i

LEVEL OF MATHEMATICAL PROFICIENCY AND THE ACADEMIC

PERFORMANCE OF THIRD YEAR BEED STUDENTS

A Thesis
Presented to the faculty of the College of Teacher Education
RAMON MAGSAYSAY MEMORIAL COLLEGES
General Santos City

In fulfillment of the Requirements in Thesis Writing 2

For the degree of Bachelor of Elementary Education

DANIE ANN C. MANTILLA

June 2024
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RAMON MAGSAYSAY MEMORIAL COLLEGES

COLLEGE OF TEACHER EDUCATION
Pioneer Avenue, General Santos City, Philippines
Telephone Number: (083) 301-1927
Email: [email protected]

APPROVAL SHEET

This thesis entitled “LEVEL OF MATHEMATICAL PROFICIENCY AND

THE ACADEMIC PERFORMANCE OF THIRD YEAR BEED STUDENTS” has
been prepared and submitted by, DANIE ANN C. MANTILLA, in fulfillment of the
requirements for the Degree of Bachelor of Elementary Education-Generalist,
has been examined and is recommended for acceptance and approval.

GERALDINE D. RODRIGUEZ, EdD,PhD

Adviser
------------------------------------------------------------------------------------------------------------
PANEL EXAMINERS

GERALDINE D. RODRIGUEZ, EdD,PhD

Chairman

ENGR. ARCELI P. NAVAL, MA NOE P. GARCIA, PhD, RGC

Member Member

------------------------------------------------------------------------------------------------------------
ACCEPTED and APPROVED in fulfiling the Bachelor of Elementary
Education-Generalist degree requirements.

ANALISA T. AMADA, EdD

Dean, College of Teacher Education
 iii

ABSTRACT

The study aimed to determine mathematical Proficiency in fractions,

percentages, and geometry, ascertain the academic Performance among third-
year BEED students, and propose an intervention program. The researcher used
the descriptive survey method using a modified, adopted research questionnaire
to gather data on mathematical Proficiency and the respondents' Academic
Performance. The study was conducted at Ramon Magsaysay Memorial
Colleges of General Santos City. The ninety-eight (98) third-year BEED students
out of the one-hundred thirty (130) populations were officially taken as the
respondents. The present study showed that the respondents are moderately
proficient in fractions, least proficient in percentages, and least proficient in
geometry, indicating excellent academic Performance. Moreover, the study
underscores the critical role of mathematics education in shaping students'
academic trajectories and prospects, highlighting the need for continued support
and resources to promote mathematical literacy and Proficiency among learners.

Keywords: Education, Mathematical Proficiency, Academic Performance,

Philippines
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TABLE OF CONTENTS
Content Page

TITLE PAGE i

APPROVAL SHEET ii

ABSTRACT iii

TABLE OF CONTENTS iv

LIST OF TABLE vi

LIST OF FIGURE vii

ACKNOWLEDGMENT viii

DEDICATION ix

Chapter

1 INTRODUCTION

Rationale 1

Research Objective 4

Review of Related Literature 4

Theoretical Framework 29

Significance of the Study 29

Definition of Terms 30

2 METHOD

Research Design 32

Research Locale 33

Population and Sample 36

Research Instrument 36

Data Collection 37
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Statistical Tools 37

Ethical Consideration 38

3 RESULTS 43

4 DISCUSSION 48

REFERENCES 54

APPENDICES

A Research Questionnaire 60

B Letter of Request for Validation 65

C Validation Sheet 66

D Validation Rating Sheet of Expert Validators 69

E Letter of Permission to Conduct the Study 70

F Statistician Certificate 71

G Editor’s Certificate (Grammarian)

CURRICULUM VITAE 72
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LIST OF TABLES

Table Page

1 Distribution of the Respondents 36

2 Frequency and Percentage Distribution of the 43

Level of Proficiency in Mathematics among the
Respondents in terms of Fraction

3 Frequency and Percentage Distribution of the 44

Level of Proficiency in Mathematics among the
Respondents in terms of Percentage

4 Frequency and Percentage Distribution of the 44

Level of Proficiency in Mathematics among the
Respondents in terms of Geometry

5 Frequency and Percentage Distribution of the 45

Academic Performance of the Respondents
 vii

LIST OF FIGURES

Figure Page

1 Maps of the Philippines 35

and the Locale of the
Study
 viii

ACKNOWLEDGEMENT

The researcher would like to express her sincere gratitude to the following

individuals who contributed to the overall success of the study.

To the researcher's adviser, Geraldine D. Rodriguez, LPT, EdD, who

made this work possible, her guidance, advice, and patience carried me through

all the stages of writing my research.

To the panelists, Arceli P. Naval, MA, and Noe P. Garcia, PhD, RGC, LPT,

for giving their suggestions and corrections to improve and make this study more

reliable and informative.

To the validators, Jeannet E. Canda, RN, EdD, PhD, Jocelyn S. Jimenez

EdD and ENGR. Noel F. Valdez for their expertise in evaluating the instrument

used in this study.

A heartfelt thank you is extended to the researcher's parent, Mrs. Mary

Ann Mantilla, and Mr. Danilo Sr.; her siblings, BOBLAT; her employer Attorney

Cherry Joie Lima-Ponce, Allan Ponce and Raphael Allan Ponce; SATSUN

FAMILY and best friend Jessie Mae for their continuous support and

understanding.

Finally, I would like to thank God for letting me through all the difficulties. I

have experienced your guidance day by day. I will keep on trusting you for my

future.

- The Researcher
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DEDICATION

Ordinary people with some extraordinary ideas accomplished the most significant

things in the world.

I humbly dedicate this endeavor to my beloved mom, my father who is in heaven,

brothers and sisters, and my employer, who encouraged me to pursue this

research;

To our adviser, evaluators, and respondents;

To our mentor and loved ones as our inspiration and, above all,

To our dear Saviour Jesus Christ.

Thank you so much!

Danie Ann C. Mantilla

 Chapter 1

INTRODUCTION

Rationale

Over the decade, various findings have shown that students are weak in

mathematics, especially in the context of making sense of their learning.

Although various educational reforms and transformations have taken place over

the years in enhancing the learning of mathematics in schools, the current

iteration of mathematics learning in school is almost exclusively based on the

procedural orientation methodology of yesteryears that is not in tandem with the

conceptual and meaningful learning processes of a learner.

Mathematical proficiency is a fundamental skill that plays a crucial role in

various aspects of our daily lives. The ability to comprehend and manipulate

fractions, percentages, and geometric concepts is essential for success in both

academic and real-world settings. In this thesis, we delve into the significance of

mathematical proficiency in these specific areas and explore the challenges that

individuals may encounter when dealing with fractions, percentages, and

geometry. By examining the cognitive processes involved in understanding and

applying these mathematical concepts, we aim to provide valuable insights that

can enhance teaching strategies and support the development of mathematical

proficiency among learners. Through this research, we seek to contribute to the

ongoing efforts to improve mathematical education and empower individuals to

confidently navigate the complexities of fractions, percentages, and geometry.

Considering the importance of mathematics in modern society, math activities

 2

play a central role in a child’s education. Building good math skills is an essential

part of a child’s learning process and determines academic success down the

road. Indeed, it has been demonstrated that children’s scholastic level at the

beginning of formal schooling - or school readiness - is very important for their

future academic and professional careers. Mathematics, by its nature, structure,

and interdependence between constituents, plays a significant role in developing

mentality and problem-solving abilities.

Mathematics is one of the subjects that Filipino students find to be the

most difficult (Capuno et al., 2019). Every educational system in the Philippines

places a high priority on teaching and learning mathematics. The Philippines was

ranked 79th out of 138 countries in terms of science and math education quality

in the 2016–2017 Global Competitiveness Report, which indicates that the

country's mathematics performance needs improvement. According to the

Department of Education's (DepEd) report, the National Achievement Test (NAT)

results for a high school show low performance levels, particularly in Science and

Math (Gonzales, 2019).

In the Philippines, the majority of the students have a negative attitude

and treatment towards Mathematics and this contributes to the high rate of

underachievers in Mathematics in the country (Gamit et al., 2017). Apart from

this, it has been revealed that students from chosen schools in one of the

Philippines’ main islands, Mindanao, still need to thoroughly assess and give

attention to their mathematical skills. Filipino students were among the lowest-

performing groups of students among all the participating countries in the 2018
 3

Programme for International Student Assessment (PISA). In mathematics, less

than 20% of students demonstrated the minimum proficiency level (Level 2),

while more than 50% showed very low proficiency (below Level 1). Scoring below

the lowest level of proficiency in the PISA, these Filipino students have been left

behind in terms of mathematics education; more than half of this age group of

Filipino students has inadequate mathematical skills compared to their peers in

other parts of the world. The poor performance in mathematics also varied in

degree between the students in public and private schools, where the means

were 343 and 395, respectively (Department of Education 2019).

Improving proficiency in mathematics and eliminating the gaps in

proficiency among social groups is and has been the goal of many public and

private efforts over the past decade and a half. States and national professional

organizations have developed standards for mathematics proficiency and

assessments intended to measure the degree to which students attain such

proficiency. Various programs have been developed to attract and retain more

effective teachers of mathematics. New curricular materials have been

developed along with training and coaching programs intended to provide

teachers with the knowledge and skills needed to use those materials. However,

these efforts have been supported by only a limited and uneven base of research

and research-based development, which is part of the reason for the limited

success of those efforts.

Several researchers discussed the success of the math concept that was

subjected to radical changes to comply with the changes affecting society and
 4

teaching. The success of math in the first half of the 20th century implied

knowledge and understanding of logical procedures, and an ability to conduct

mathematical processes.

Research Objectives

This study aims to determine the level of mathematical Proficiency and the

academic Performance of 3rd-year BEED students enrolled at Ramon

Magsaysay Memorial Colleges during the academic year 2023-2024.

Moreover, this study wants to achieve the following objectives;

1. To determine the proficiency level in mathematics of the respondents in

terms of;

1.1 Fraction

1.2 Geometry

1.3 Percentage

2. To ascertain the academic Performance of 3rd year BEED students.

3. To propose an intervention program.

Review of Related Literature

This chapter presents the literature and studies that have a bearing on the

present study, both local and international. Before concluding, the research

considers the relevance of these articles as far as feasible.

