National Achievement Test Performance of Grade 6 Pupils in Mathematics among Schools in the District of Valladolid, Division of Negros Occidental

The table below shows the significant difference on the

National Achievement test performance of Grade 6 pupils in

111

Mathematics among schools in the District of Valladolid,

Division of Negros Occidental, school years 2011-2012, 2012-

2013 and 2013-2014.

Table 22. Significant Difference on National Achievement Test Performance of Grade 6 Pupils in Mathematics among Schools in the District of Valladolid, Division of Negros Occidental.

Sources of Variations df Sum of

SquaresMean

Squares F - Value

Between Group 2 637.59 318.80

2.73Within Group 14 1370.74 97.91

Total N-1 16 2008.33 3.26

Computed Value = 3.26F- Value = 2.73Ho = Rejected

The elementary schools in the District of Valladolid,

Division of Negros Occidental, obtained the average mean

percentile score of 3.26 with the sum squares of 2008.33 and

with degree of freedom of 16. Using the F-test, a computed

F - value of 2.73 was obtained. Since the computed value is

higher than the tabular value, the null hypothesis was

rejected. Therefore, there is significant difference on the

National Achievement Test performance of the Grade 6 pupils

in Mathematics in 8 schools in the Division of Negros

Occidental varies.

112

Table on the next page shows the comparison of schools’

National Achievement Test Performance of Grade 6 pupils for

eight (8) schools in the District of Valladolid, Division of

Negros Occidental for school years 2011-2012 to 2013-2014,

there are schools where Grade 6 pupils performed well in

Mathematics compared to the other schools in the District of

Valladolid for three (3) school years.

Table 23: Comparison of National Achievement Test Performance of Grade 6 and by Schools in the District of Valladolid for School Years 2011-2012 to 2013-2014.

Between School F (F.05)(K –1)(2.73) (2) Interpretation

School A vs. School B 41.28 5.46 SignificantSchool A vs. School C 38.25 5.46 SignificantSchool A vs. School D 48.56 5.46 SignificantSchool A vs. School E 4.63 5.46 Not SignificantSchool A vs. School F 59.77 5.46 SignificantSchool A vs. School G 138 5.46 SignificantSchool A vs. School H 0.89 5.46 Not SignificantSchool B vs. School C 272 5.46 SignificantSchool B vs. School D 68 5.46 SignificantSchool B vs. School E 2.60 5.46 Not SignificantSchool B vs. School F 136 5.46 SignificantSchool B vs. School G 27.20 5.46 SignificantSchool B vs. School H 1.24 5.46 Not SignificantSchool C vs. School D 30.22 5.46 SignificantSchool C vs. School E 2.55 5.46 Not Significant

113

School C vs. School F 11.83 5.46 SignificantSchool C vs. School G 25.5 5.46 SignificantSchool C vs. School H 1.25 5.46 Not SignificantSchool D vs. School E 2.70 5.46 Not SignificantSchool D vs. School F 13.45 5.46 SignificantSchool D vs. School G 30.99 5.46 SignificantSchool D vs. School H 1.20 5.46 Not SignificantSchool E vs. School F 8.87 5.46 SignificantSchool E vs. School G 5.45 5.46 Not SignificantSchool E vs. School H 0.43 5.46 Not SignificantSchool F vs. School G 116.57 5.46 SignificantSchool F vs. School H 0.71 5.46 Not SignificantSchool G vs. School H 0.84 5.46 Not Significant

The above table shows that there is a significant

difference between School A and Schools B, C, D, F and G;

between School B and Schools C, D, F, and G; between Schools

C and Schools D, F and G; between School D and Schools F and

G and between Schools E and F; and between School F and G.

Likewise, there is no significant difference exist

between School A and Schools E and H; between School B and

Schools E and H; between School C and Schools E and H;

between School D and Schools E and H; between Schools E and

Schools G and H; between School F and School H; and between

School G and H. School G shows an impressive result for

school year 2013-2014 NAT results while school H shows lower

NAT results for three consecutive years.

This implies that, there are schools perform better

than other schools in terms of pupils’ performance on

National Achievement test (NAT)for school year 2011-2012 to

2013-2014.