Mathematical Proficiency

Mathematical competency encompasses components of mathematical

knowledge and abilities, such as conceptual understanding and procedural

fluency, which teachers require and strive to instill in their students. Teachers, on
 5

the other hand, require far more mathematical skills than students. This is

because their teacher's proficiency level influences pupils' mathematical

Proficiency. The researcher contributes to the discussion, saying that

mathematics assessment intentions must be visible in all stages of education

(planning, instruction, and assessment). Teachers' teaching and assessment

approaches give pupils the foundation for deepening their mathematical

understanding. Mathematics assessment procedures must be aligned with the

tasks used to measure student learning (Suurtamm, 2018).

The word proficiency can be defined as "the state of being proficient";

proficient can be defined as "well-advanced or competent in any art, science, or

subject"; and competent can be defined as "having suitable or sufficient skill,

knowledge, experience, etc., for some purpose." Based on these definitions,

mathematical proficiency Mathematical competency has several elements,

including knowledge of teaching mathematics, techniques, and strategies, and

understanding of students' thinking. (Dictionary, 2020).

Mathematical Proficiency (MP) refers to a student's ability to explore,

conjecture, and reason logically in cognitive processes, as well as understand

how to solve a mathematical problem by applying appropriate strategies and

reflecting on the procedure used to solve the problem (P. Junpeng, M. Inprasitha,

and M. Wilson, 2018). Future instructors should have a thorough understanding

of mathematics. With this understanding, she can communicate topics and

processes to her students. She does not continually reference the solution key in

the teacher's handbook to assist students with problem-solving. This confidence

 6

increases her credibility and helps pupils believe in her capacity to teach them

what they need to know (Zeiger, 2018).

Mathematics is an essential element of our lives, and our students today

are growing up in a world different from their parents (Hwa, 2018). The

technology utilized in homes, schools, and streets is based on mathematical

understanding (Bakker et al., 2021). A new concept of mathematics education

emerged in response to these changes in society and education: "mathematical

proficiency" (Corrêa & Haslam, 2020), which focuses on understanding the

content and thinking mathematically to increase the individual's ability to solve

problems. Mathematically improves his capacity to infer and analyze (Sudiarta &

Widana, 2019).

Furthermore, throughout the twentieth century, the definition of good

mathematics learning shifted in response to societal and educational changes.

For roughly the first half of the century, success in learning mathematics from

prekindergarten to eighth grade was typically defined as Proficiency in using

arithmetic and computational procedures, with many educators emphasizing the

importance of skilled Performance and others emphasizing the importance of

students' learning procedures with comprehension. In the 1950s and 1960s, the

new math movement characterized successful mathematics learning as

understanding the structure of mathematics and its unifying principles rather than

just computational abilities. This focus was followed by a "back to basics"

movement, which advocated reverting to the belief that success in mathematics

required the ability to compute accurately and fast. The reform movement of the
 7

1980s and 1990s emphasized the development of "mathematical power," which

included reasoning, problem-solving, connecting mathematical ideas, and

sharing mathematics with others (Brownell, 1935; National et al., 2017).

Mathematical Proficiency encompasses all aspects of mathematical

expertise, competence, and knowledge, comprising five interconnected and

interdependent strands that support one another. They are summarized as

follows: conceptual understanding, which is defined as understanding

mathematical concepts, processes, and relationships (Phuong, 2020).

Furthermore, the researchers define conceptual understanding as "the ability to

perceive mathematical ideas completely, the ability to present such concepts in

more than one way and correlate them to relevant procedures, and finally, the

ability to conclude and assess interrelations reasonably and correctly. It also

entails using such symbols accurately and quickly in the correct mathematical

language, which gives the student the flexibility and fluency required for

mathematical problem-solving. (Shteiwi, Zubi, and Barakat, 2019).

A second component is procedural fluency, which refers to the ability to

flexibly, correctly, and appropriately execute procedures. Al-Shammari (2019)

describes the second strand of math competency, procedural fluency, as "the

ability to select the most appropriate mathematical operations to solve problems

skillfully and precisely." Fluency, defined as mere knowledge of mathematical

methods, does not ensure conceptual understanding. Al Shammari further

promises that numerous mathematical activities demand using algorithms, either

conceptually or in writing, and that some are just as significant as conceptual

 8

comprehension. Procedural fluency allows students to create strategies for

solving known situations rather than simply memorizing them. The learner's

capacity to learn steps of mathematical operations, to implement them quickly

and accurately, and to correctly and skillfully use them to relate concepts and

relations among operations. (Al-Shammari, 2019).

Procedural fluency is one of the most essential mathematics skills

students must learn. Learners need the knowledge to complete procedural

stages to improve their understanding of mathematical concepts or use what they

have learned to solve new problems. It demonstrates how a lack of core

mathematics abilities and knowledge impedes pupils' development of procedural

fluency. It simply indicates that if procedural knowledge is not acquired, students

will constantly face obstacles that restrict their ability to connect ideas, recall, and

use a variety of problem-solving approaches (Riccomini et al., 2018).

The third component is strategic competency, or the capacity to formulate,

represent, and solve mathematical issues. The researcher's strategic

competency refers to learners' ability to solve mathematical problems by

determining important mathematical material, presenting it using a variety of

approaches, discovering mathematical interrelationships, and eliciting novel

solution strategies that meet problem requirements. ((Al-Shammari, 2019).

The fourth strand of math proficiency, adaptive thinking, relates to the

ability to think logically about the relationships between mathematical concepts

and situations. Reasoning is necessary since it is derived from contemplation,

interpretation, and logical reasoning. Adaptive reasoning encompasses

 9

defending math findings as they correlate parts to one another. Qarni and

Shalhub (2019) corroborate that adaptive reasoning is the ability to connect

relations, concepts, and circumstances emotionally and add intuition, induction,

and guessing. It is also the ability to reason logically, reflectively, explain, and

justify (Phuong, 2020).

Finally, the creative disposition is defined as the intrinsic predisposition,

desire, or tendency to see mathematics as a helpful, beneficial, and worthy topic,

combined with a belief in diligence and personal competency. Productive

disposition refers to a desire and feeling for math, which allows one to perceive

its relevance and benefits when accompanied by a serious, diligent, and

competent learner. Math will no longer be challenging to understand with

perseverance. Furthermore, it boosts the learner's self-esteem, leading him to

regard it as an essential subject that deserves attention. (Yulian, 2018).

Current mathematics education stresses the complexities of problem-

solving and critical thinking, which extend beyond computations and procedures.

Much research, including Usman's (2020), has been undertaken to investigate

pre-service mathematics instructors' teaching performance in terms of

mathematical proficiency components. The study's findings revealed that student

instructors have poor conceptual comprehension of trigonometric inequalities and

low procedural fluency. Previous studies (Pai, 2018; Straumberger, 2018; Swan

& Foster, 2018) proposed that holistic assessments to identify students' areas for

improvement can enhance mathematics teachers' teaching strategies to help

students gain mathematical Proficiency. (Corrêa & Haslam, 2020-2021).

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To increase teaching quality, the National Teacher Education Curriculum

Framework identified three essential areas of knowledge that starting teachers

must master, which have consequences for what is covered in first-teacher

education programs. First, understanding the learners and how they learn and

develop in a social context; second, understanding the subject matter and

curriculum goals (skills to be taught) in light of the social purposes of education;

and third, understanding the teaching in light of the content and learners to be

taught, as informed by assessment and supported by a productive classroom

environment. (National Teacher Education Curriculum Framework, 2019).

Furthermore, he identified four ways in which students and teachers may

feel dehumanized in mathematics education: Measuring and categorizing bodies

rather than participation and positioning, Evaluating students rather than

mathematics as a living practice, Rule-following rather than rule creation, Speed

rather than reflection and ownership, Measuring and categorizing bodies means

separating students into high or low "ability" groups in mathematical classrooms

and directing pupils into advanced mathematics or regular courses. (Gutiérrez,

2018).

Mathematical competency encompasses the ability to perform procedures

flexibly and accurately and assimilate mathematical concepts and operations

while thinking reflectively and logically. Mathematical competency is critical for

pupils' success in learning mathematics. It refers to the ability to solve problems

using conceptual understanding, procedural fluency, strategic competence,

adaptable thinking, and a productive mindset. Cognitive independence

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demonstrates the kids' ability to assimilate information. Mathematical Proficiency

is defined as a student's ability to search, speculate, and think logically in the

cognitive process of understanding how to solve a mathematical problem by

employing appropriate problem-solving strategies and replicating the procedure

used to solve the problem (Adom et al., 2020; Junpeng et al., 2018; Junpeng et

al., 2020).

Mathematical competency encompasses the ability to perform procedures

flexibly and accurately and assimilate mathematical concepts and operations

while thinking reflectively and logically. Mathematical competency is critical for

pupils' success in learning mathematics. It refers to the ability to solve problems

using conceptual understanding, procedural fluency, strategic competence,

adaptable thinking, and a productive mindset. Cognitive independence

demonstrates the kids' ability to assimilate information. Mathematical Proficiency

is defined as a student's ability to search, speculate, and think logically in the

cognitive process of understanding how to solve a mathematical problem by

employing appropriate problem-solving strategies and replicating the procedure

used to solve the problem (Adom et al., 2020; Junpeng et al., 2018; Junpeng et

al., 2020).

Several studies have also demonstrated ways to develop mathematical

Proficiency, such as employing mathematical modeling problems, the novel

matrix method, and the issue tree strategy. However, it was shown that

mathematical Proficiency needed to develop optimally. In problem-solving, only

procedural fluency and a productive disposition substantially affected other skills

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without impact. As a result, it is vital to look into the aspects that influence

mathematical skills when solving mathematical issues. (Corrêa & Jawad & Awaji,

2021)

Students aged 15 to 17 are usually considered prepared to confront

issues in their daily lives. According to Piaget, every child between 13 and 17 is

eligible for formal surgery, including youngsters who can begin to reason logically

and abstractly. Individuals of this age attend high school. Mathematical

competency refers to abstract thinking skills that high school students can gain.

The anxiety students experience while learning and completing mathematical

activities is one factor that influences their mathematical Proficiency. Excessive

arithmetic anxiety would impair pupils' ability to solve problems. Students worried

about learning mathematics will have a diminished capacity to solve

mathematical issues. Mathematics anxiety influences pupils' learning

achievement; the more anxiety in learning mathematics, the worse the

achievement. As a result, it is critical to understand how students' mathematics

anxiety affects their ability to apply mathematical expertise in problem-solving.

(Juniata & Budayasa, Ducay & Alave, 2021).

Learning mathematics aims to achieve mathematical Proficiency. It is a

skill that can be applied to effective issue-solving. As a result, it is utilized as an

objective for learning mathematics (Croft, 2017). Mathematical competency

involves using efficient techniques and procedural expertise to solve new

problems and demonstrating a high mastery of mathematical ideas (Rittle-

Johnson et al., 2018).

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Mathematics educators and researchers have emphasized the importance

of mathematical competence, the ability to develop progressively advanced

mathematical knowledge, skills, and understanding to the point where students

can apply mathematics effectively in everyday life (e.g., ACARA, 2022).

Mathematics achievement has been acknowledged as a critical component in

academic and vocational preparedness. The ability to solve problems and think

critically is fostered and developed using mathematics, which exemplifies the

importance of mathematics proficiency across education levels. (Wignall, 2020).

Mathematical Proficiency cannot be achieved in a single session; it

requires training, the provision of resources, the acquisition of pedagogical

knowledge, and the conduct of a study to assess the effectiveness of conducting

experimental units to develop and measure students' mathematical Proficiency

(Gaillard, 2018; Hutajulu et al., 2019). According to the National Council of

Researches (NCR) in the United States, the concept of success in mathematics

is the extent to which the learner can comprehend mathematical concepts

(Sharma, 2022), link previous concepts with modern concepts, and his ability to

benefit from them in the correct and followed procedures in solving the given

mathematical tasks, as well as his ability to recognize and avoid mathematical

errors and justify, explain, clarify, conclude, and evaluate, to give appropriate

solutions, and then make a decision in choosing the optimal solution (Hokonya,

2021).

Furthermore, a set of classroom practices that develop mathematical

Proficiency were reported in the literature, including mathematical tasks,

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providing learning opportunities through the tasks that the teacher presents to

his/her students (Glasnovic Gracin, 2018), which work on developing their

abilities to use sense and justification, encourage them to collect data, and

explore mathematical situations, pay attention to mathematical explanations,

thoughtful planning, developing motivation, encouraging students to engage

productively in mathematics lessons, encouraging students to engage in learning

communities rather than individual learning, encouraging students to evaluate

their Performance effectively to become proficient, and developing educational

materials (Fitzgerald & Palincsar, 2019; Rohid & Rusmawati, 2019).

Fractions are one of the topics in mathematics where students make

frequent mistakes (Lemonidis & Pilianidis, 2020; Reinhold et al., 2020). Fractions

can be perceived as components of a whole item. A fraction can be depicted in a

drawing, where the relevant portion is often shaded. This part is known as the

numerator. Meanwhile, the entire component is a unit known as the denominator

(Heruman, 2018, p. 43). Fractions are an essential tool in math education.

Fractions and decimal arithmetic are vital for future mathematical

accomplishment and success in various vocations. Thus, knowledge of fraction

subjects is critical for elementary school children. However, these pupils often

struggle to learn fractions. The researchers revealed that fractional issues are

intrinsic in primary school mathematics learning activities, and kids' knowledge of

fractions impacts their learning outcomes and future skills. (Warsito et al., 2019)

According to research, students need help with addition, subtraction,

division, and multiplication of fractions. One possible explanation for this difficulty
 15

is that students have memorized procedural rules and techniques for dealing with

fractions without conceptualizing fraction magnitudes, rendering many

operational rules meaningless. Learners make errors because they need a

conceptual knowledge of fractions. Wiest and Amankonah (2019) define

conceptual comprehension as identifying the connections between concepts and

methods and applying mathematical principles in various circumstances.

Fractions are one of the most troublesome theme units in mathematics

education. Many Slovak, Czech, and foreign researchers have demonstrated this

(Wilkins et al., A. 2018). These studies reveal that pupils struggle with the idea of

fractions. However, what causes kids' poor knowledge of fractions is still being

determined. Fraction processing is a common occurrence in our daily lives, and it

is applied in situations such as rebate estimates, recipe following, and map

reading. Furthermore, fractions play an important part in mathematics since they

are used in probabilistic, proportional, and algebraic calculations. (Geller, Son,

and Stigler, 2018).

Additionally, fractions represent a qualitative jump for pupils studying

mathematics. Students cannot employ integer-specific meanings, models, and

symbols for addition, subtraction, multiplication, and division. For natural and

integer units, "one" always signifies one object. In the case of fractions, a unit, or

one whole, may consist of several objects (such as three pizzas or four

chocolates), or it may be a composite unit consisting of several objects that form

a whole (such as a package containing three frozen pizzas or a box of

chocolates containing four chocolate bars). Students learn the rules for counting
 16

fractions rapidly, only to forget them afterward. In reality, we frequently discover

that, despite knowing the rules for counting fractions, pupils are wholly baffled

when faced with an uncommon case. This indicates that knowledge is preserved

as memory traces, regardless of the previously established knowledge structure.

Fractions are notoriously tricky for students to comprehend and continue

to be a significant difficulty for learners. Fractions are a fundamental but

sometimes misunderstood concept in elementary school math. Students may

understand simple concerns but struggle with more abstract fractional notions.

Students must attempt to comprehend the reasoning underlying fractional

operations; instead, they memorize the rules, formulas, algorithms, and words.

Students learning more sophisticated fraction notions beyond the part-whole

concept lays the framework for future study of essential mathematical topics like

algebra, ratios, and proportions. It is necessary to understand the underlying

mental actions that underpin them to support such conceptions so that teachers

can design appropriate instructional opportunities. (Baidoo, 2019, Reinholda et

al., 2020).

Fractions are one of the most complicated mathematical topics students

encounter during their mathematics education. Researchers say most teachers

need help to teach fractions (Lemonidis & Pilianidis, 2020; Wilkins & Norton,

2018). These researchers explained why fractions are challenging to learn and

teach. The first reason is a failure to comprehend the reasoning underlying

fractional operations. According to studies (Önal & Yorulmaz, 2017; Wilkins &

Norton, 2018), learners struggle with fractions because they focus on memorizing
 17

the rules, formulas, algorithms, and words rather than understanding the

underlying reasoning. This will lead to an instrumental comprehension of

fractions (Purnomol et al., 2018). The second reason is the complex concept of

fractions. Researchers concur that one of the primary elements contributing to

the complexity of teaching and learning fractions that result in errors is that

fractions are a multifaceted construct (Norton et al., 2018). Fractions are a

multidimensional concept with five interrelated sub-constructs: part-whole, ratio,

operator, quotient, and measure (Strother et al., 2019). As a result, fractions can

have many different interpretations. Errors will occur due to fractions being taught

and reduced to a part-whole meaning. (Lemonidis and Pilianidis, 2020),

The third reason is that we rely on textbooks. Most textbooks focus on

techniques and steps for solving fraction issues. This promotes a culture of rote

memorization rather than helping students grasp fraction ideas (Idris, 2018). The

fourth cause is the whole-number bias. Students may use natural number

principles to draw inferences about rational numbers when learning fractions.

The researchers referred to this as a "whole numbers bias." This bias makes it

difficult to conceptualize whole numbers as decomposable units. Learners often

think that the qualities of whole numbers are consistent across all numbers. (Loc,

Tong, & Chau, 2017).

Fractions are an essential component of students' mathematical

foundations. Understanding how and why they work is critical to success in

algebra and other higher math courses. However, fractions are notoriously

difficult to grasp. According to studies, approximately one-third of pupils slightly

 18

improve their grasp of the issue between fourth grade, when operations with

fractions are commonly taught, and sixth grade, when students are expected to

be fluent in fractional arithmetic. (Gabriel et al., 2018)

According to the researcher, there are three reasons why fractions are

essential to master. 1). Fractions are essential in students' attitudes toward

mathematics. Fractions are often the first mathematical concepts that pupils

struggle with. Students despise mathematics when forced to abandon common

sense and memorization without comprehension. 2). Fractions are highly

significant in mathematics and daily life. Although fractions support many

complicated mathematical topics, such as ratios, percentages, proportions, and

slopes, their significance extends beyond the study of mathematics. Many daily

operations require fractional smoothness. 3). Fractions are critical to success in

other mathematical subjects, particularly algebra. (Neagoy (2018).

Fractions are basic but frequently misunderstood mathematical concepts

in elementary classrooms (Pablo, 2021). Teaching fractions and elementary

operations has shown to be very difficult (Faustino, 2021). Fractions are the most

common and brutal mathematical notion and a prerequisite for operations to be

practical in extensive mathematical processes (Fabros & Ibaez, 2023). The

researchers use "fraction" to divide a total number derived from the Roman word

"fraction," which means a breaking or fracture. (Burzynski and Ellis, Jr., 2021),

Furthermore, fractions play an important role in mathematical instruction.

They have theoretical significance because they require a more profound

comprehension of numbers than is often obtained when working with whole

 19

numbers. In addition to serving as a gateway to various occupations and

contexts outside the mathematics classroom, fractions proficiency is required for

student success in higher-level mathematics (Fennell & Karp, 2017).

The second issue where students make numerous mistakes in

mathematics is Percentage, one of the most prevalent mathematical

representations students encounter daily. Students commonly see this notation

on various platforms, including shopping, commercials, newspapers, and the

internet, even though percentages have been taught in the mathematics

classroom since middle school. In their daily lives, individuals come across large-

scale depictions of discounts, hikes, declines, and more in store windows and

markets. They frequently see prominent signage in stores and market exhibits

promoting promotions, price increases, reductions, and other relevant themes.

Percentage notation lets you visualize how different numerical variables

contribute to a hundred-unit scale. Percentage notation can assist people in

understanding the facts and distinguishing between them. Employing percentage

notation can help individuals better grasp the facts and discern their differences.

Despite the apparent and widespread nature of the concept of percentages,

numerous studies have found that students often struggle with it (Özçelik &

Tutak, 2017; Lestiana, 2021).

Percentage topics are essential in the educational curriculum, real-life

applications, and other fields. Because percentages are frequently used in

newspapers, television, and other media, understanding the concept of

percentages is necessary to interpret their representations in social and scientific

 20

research, economic difficulties, and other everyday life contexts. However,

several studies on percentages have revealed that either children (students) or

adults (including teachers and prospective teachers) struggle to understand the

fundamental insight of percentages and apply the concept of percentages flexibly

in problem-solving (Tomson A., 2021).

Several studies have been conducted on students' difficulties with percent

expressions, the impact of realistic mathematics education on percent

achievement, problem-posing skills for percentages, and supporting students'

percent representation skills. However, prior research has yet to particularly

examine the interpretation of percentage expressions in the context of real-life

circumstances provided in news articles. Given that percentage expression is a

concept that is deeply ingrained in everyday life, the meaning that students

assign to expressions in news texts becomes increasingly essential. (Lestiana,

2021).

Percentages are frequently used to depict relationships or comparisons.

Percentages illustrate the part-to-whole connection between specific amounts out

of one hundred. Percentages also represent a ratio comparison of two separate

amounts. Understanding percentages entails familiarity with percent expressions,

magnitudes, and percent operations. In Indonesia, percentages are initially

introduced in fourth-grade primary school. This grade introduces the concept of

percentages and the relationship between fractions, decimals, and percentages.

In the next grade, students study percentage operations, such as addition,

subtraction, multiplication, and division, and how to apply percentages to

 21

mathematical issues. (Doğuz-Karahan & Genç, 2022).

Mathematics educators are developing learning models for teaching and

learning percentages as didactic tools to help teachers improve their professional

competencies in developing students' learning capacities, mastering their

computational skills, and refining their mathematical reasoning about

percentages. Percentage learning begins with students' intuitive (or informal)

knowledge of percentages. It grows on many forms of students' mathematical

knowledge, combining embodied and abstract ways based on various semiotic

resources. A valid approach to percentages begins with a concrete-embodied

level, subsumed into general and formal rules that percentages must fulfill to

provide students with meaningful learning. (Kolar 2018).

Geometry is a discipline of mathematics taught to help pupils develop

ways of thinking and understanding while solving everyday situations. Geometry

is a fundamental concept in mathematics. It has remained significant ever since

humans interacted with nature and its phenomena. The importance of geometry

in mathematics education can also be emphasized. Nonetheless, there is a

potential shift in mathematics education themes to the detriment of geometry.

That is, other mathematical areas appear to be more than geometry. Despite, or

maybe because of, this, geometry remains an essential component of current

mathematics education research. (Irfan & Andika, 2020).

Geometry is a fundamental aspect of mathematics that deals with the

nature and relationships of points, lines, forms, and space. Geometry is the

mathematical knowledge of the nature of shape and space, measurement,

 22

magnitude, and the relationships between dots, lines, corners, and surfaces (Abd

Rahim et al., 2018).

Geometry is a vibrant area of knowledge, not only for its great diversity

and assortment but also for its practical applications such as visual

presentations, computer animation, virtual reality, and medicine (in the area of

medical imaging, which led to substantial new results in fields such as geometric

tomography), robotics, geometric modeling (including the design, modification,

and manufacture of cars and airplanes, in the construction of buildings, etc.) and

computer-aided design (CAD) (Viseu et al., 2022).

Geometry teaching should be promoted in schools due to its wide range of

applications. Some of the reasons for including geometry in the mathematics

curriculum and teaching in schools are to help students think visually, to help

students solve problems in other mathematics-related fields, to help students

who struggle with abstraction, and to demonstrate that the world is built by form

and space (Petrus et al., 2018).

Geometry can help students visualize, conceptualize, critical thinking,

problem-solving, deductive reasoning, argumentation, and logical proof (Jupri,

2018). However, some students struggle to understand geometric elements when

learning mathematics (Fauzi et al., 2019; MdYunus et al., 2019). Based on the

empirical evidence, it is evident that pupils have trouble developing creative and

proper structures, are less comprehensive, take a long time, and have difficulty

maintaining the solution (Noto et al., 2019).

Geometry is a problematic subject for pupils in primary and secondary

 23

school. Indeed, the most recent OECD Programme for International Student

Assessment revealed substantial challenges in absorbing mathematical

concepts, with geometry ranking among the lowest-performing courses in the

math curriculum. Specifically, four sub-areas were evaluated: quantity,

uncertainty and data, change and relationships, and space and shape, with the

latter performing worse overall. This continuous underperformance emphasizes

the significance of strengthening geometry instruction, particularly in the

curriculum blocks dealing with space, form, and measurement. (PISA, 2018)

In many countries worldwide, the goal of including geometry in school

curricula is to help students develop problem-solving, visualization, intuition,

critical thinking, perspective, conjecturing, logical argumentation, deductive

reasoning, and the ability to produce proof. Furthermore, teaching geometry in

schools prepares students to solve issues using visualization, spatial abilities,

and geometry modeling skills (National Council of Teachers Mathematics).

(Jones and Tzekaki, 2016; 2018; Horsman, 2019)

Geometry at the Further Education and Training level is considered more

complex, although it appears less abstract than the rest of mathematics. In this

scenario, the pupils performed poorly (G. et al., 2019; T. Uygun, 2020). Students'

poor Performance in geometry may be due to a perception that it is difficult to

learn. Smith, Julie, and Gierdien (C. et al., 2020) contended that geometry's

primary goals are forming spatial intuition about the world, the knowledge

required to study additional mathematics, and the capacity to evaluate

mathematical arguments. Geometry is the foundation of engineering and

 24

technology development (G. et al., 2019). In South Africa, Geometry is part of

Mathematics and includes about 30% of the final National Curriculum Statement.

(A. Giannakopoulos, 2018)

Furthermore, it was noticed that the targeted objectives for teaching

geometry still needed to be realized, and conceptual knowledge of geometry

concepts needed to be acquired. Despite the relevance and popularity of

geometry, researchers identified numerous challenges related to its teaching and

learning, and most students struggle to master geometry. (Gülburnu, 2022).

Furthermore, research has established that geometry is an abstract and

complex mathematics component that teachers and students find difficult to

teach and learn. Amongst the causes of the student's difficulties with geometry

are misconceptions (Sutiarso et al., 2018) and the abstract and conventional

approach of teaching that makes students learn by heart without understanding

the concepts. Such approaches have contributed to poor achievement in

geometry. (Abdul Hamid et al., 2022).

Geometry is one of the oldest branches of mathematics. It has many uses

and is a collection of historical and cultural information. Geometry has long been

regarded as essential to mathematical education in Western cultures. One of the

most significant achievements of classical geometry was Euclid's methodical

gathering of ancient Greek geometrical knowledge. This was, until recently, the

foundation for much of the geometry taught in schools. In the 1950s and 1960s,

educational innovations in mathematics led to the development of new

syllabuses, known as "the new math," which emphasized formal algebraic

 25

structures. At the same time, the scope of geometry methods was enlarged from

its traditional Euclidean base (which was reduced in depth) to include the use of

transformations, vectors, matrices, and some topology.

In Ghana, core mathematics is one of the requirements for admission to a

higher education institution to follow a program of choice. According to reports

from the West African Examination Council (WAEC), most students fear

mathematics because of geometry, so most fail. Before doing this study, the

researcher reviewed the terminal reports of the students at the selected school

(Konongo et al. area), and it was discovered that most of the kids fared poorly in

mathematics. During a follow-up discussion with some of the contacted kids, they

stated that geometry was a barrier to improving their math performance.

Geometry is covered in the mathematics syllabus from grades one

through three. Some claimed that the teachers did not adequately teach the

subject, while others believed that their fear of mathematics alone kept them from

comprehending geometry. Others expressed concern that pressure from family

prevents them from learning more about geometry. This generated concerns

regarding the teaching and learning of geometry in mathematics classes, which

requires concentration.

Academic Performance

Academic success is amorphous because it encompasses many

elements, including obtaining a professional degree and students' moral

development. The subjective character of "academic performance" makes it

difficult to define the term comprehensively. For certain entities, academic

 26

Performance may be defined as completing courses and obtaining knowledge

and skills. Overall, the ultimate purpose of education systems worldwide is to

secure and instill meaningful change (psychological, affective, cognitive, and

behavioral) in pupils. (York, Gibson, & Rankin, 2017).

Academic Performance is the evaluation of a student's learning success

and ability to meet the demands of their educational program. Completion time,

grade point average, and exam or assignment success are commonly used

indicators. Cognitive abilities (such as intelligence quotient), emotional

intelligence, adversity quotient, spiritual intelligence, and home education

background all impact academic success (Muminin et al., 2023).

Furthermore, several scholars agree that academic success is the

consequence of learning initiated by the teacher's teaching activity and produced

by the student. The researcher defines academic success from a humanistic

perspective as "the product given by the students, and it is usually expressed

through school grades." School or academic Performance aims to attain an

educational goal: learning. In this aspect, the complicated unit known as

Performance consists of multiple components. They are school-sponsored

learning processes that include transforming one state into another, and they are

accomplished with integrity in a different unit that includes cognitive and

structural elements. Performance varies according to situations, and organic and

environmental factors determine skills and experiences. (Martinez, p. 34, 2019)

Factors influencing academic achievement include intellectual level, personality,

motivation, talents, hobbies, study habits, self-esteem, and the teacher-student

 27

connection. From a psychological standpoint, school grades have been utilized

as a performance criterion linked to various cognitive, behavioral, and self-control

factors. They have also been linked to study habits, student personality,

professional interests, the school and home environment, and gender (Bertrams

& Dickhauser, 2019; Steinmayr & Spinath, 2018).

Furthermore, as the researcher points out, most researchers refer to this

measure as a representation of Performance despite the criticisms and debates

surrounding grades. It is also used to determine scholarship eligibility,

advancement to higher education levels, and employment opportunities, and it is

the primary indicator of a student's academic Performance. Some research aims

to calculate reliability and validity indices for the most common academic

success criteria: school grades. (Willcox, 2019)

According to the researcher, learning styles significantly affect academic

achievement. A learning method combines an aim and a strategy for handling a

particular task at a specific moment. Thus, when there is a surface approach, the

objective is to acquire excellent scores using acceptable memorizing techniques,

and the student will perform adequately. The deep approach entails self-

determined motivation, including work and enjoyment in what is being studied. In

this sense, the student is likely to accomplish well in his or her academics. (Barca

et al., 2018).

The researchers added to the literature on student performance by

providing an overview and predicting student exam performance using

supervised data mining approaches. The authors argue that practical data-
 28

collecting functionalities and student participation in the learning environment

necessitate strong student exam performance. Sunday et al. (2020) employed

classification data analysis approaches to investigate student performance in the

context of programming education and discovered that class attendance was a

predictor of student academic success or failure. (Tomasevic, Gvozdenovic, and

Vranes, 2020).

The researcher developed the academic performance theory, defining

'perform' as the ability to generate a valued product, 'performer' as an individual

or group that collaborates, and 'level of performance' as the location in an

academic journey. He identified six components of performance levels: level of

knowledge, level of skills, level of identity, personal factors, and fixed factors, and

proposed three axioms for effective Performance: a performer's mindset,

immersion in an enriching environment, and reflective practice. (Elger, 2018).

In conclusion, the literature and studies thoroughly grasp mathematical

Proficiency, academic success, and the teaching and learning of geometry,

fractions, and percentages. Mathematical Proficiency has several characteristics,

including conceptual understanding, procedural fluency, strategic competence,

adaptable reasoning, and productive disposition. Teachers' mathematical

expertise is critical in helping pupils gain mathematical competency. Academic

Performance assesses pupils' learning accomplishment and capacity to meet

educational standards. Cognitive abilities, emotional intelligence, and a home

education background influence it. Students struggle with geometry, fractions,

and percentages due to misconceptions, reliance on methods, and a lack of

 29

conceptual understanding. Improving geometry instruction and cultivating a

thorough understanding of fractions and percentages are critical for students'

mathematical development. Effective academic Performance is influenced by

learning approaches, data acquisition, class attendance, and reflective practice.

Theoretical Framework

According to Piaget's Theory of Cognitive Development (1920),

mathematical Proficiency develops as children go through different stages of

cognitive development. They progress from concrete operational thinking, where

they can manipulate objects and solve simple mathematical problems, to formal

operational thinking, where they can think abstractly and solve complex

mathematical problems. Vygotsky's Sociocultural Theory (1930) also emphasized

the role of social interaction and cultural context in developing mathematical

Proficiency. He believed that children learn mathematics through interactions with

more knowledgeable others, such as teachers or peers, who provide guidance

and support.

Additionally, the Multiple Intelligences Theory proposed by Howard Gardner

(1983) suggests that mathematical Proficiency is just one form of intelligence

among several others. According to this theory, mathematical Proficiency can be

developed and enhanced through appropriate educational strategies.

Significance of the Study

In determining the level of mathematical Proficiency and academic

Performance of 3rd-year BEED students at Ramon Magsaysay Memorial

Colleges, areas for improvement can be identified, and further improvement can
 30

be implemented. This undertaking will be a massive help to the following

beneficiaries. Firstly, the results of this study will enable students to become

more aware of their learning strategies and to use them to their advantage to

improve their skills. Secondly, the results serve as the basis for teachers to

motivate students to participate actively and learn mathematics. Thirdly, the

school community will directly contribute to all the different departments in the

university, where the school is also considered an academic community. More so,

this research also helps other schools or universities. Lastly, this could also be

used as a guide and reference for future researchers performing similar studies

and addressing the needs of students.

Definition of terms

To better understand the readers, the following terms are defined

operationally.

Mathematical Proficiency Operationally is the ability to competently

apply the five interdependent strands of mathematical Proficiency to

mathematical investigations.

Fractions represent the parts of a whole or collection of objects.

A percentage is a number or ratio expressed as a fraction of 100.

Geometry is the branch of mathematics concerned with the properties

and relations of points, lines, surfaces, solids, and higher dimensional analogs.

Academic Performance Operationally, academic Performance measures

student achievement across various academic subjects.

 Chapter 2

METHOD

This chapter presents the research design, research locale, respondents

and sampling procedure, research instrument, data gathering procedures, and

plan for statistical analysis in determining the level of Mathematical Proficiency

and the Academic Performance of 3rd-year BEED students at Ramon

Magsaysay Memorial Colleges year 2023-2024.

Research Design

The primary aim of this study was to determine the mathematical

Proficiency of third-year BEED students at Ramon Magsaysay Memorial College.

In addition, the study sought to assess the academic Performance of these

students. To achieve these objectives, the study employed a descriptive survey

method.

A descriptive survey is a quantitative research method to gather

information from a specific population at a particular time. This method was

chosen for its suitability in collecting data that can be used to describe and

analyze students' mathematical Proficiency and Academic Performance.

Descriptive research is characterized by the collection of quantifiable data that

can be used to create a statistical profile of the study's target population.

This study used a modified and adopted research questionnaire as the

primary data-gathering instrument. The questionnaire, designed to assess

mathematical Proficiency, consisted of 30 multiple-choice items. The students

were given one hour to complete the test. This structured format allowed for the
 33

collection of clear, standardized responses that could be easily analyzed.

The data gathered from the questionnaire were used to measure the

mathematical Proficiency of third-year BEED students. According to the Fluid

Survey Team (2014), descriptive research provides conclusive results by

collecting quantifiable information that can be subjected to statistical analysis.

The data from this study were analyzed using appropriate statistical tools to

derive insights into the students' academic Performance and Proficiency in

mathematics.

Research Locale

This study was conducted at Ramon Magsaysay Memorial College in

Pioneer Avenue, General Santos City. Ramon Magsaysay Memorial College is a

privately owned non-sectarian college in General Santos City. The college offers

a range of two-year Associate's and four-year bachelor's degrees in Accountancy,

Liberal Arts, Business, Engineering, Information Technology, Education, Social

Work, and Criminology, as well as a Graduate Program in TESDA Accredited

Programs. It is an institution with Levels 1, 2, and 3 Accreditation from the

Federation of Accrediting Agencies of the Philippines (FAAP) after meeting the

required standards set forth by the Philippine Association of Colleges and

Universities Commission on Accreditation (PACUCOA).

Many of the teachers teaching in this institution are Master's Degree

holders and Doctoral Degree Holders. In addition, this institution strives to

continue its mission, vision, and goals to uphold and enhance student's interest

in the course they choose and to be globally competitive in the domain of

 34

preparedness on practicum from past experiences through the continued offering

of quality education with the combat of the school administrators,

teacher/instructors, and stakeholders. It is an institution with Levels 1, 2, and 3

Accreditation from the Federation of Accrediting Agencies of the Philippines

(FAAP) after meeting the required standards set forth by the Philippine

Association of Colleges and Universities Commission on Accreditation

(PACUCOA).

The institution is dedicated to fully realizing a person's potential through

holistic and affordable education. RMMC sees itself as the center of innovative

growth and development. It is an institution that passionately endeavors to

promote excellence in South-Central Mindanao and the world by creating globally

competitive graduates and individuals. Aside from these, RMMC offers twelve

(12) TESDA Accredited program competencies: Housekeeping NCII, Massage

NCII, Health Care Servicing NCII, Front Desk NCII, Cookery NCII, Drafting NCII,

Electrical Installation.
 35

Figure2. Maps of the Republic of the Philippines and the Locale of the study
 36

Population and Sample

The respondents of this study were the ninety-eight (98) 3rd-year BEED

students enrolled in Ramon Magsaysay Memorial Colleges during the academic

year of 2023-2024. The research sample was obtained through Slovin's Formula

and e=0.05. They are selected using Stratified Random Sampling. The

researcher used this sampling technique to get random samples from a

population with third-year BEED class schedules. A complete enumeration was

employed in consideration of their consent to participate in the study.

Table 1. Distribution of Respondents

n=98

Schedules Population Sample Size

Morning 36 27
Afternoon 35 26
Evening 34 26
Weekend 25 19
TOTAL 130 98

Research Instrument

This study will use a modified, adopted questionnaire based on the

literature gathered and related to its research objectives. For the validity of the

questionnaires, the researcher asked for help from her adviser to make some

revisions. After editing the questionnaires, it underwent a series of validations by

the panel.
 37

The questionnaire consists of thirty (30) items addressing the proficiency

level in mathematics in fractions, percentages, and geometry. Moreover, as for

Academic Performance, the researcher will use the overall academic

Performance achieved by third-year BEED students in examination in their

current session.

Data Collection

The researcher undertook the following study procedures: the researchers

and the adviser made the concept and title proposal and identified and selected

appropriate research instruments. The researcher then seeks permission and

approval from the school, through the academic dean and the department head,

to conduct the study. Once the approval was employed, the researcher provided

the questionnaires to the respondents, the 3rd year BEED students of Ramon

Magsaysay Memorial Colleges, because of their involvement in this study. The

researcher will handle the questionnaire personally and facilitate the retrieval of

responses.

Statistical Tool

The data obtained during the present study was subjected to appropriate

descriptive and inferential statistics.

Frequency counts, and percentages were used to determine the amount

of data for each variable and the distribution of the respondents. Weighted mean

was used to determine the level of mathematical Proficiency of the respondents

in terms of Fractions, Percentages, and Geometry; the mean of students'

absolute distributions and corresponding descriptive data were employed. Lastly,

 38

Standard Deviation is used to determine the dispersion of scores from the mean

obtained from the different categories of investigation.

Ethical Consideration

One of the most essential aspects of the research is the ethical

considerations. Research participants should not be subjected to any harm.

Respect for the dignity of research participants should be a top priority, and

participants' complete consent should be sought before the study. This study

would benefit the respondents since the results would be an eye-opener for third-

year BEED students and school administrators when creating programs. This

study was conducted to serve its internal and external stakeholders, most

especially the learners. Furthermore, to achieve beneficence in research, the

researcher did all the aspects that would not harm the respondents' lives and,

thus, would benefit the further undertakings of the related studies. This study

followed the standards of the RMMC Ethics and Review Committee for the

guidelines of ethical consideration, particularly in addressing the population and

data such as, but not limited to:

Voluntary Participation. The participants were allowed to participate

without any plan of repercussion, reparations, or loss of benefits. Therefore, after

the study's purpose and benefits were shown to the participating person, the

participant's rights to provide the body of knowledge were carefully measured

and foresighted upon. In this study, the participants were not forced to

participate. They can withdraw their participation when they feel uncomfortable

during the study.

 39

Privacy and confidentiality. Participants have the right to privacy that

should not be violated without informed consent to conform to the existing Data

Privacy Act 2012, an act protecting the fundamental human right of privacy. One

way of observing privacy and confidentiality in this quantitative research is to give

options to the respondents for not indicating their names on the survey

questionnaire. Besides, confidentiality and privacy were attained by not

publishing the demographic data of the informants, such as age, gender,

occupation, employment, and disease, if there is any. Hence, their identity was

kept confidential for safety purposes. Even their responses to the items in the

survey questionnaire were held and considered confidential.

Informed consent process. The prospective research respondents were

fully informed about the research's objectives, methods, and benefits as

comprehensively as possible within the framework of the study. Consent from the

school administrator was sought and approved by the administrator to collect

data that was used in the study. This was done in written form, stating all the

essential details to be disclosed to the administrator. Furthermore, any data the

researcher gathered was protected, and the release of any information should

follow a strict informed consent process. The participants would have a sense of

control over their personal information to lessen their fear that the data or

information would be used in any other unintended manner.

Recruitment. The respondents were informed of why they had become

part of the study. For the respondents to understand what the study was all

about, the researcher explained the purpose of the study so that they could
 40

further infer from the researcher and view the essence of the study. Apart from

the letter, the researcher gave the rationale of the study and its significance.

Risks. Research shall be conducted only if there is an acceptable positive

benefit-risk ratio. In this study, protecting the participants from significant harm is

equally essential. The study prioritized the welfare of the respondents.

Furthermore, the respondents were not harmed since their identity was

confidential. Their security and safety were of the utmost concern. As the

researcher, I needed to ensure that the respondents were physically, emotionally,

and socially ready. In answering the survey questionnaire, the researcher

ensured the respondents did not feel discomfort or awkward.

Benefits. This study would benefit the respondents since the results

would be an eye-opener for third-year BEED students and school administrators

when creating programs. This study was conducted to serve its internal and

external stakeholders, most especially the learners. Furthermore, to achieve

beneficence in research, the researcher did all the aspects that would not harm

the respondents' lives and, thus, would benefit from the further undertakings of

the related studies. The most essential thing for all to achieve benefits is the rise

of meaningful learning.

Plagiarism. The study had no trace or evidence of misinterpretation of

someone else's work. The study was subjected to plagiarism detectors like

Grammarly. As a researcher, I need to have positive character and integrity,

which are associated with moral virtues and values. The researcher must have

better knowledge about the paradigm of plagiarism to have a credible research

 41

paper.

Fabrication. The study had no indication or cue of purposive

misinterpretation of what had been done. There was no making up of data and

results or purposefully putting forward conclusions that were not accurate. The

researcher employed and integrated theories related to the information and other

inferential concepts.

Falsification. The study had no trace of purposefully misrepresenting the

work to fit a model or theoretical expectation and had no evidence of over-

claiming or exaggeration. Additionally, this study did not adhere to manipulating

the data, which involved formulating statements or disregarding important details,

maneuvering materials, tools, or methodologies that would mislead others.

Conflict of Interest (COI). The study had no trace of conflict of interest,

for example, the disclosure of COI, which is a set of conditions in which

professional judgment concerning primary interest, such as participants' welfare

or the validity of the research, tends to be influenced by a secondary interest

such as financial or academic gains or recognitions. Furthermore, the researcher

had no control or influence over the respondents, forcing them to be part of the

study.

Deceit. The study had no trace of misleading the respondents about any

possible danger. There must be humongous protection for the rights of the

participants in any study, especially since they have attained higher education, so

balanced and appropriate principles shall be adhered to.

Permission from Organization/Location. The researcher of this study

 42

followed protocols. Upon receiving the signal from the panelists, the adviser, and

the committee of the RMMCERC, the researcher sought approval from the

School Principal for the conduct of the study through a formal letter.

Authorship. The researcher is currently enrolled in the RMMC College of

Teacher Education. She had undergone a series of revisions for her thesis based

on the suggestions and recommendations made by her adviser, who guided the

researcher throughout the completion of this paper. The refinement of the paper

had been made possible through the guidance of his researcher. The researcher

also followed the standards of the RMMC Ethics Review Committee for the

guide.
 Chapter 3

RESULTS

This chapter presents analysis and interpretation based on the data

gathered. The study determined the respondents' level of mathematical

proficiency and academic performance. Its findings were based on the data

gathered by the researcher from the respondents through a face-to-face survey

questionnaire. The data was carefully analyzed, presented, and interpreted.

Table 1 shows the frequency and percentage distribution of the level of

Proficiency in mathematics among the respondents regarding fractions. As

presented, most of them are proficient, precisely 49 or 50% out of 98 total

respondents.

Meanwhile, 27 or 27.6% are moderately proficient, while 22 or 22.4% are

least proficient. The average mean score of 7 reveals that the respondents are

moderately proficient in fractions.

Table 1. Frequency and Percentage Distribution of the Level of Proficiency in

Mathematics among the Respondents in terms of Fraction

Proficiency Level Frequency Percentage (%)

Proficient (8-10) 49 50
Moderately Proficient (6-
7)
27 27.6
Least Proficient (0-5) 22 22.4
Total 98 100%
Mean Score 7 – Moderately Proficient
Table 2 presents the frequency and percentage distribution of the level of

Proficiency in mathematics among the respondents in terms of Percentage. As

displayed, most are least proficient, 96 or 98%.

 44

On the other hand, only 1 or 1% is proficient, likewise with moderately

proficient. The average score of approximately 3 indicates they are least

proficient in Percentage.

Table 2. Frequency and Percentage Distribution of the Level of Proficiency in

Mathematics among the Respondents in terms of Percentage

Proficiency Level Frequency Percentage (%)

Proficient (8-10) 1 1
Moderately
1 1
Proficient (6-7)
Least Proficient (0-
96 98
5)
100%
Total 98

Mean Score – Least Proficient

Table 3 displays the frequency and percentage distribution of the level of

Proficiency in mathematics among the respondents in terms of geometry. As

presented, most of them are least proficient, precisely 88 or 89.8%

On the other hand, 8 or 8.2% of them are moderately proficient, while 2 or

2% are proficient. Generally, the average score of 3 reveals that they are least

proficient in geometry

Table 3. Frequency and Percentage Distribution of the Level of Proficiency in

Mathematics among the Respondents in terms of Geometry

Proficiency Level Frequency Percentage (%)

Proficient (8-10) 2 2
Moderately
8 8.2
Proficient (6-7)
Least Proficient (0-
88 89.8
5)
Total 98 100%
 45

Mean Score
– Least Proficient
Table 4 displays the frequency and percentage distribution of the

respondents' Academic Performance. Most have excellent academic

Performance, 83 out of 84.7% of the total respondents.

Moreover, 13 or 13.3% had a good performance, while 1 or 1% was

excellent, the same as fair Performance.

Further, the average grade of 91 indicates that their academic

Performance is excellent.

Table 4. Frequency and Percentage Distribution of the Academic Performance of

the Respondents

Academic
Frequency Percentage (%)
Performance
Excellent (95-100) 1 1

Very Good (90-94) 83 84.7

Good (85-89) 13 13.3
Fair (80-84) 1 1
Poor (75-79) 0 0
Failed (60-74) 0 0
Total 98 100%
Mean Grade 91-Very Good

Proposed Intervention Program

I. Title: “Mathematical Proficiency Boost: Fractions, Percentages, and

Geometry Intervention Program’’

II. Description

Mathematical proficiency encompasses a broad range of skills and

abilities that enable individuals to understand, apply, and communicate

mathematical concepts effectively. To enhance students'

 46

understanding and skills in fractions, percentages, and geometry. This

intervention program is designed to provide targeted support and

resources to improve mathematical proficiency in these specific areas,

enabling students to excel in these fundamental mathematical

concepts.

Rationale

III. “The Mathematical Proficiency Boost program’’ aims to empower

students to master fractions, percentages, and geometry, fostering a

deeper understanding of these mathematical concepts and enhancing

problem-solving skills in these critical areas of mathematics. By

participating in this intervention program, students will develop

confidence, proficiency, and a solid foundation in fractions,

percentages, and geometry for academic success.

IV. Objectives

The proposed intervention program aims to:

a. Enhance students’ understanding and mastery of key concepts in

fractions, percentages, and geometry.

b. Develop students’ fluency in basic operations and calculations in

fractions, percentages, and geometry.

c. Foster effective mathematical reasoning and explanation in

fractions, percentages, and geometry.

 47

Activities/ Key Institution

Success Budg
Concern Intervention Objectives Person al
Indicator et
Program s Support

Enhances
students
understandi
Math
ng in
Mastery
fractions,
Challenge
percentage
s and
geometry.
Provision
of funding
or
resources
Low for Improves
To improve access to problem
Mathemati For
a. Fraction understandi high- solving
cal Practice skills and printin
Proficiency ng and quality
Teache critical g and
proficiency printed
level in rs and thinking. test
in fractions, workshee
terms of student paper
percentage ts,
fractions, s est.
s, and geometry
percentage PHP
geometry tools,
and 500
concepts. calculator
geometry s, and Builds
other confidence
b. essential in applying
Percentage materials mathematic
Bemuse needed. al concepts
in real-life
situations.

c.
Geometry
Challenges
 Chapter 4

DISCUSSION

This chapter presents the study summary, the findings, conclusions

derived from the findings, and recommendations. This study was concerned with

and aimed to determine the level of mathematical Proficiency and academic

Performance of 3rd-year BEED students enrolled at Ramon Magsaysay

Memorial Colleges during the school year 2023-2024. The study was conducted

at Ramon Magsaysay Memorial Colleges of General Santos City. The ninety-

eight (98) third-year BEED students out of the one hundred thirty (130)

populations were officially taken as the respondents.

The beauty of mathematics lies in the interdependence of all its concepts,

which creates an extensive network of knowledge that can be applied in all

aspects of life. Mathematics helps students until the end of their university

studies to gradually understand the complex problems in our current society that

educational institutions and curricula, including mathematics curricula, must

solve.

The study revealed that the respondents had a moderate level of

mathematical Proficiency in fractions, as presented; most of them are proficient,

precisely 49 or 50% out of 98 total respondents.

Meanwhile, 27 or 27.6% are moderately proficient, while 22 or 22.4% are

least proficient. The average mean score of 7 reveals that the respondents are

moderately proficient in fractions. This finding was evidenced by many Slovak,

Czech, and foreign studies (.Wilkins, J.L.M.; Norton, A. 2018). Fractions belong
 50

to one of the most problematic thematic units in teaching mathematics. These

studies show that students have difficulty understanding the concept of fractions.

The study also revealed that the respondents are least proficient in

Percentage, as presented; the majority are least proficient, precisely 96 or 98%.

On the other hand, only 1 or 1% is proficient, likewise with moderately

proficient. The average score of approximately 3 indicates they are least

proficient in Percentage. This is supported by the findings of (Jannah &

Prahmana, 2019). Studies report that Percentage is highly challenging for many

students because of the complex mathematical relationships underlying the

concepts. Facts were also revealed. Several studies about percentages show

that either children (students) or adults (including teachers and prospective

teachers) face difficulty in understanding the principal insight of percentages and

in applying the concept of percentages flexibly in solving problems (A. Tomson,

2021).

The study also revealed that the respondents presented most of them

are least proficient, precisely 88 or 89.8%

On the other hand, 8 or 8.2% of them are moderately proficient, while 2 or

2% are proficient. Generally, the average score of 3 reveals that they are least

proficient in geometry. This finding was supported by (Fauzi et al., 2019;

MdYunus et al., 2019) stated that some students find geometric materials

challenging to comprehend when learning mathematics. Dealing with the

empirical data, it is clear that students have difficulty constructing original and

correct structures, are less comprehensive, take a long time, and have difficulty
 51

maintaining the solution (Noto et al., 2019).

The study revealed that it is evident that most of the respondents have

excellent academic performance, which is precisely 83 of 84.7% of the total

respondents.

Moreover, 13 or 13.3% had a good performance, while 1 or 1% was

excellent, the same as fair Performance. Further, the average grade of 91

indicates that their academic Performance is excellent.

Conclusion

The present study concluded that the respondents are moderately proficient

in fractions, least proficient in percentages, and least proficient in geometry,

indicating excellent academic Performance.

In conclusion, the text underlines the proficiency levels exhibited by the

respondents in mathematics, mainly focusing on their understanding of fractions,

percentages, and geometry. This comprehensive examination provides valuable

insights into the participants' mathematical capabilities and sheds light on their

competency in handling these specific areas of mathematics. Furthermore, the

discussion encompasses an in-depth analysis of their academic Performance,

revealing that most respondents consistently demonstrate exceptional

achievement. Their consistently exemplary academic Performance reflects a

deep understanding and mastery of the mathematical concepts explored in the

study. These findings offer important implications for educators, policymakers,

and researchers, emphasizing the significance of fostering and nurturing

mathematical skills among students to enhance their academic success and

 52

Performance in crucial subject areas. Moreover, the study underscores the

critical role of mathematics education in shaping students' academic trajectories

and prospects, highlighting the need for continued support and resources to

promote mathematical literacy and Proficiency among learners.

Recommendations

Based on the conclusions arrived at, some recommendations were made:

Schools should conduct a comprehensive diagnostic assessment to identify

specific areas of weakness and the underlying reasons for low mathematical

Proficiency among students. Teachers should develop individualized support

plans for students based on their assessment results, focusing on addressing

their unique needs and challenges in mathematics. Offer remedial math courses

or workshops specifically designed to target foundational mathematical skills and

concepts that students may be struggling with.

Establish peer tutoring programs where students can receive support from

peers who excel in mathematics, providing one-on-one assistance and guidance.

Create mathematics support centers on campus where students can access

resources, tutoring services, and additional practice materials to improve their

mathematical Proficiency. Utilize technology-based learning resources, such as

online tutorials, math apps, and interactive platforms, to supplement classroom

instruction and provide additional practice opportunities.

Additionally, provide professional development opportunities for faculty

members to enhance their teaching strategies and interventions for supporting

students with low mathematical Proficiency and encourage students to adopt a

 53

growth mindset, emphasizing the importance of effort, perseverance, and

resilience in overcoming challenges and improving mathematical Proficiency. By

implementing these recommendations and tailored interventions, students with

low mathematical Proficiency can receive the necessary support and resources

to enhance their mathematical skills, succeed academically, and build confidence

in their mathematical abilities.

 54

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6596/1132/1/012052

APPENDIX A
Questionnaire
RAMON MAGSAYSAY MEMORIAL COLLEGES
College of Teacher Education
 60

Pioneer Avenue, General Santos City

Tel No. (083) 3348 Fax No. (083) 301 1927

www.rmmcmain.edu.ph

March 4, 2023

THE RESPONDENTS
Third-Year BEED Students
Ramon Magsaysay Memorial Colleges
General Santos City

Dear Respondents,

Greetings of Peace!
I am presently conducting my research entitled, “LEVEL OF MATHEMATICAL
PROFICIENCY AND THE ACADEMIC PERFORMANCE THIRD YEAR BEED
STUDENTS” as a partial fulfillment of my requirements in Methods of Research.
In line with this, I would like to ask permission from you to answer the
questionnaires that will be given to you. Please answer the questions seriously.
This will be a great help for me to become successful in my research study. Rest
assured that whatever information you will provide be treated as confidential.
Thank you for your cooperation and God bless!

Respectfully yours,

DANIE ANN C. MANTILLA

Researcher

Name: _________________________________________________

Fractions
 61

Direction: What fraction does the

colored area show? Circle the letter
of the correct answer.

Test I: 5.
A. 3/4
B. 1/3
C. 2/4
D. 2/3
Test II
1.
A. 1/2 Direction: Solve and circle the
B. 3/4
C. 1/4 correct letter of your answer.
D. 1/3
6. Yuma divided his clay into 4
equal parts. He made clay
animals out of 3 of the parts.
What fraction of the clay did
Yuma use to make clay
2. animals?
A. 2/3 A. ¼
B. 2/4 B. 1/3
C. 1/4 C. ¾
D. 1/3 7. Ana’s math teacher gave her
a circle-shaped paper and
asked her to divide it equally.
One part was colored with
3. blue. What is the fraction of
A. 3/4 the circle which is colored in
B. 1/2 blue?
C. 2/3 A. 1/2
D. 1/3 B. 4/8
C. The fractions are equal
8. Anne has a box of 9
chocolates. She took 4 of
them. She gave the rest to her
4. brother. What fractions of the
A. 3/4 chocolates were eaten by her
B. 4/5 brother?
C. 2/3 A. 3/4
D. 1/3 B. 5/9
 62

C. 4/5 to 130 cm. Find the

9. George’s school is 6 miles percent increase in Mary's
away from his home. His height.
father drops him in a car at a A. 113.12%
point which is 1 mile away B. 53.07%
from his home and he covers C. 146%
the rest of the distance by a 3. . If a baseball team has
school bus. What fraction of lost 50 matches out of the
the distance did George cover 120 matches played in
by the school bus? total, find out their winning
A. 4/3 percentage.
B. 2/3 A. 60.67%
C. 5/6 B. 58.33%
10. A basket had a collection of C. 66.67%
15 balls. 10 of them were 4. Suppose a certain item
yellow and the rest were blue. used to sell for 75 cents a
What is the fraction of blue pound, you see that it's
balls in the basket? Write the been marked up to 81
fraction in the simplest form. cents a pound. What is the
A. 1/3 percent increase?
B. 2/4 A. 8%
C. 3/4 B. 10%
C. 18%
Percentage 5. Jimmy got a raise from
$6.00 an hour to $8.00 an
Test III: hour. This is what percent
change?
Direction: Solve and circle the A. 33.3%
correct letter of your answer. B. 25%
C. 2.23%
1. Marie was playing a dart 6. In an examination, P got
game and she attempted 12% more marks than Q
50 times and was able to but 12.5% fewer marks
hit 40% of the attempts. than R. If the difference
Find the number of between the marks scored
by Q and R is 350 then
attempts where she
what is the score of P?
missed her target. A. 1600
A. 30 attempts B. 1500
B. 20 attempts C. 1440
C. 40 attempts D. 1400
2. In 1990, Mary's height was 7. Pawan scored 33% marks
61 cm. In 2000, she grew in a subject and failed by
 63

21 marks. If he scored B. 80
55% marks he would have C. 75
got 45 marks more than D. 100
pass marks. Find the
maximum marks in the
Geometry
subject.
A. 300 Test IV:
B. 250
C. 275 Direction: Solve and encircle the
D. 325 correct answer of what is being
8. There are four boxes. The asked.

∠BAC = 90°, and

weight of the second box 1. In the given figure,
is 25% less than that of
the first box whose weight AD is perpendicular
is 600 kg. The weight of to BC. Find the
the third box is 27 7/9 % number of right
less than that of the triangles in the
second box, whose weight given figure.
is 250 kg more than that of
the fourth box. What is the A. 3
total weight of the third B. 4
and the fourth boxes? C. 6
A. 475
B. 500 2. The length of a
C. 525 rectangle is 3 more
D. 560 inches than its
9. The base of the triangle is breadth. The area
increased by 50%. Find of the rectangle is
the percentage increase in 40 in2. What is the
the area if the perimeter of the
perpendicular height of the rectangle?
triangle is decreased by A. 37 inches
20%. B. 29 inches
A. 25% C. 26 inches
B. 20%
C. 16.66% 3. Two angles are
D. 33.33% called
10. Fresh grapes contain 80% supplementary
water by weight and when when their
the grapes are dried, measures sum up
raisins contain 25% water to _______
by weight. How many kgs degrees.
of fresh grapes are A. 180
needed to get 20kg of B. 90
raisins? C. 270
A. 60 D. 360
 64

D. 46
4. A rectangle has a
length of 6 inches 8. The base area of a
and a width of 4 cylinder is 154 cm2
inches. What is the and the height is 5
area in inches cm. Find the
squared? volume of a
A. 24 cylinder.
B. 27 A. 770 cm2
C. 26 B. 670 cm2
D. 22 C. 725 cm2

5. The area of a 9. What is the

rectangle is 45 cm2. perimeter of? ABC
If its length is 9 cm, in the shape below?
then its width in cm
is ___________. A. 27 cm
A. 5 B. 25.5 cm
B. 10 C. 29 cm
C. 15
D. None of the
above
10. What is (area of a
large circle) – (area
6. The perimeter of a of a small circle) in
square is 24 cm. the figure below?
The area of the
square is cm2.
A. 36
B. 32
C. 30
D. 35
A
7. How many squares . 8 п cm2
with a side of 2 cm B. 10 п cm2
cover the surface of C. 12 п cm2
a rectangle with a
length of 24 cm and
a width of 8 cm?
A. 48
B. 49
C. 47

APPENDIX B
 65

Letter of Request for Validation

Ramon Magsaysay Memorial Colleges
College of Teacher Education
Pioneer Avenue, General Santos City
Tel.No. (083) 3348 Fax No. (083) 301 1927
www.rmmcmain.edu.ph

March 4, 2024

Dear Ma’am,

Greetings of Peace!

The undersigned is a Bachelor of Elementary Education student presently

conducting research entitled: “LEVEL OF MATHEMATICAL PROFICIENCY
AND THE ACADEMIC PERFORMANCE THIRD YEAR BEED STUDENTS” as
an academic requirement for the degree of Bachelor of Elementary Education at
Ramon Magsaysay Memorial Colleges, General Santos City school year 2023-
2024.

In line with this, the researcher is humbly requesting your expertise to validate
the survey questionnaire considering the appropriateness of the content.

Your affirmative response will be of great help in making this study successful.
Thank you and God Bless.

Sincerely yours,

DANIE ANN C. MANTILLA

Researcher

Noted by:

GERALDINE D. RODRIGUEZ, EdD, PhD

Adviser

APPENDIX C
 66

Validation Sheet
Ramon Magsaysay Memorial Colleges
College of Teacher Education
Pioneer Avenue, General Santos City
Tel No. (083) 3348 Fax No. (083) 301 1927

www.rmmcmain.edu.ph

To the Validator: Please check the appropriate box for your ratings using the following
validation scale:

5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1 – Poor

Rating Indicator 5 4 3 2 1
1. Clarity of directions and items.
The vocabulary level, language structure, and the
conceptual level of respondents. The test directions and
items are written clearly and understandably.
2. Presentation/Organization of items.
The items are presented and organized logically.
3. Suitability of items.
The manner of items appropriately represented the
substance of the research. The questions are designed to
determine the conditions, knowledge, perception, and
attitudes that are supposed to be measured.
4. Adequateness of items per category.
The items represent the coverage of the research and
equality. The number of questions per area is respectively
enough for the questions needed for the research.
5. Attainment of the purpose.
The instrument as a whole fulfills the objective of which
it was constructed.
6. Objectivity.
Each item question requires only a specific answer or
measures only behavior and no aspect of the questionnaire
suggests bias of the researcher.
7. Scale and evaluation in the rating system.
Scale adapted is appropriate for items.

JEANNET E. CANDA, RN, EdD, PhD

Name and Signature of the Validator

APPENDIX C
Validation Sheet
 67

Ramon Magsaysay Memorial Colleges

College of Teacher Education
Pioneer Avenue, General Santos City
Tel No. (083) 3348 Fax No. (083) 301 1927

www.rmmcmain.edu.ph

To the Validator: Please check the appropriate box for your ratings using the following
validation scale:

5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1 – Poor

Rating Indicator 5 4 3 2 1
8. Clarity of directions and items.
The vocabulary level, language structure, and the
conceptual level of respondents. The test directions and
items are written clearly and understandably.
9. Presentation/Organization of items.
The items are presented and organized logically.
10. Suitability of items.
The manner of items appropriately represented the
substance of the research. The questions are designed to
determine the conditions, knowledge, perception, and
attitudes that are supposed to be measured.
11. Adequateness of items per category.
The items represent the coverage of the research and
equality. The number of questions per area is respectively
enough for the questions needed for the research.
12. Attainment of the purpose.
The instrument as a whole fulfills the objective of which
it was constructed.
13. Objectivity.
Each item question requires only a specific answer or
measures only behavior and no aspect of the questionnaire
suggests bias of the researcher.
14. Scale and evaluation in the rating system.
Scale adapted is appropriate for items.

JOCELYN S. JIMENEZ, EdD

Name and Signature of the Validator
APPENDIX C
Validation Sheet
 68

Ramon Magsaysay Memorial Colleges

College of Teacher Education
Pioneer Avenue, General Santos City
Tel No. (083) 3348 Fax No. (083) 301 1927

www.rmmcmain.edu.ph

To the Validator: Please check the appropriate box for your ratings using the following
validation scale:

5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1 – Poor

Rating Indicator 5 4 3 2 1
15. Clarity of directions and items.
The vocabulary level, language structure, and the
conceptual level of respondents. The test directions and
items are written clearly and understandably.
16. Presentation/Organization of items.
The items are presented and organized logically.
17. Suitability of items.
The manner of items appropriately represented the
substance of the research. The questions are designed to
determine the conditions, knowledge, perception, and
attitudes that are supposed to be measured.
18. Adequateness of items per category.
The items represent the coverage of the research and
equality. The number of questions per area is respectively
enough for the questions needed for the research.
19. Attainment of the purpose.
The instrument as a whole fulfills the objective of which
it was constructed.
20. Objectivity.
Each item question requires only a specific answer or
measures only behavior and no aspect of the questionnaire
suggests bias of the researcher.
21. Scale and evaluation in the rating system.
Scale adapted is appropriate for items.

ENGR. NOEL F. VALDEZ

Name and Signature of the Validator

APPENDIX D
 69

Summary of Validators Ratings on Questionnaire

Name of Expert Average Rating Description

Validators

JEANNET E. CANDA, 4.71 Excellent

RN, EdD, PhD

JOCELYN S. JIMENEZ, 3.85 Very Good

EdD

ENGR. NOEL F. 4.71 Excellent

VALDEZ

Total 4.42 Very Good

LEGEND:

4.50-5.00- Excellent
3.50-4.49- Very Good
2.50-3.49- Good
1.50-2.49- Fair
1.0-1.49- Poor

APPENDIX E
 70

Letter of Request for Conducting the Study

Ramon Magsaysay Memorial Colleges
COLLEGE OF TEACHER EDUCATION
Pioneer Avenue, General Santos City
Tel No. (083) 3348 Fax No. (083) 301 1927
www.rmmcmain.edu.ph
TEACHER EDUCATION PROGRAM

March 4, 2024

KRISTOFFER FRANZ MARI R. MILLADO, EdD

College President
Ramon Magsaysay Memorial Colleges
General Santos City

THRU: GERALDINE D. RODRIGUEZ, EdD, PhD

Executive Director of Academic Affairs
Ramon Magsaysay Memorial Colleges
General Santos City

Dear Sir/Ma’am:

Greetings of Peace!

I am Danie Ann C. Mantilla a 3 rd Year College Student of Bachelor of Elementary

Education Major in Generalist in Ramon Magsaysay Memorial Colleges. I am
conducting a thesis study entitled “LEVEL OF MATHEMATICAL PROFICIENCY
AND THE ACADEMIC PERFORMANCE OF 3RD YEAR BEED STUDENTS”. In
connection with this, I humbly ask for your permission to allow me to conduct the
study among the chosen respondents in your school. Your positive response will
be a great help to succeed in my studies.

Rest assured that the result of the gathered information shall be kept confidential.
Thank you and God Bless!

Respectfully yours,

DANIE ANN C. MANTILLA Noted by:

Researcher

GERALDINE D. RODRIGUEZ, EdD, PhD, LPT

Adviser
Recommending Approval

ANALISA T. AMADA, EdD, LPT

Dean, College of Teacher Education APPENDIX F
 71

Statistician Certification
RAMON MAGSAYSAY MEMORIAL COLLEGES
TEACHER EDUCATION PROGRAM
Pioneer Avenue, 9500, General Santos City
Tel No. [085] 552-3348 Fax No: (083)301-1927
www.rmmc.edu.com

CERTIFICATION

This is to certify that the undersigned has reviewed the manuscript of

Danie Ann C. Mantilla entitled “LEVEL OF MATHEMATICAL PROFICIENCY

AND THE ACADEMIC PERFORMANCE OF THIRD YEAR BEED STUDENTS”

in terms of statistical analysis.

This certification is issued upon the request of the above name for thesis

purposes.

Given this 28th day of June 2024 at General Santos City.

JESSIRYL G. YGOÑA, MSAM

Thesis Statistician

CURRICULUM VITAE
Name: Danie Ann C. Mantilla

Address: San Isidro, General Santos City

 72

Gmail Address: [email protected]

Mobile No. 09383599101

PERSONAL DATA

Nickname: Danie

Age: 25 yrs. Old

Birth Date: February 23, 1999

Birth Place: Maribojoc, Lingig, Surigao Del Sur

Gender: Female

Nationality: Filipino

Civil Status: Single

Name of Father: Danilo L. Mantilla Sr.

Name of Mother: Mary Ann C. Mantilla

Religion: Roman Catholic

EDUCATIONAL ATTAINMENT

Elementary: Pedro Redondo Elementary School

Maribojoc, SDS 2005-2011

Secondary: Lawigan National High School 2011-2015

Lawigan, Bislig City, SDS

Tertiary: Ramon Magsaysay Memorial Colleges

Pioneer Avenue, General Santos City, 9500

Bachelor of Elementary Education Major in Generalist