Mtap
“THE EFFECTS OF DEPED MTAP PROGRAM TO
REGIONAL SCIENCE HIGH SCHOOL FOR FIRST YEAR
SCTION AMETHYST”
A Research Project presented to
Ms. Loreta Figueroa
In Partial Fulfilment of Requirement
In
Research I (Technical Writing with Basic Statistics)
By
Ellah Kim D. Reyes
April 2011
“THE EFFECTS OF DEPED MTAP PROGRAM TO
REGIONAL SCIENCE HIGH SCHOOL III FOR FIRST YEAR
SECTION AMETHYST”
By
Ellah Kim D. Reyes
Regional Science High School III
April 2011
ACCEPTANCE AND APPROVAL
This Research paper entitled, “THE EFFECTS OF DEPED
MTAP PROGRAM TO REGIONAL SCIENCE HIGH SCHOOL
III FOR FIRST YEAR SECTION AMETHYST”, in partial
fulfilment of the requirements in Research I (Technical Writing
with Basic Statistics) is here by prepared and submitted.
Ellah Kim D. Reyes
Researcher
_________________________________________________
_________________
ACCEPTANCE AND APPROVAL, in partial fulfilment of the
requirement in Research I (Technical Writing with Basic
Statistics).
Ms. Loreta Figueroa
Research Adviser
April 2011
ACKNOWLEDGEMENT
First of all, to God be the glory, a grateful thanks to Him. For all
the wisdom and knowledge that He has given to me. And also
thank you, for giving e the strength and health to do this
project work until it done. Not forgotten to my family for
providing everything, such as money, to buy anything that are
related to this project work and their advice, which is the most
needed for this project. Internet, books, computers and all that
as my source to complete this project. They also supported me
and encouraged me to complete this task so that I will not
procrastinate in doing it. Then I would like to thank my teacher,
Ms. Loreta Figueroa for guiding me and my friends throughout
this project. We had some difficulties in doing this task, but she
taught us patiently until we knew to do. She tried and tried to
teach us until we understand what we supposed to do with the
project work.
Last but not least, my friends who were doing this project with
me and sharing our ideas. They were helpful that when we
combined and discussed together, we had this task done.
ABSTRACT
The objective of the study is to develop mathematical skills
through the MTAP Program to Regional Science High School
III for First Year Section Amethyst. To be able to know their
weakness and discipline regarding the proper step-by-step
procedure in solving the problems and computations in Math
subject.
This study aims to know the significant difference of the Effect
of MTAP Program to Regional Science High School III for First
Year Section Amethyst in terms of age and gender. By
knowing and learning the right mathematical skills in
performing the operations in math, solving difficult problems,
write out full solution and analysation.
I therefore conclude that the Effects of DepEd MTAP Program
to Regional Science High School III for First Year Section
Amethyst is doing a great thing to the students.
I recommend the male respondents to focus first on them
before other things because DepEd MTAP Program has
effects on the academic performance of students, the
researcher recommends that both teachers and parents
should give greater encouragement and discipline to the
respondents in their mathematics lessons to further enhance
and maintain their skills in math learnings.
TABLE OF CONTENTS
Preliminary Part Page
Cover
Page.....................................................................................
Fly
Leaf..........................................................................................
Title
Page.......................................................................................i
Acceptance and
Approval..............................................................ii
Acknowledgement.......................................................................
..iii
Abstract.......................................................................................
...iv
Table of
Content............................................................................v
List of
table...................................................................................vi
List of
figure.................................................................................vii
Chapter 1 The Problem and its Background 1
Introduction...............................................................................1
Theoretical Framework..............................................................2
Conceptual
Framework..............................................................4
Statement of the
Problem...........................................................5
Hypothesis.................................................................................5
Scope and Limitation.................................................................6
Significance of the study...........................................................6
Assumption of the study............................................................7
Definition of terms....................................................................7
Chapter 2 Review of Related Literature 9
Most Recent
Literature................................................................9
Least Recent
Literature...............................................................10
Synthesis of the
Study................................................................11
Chapter 3 Methodology 13
Research Method
Used...............................................................13
Population and Sample of the
study................................................13
Data Gathering
Instruments.............................................................14
Data Gathering
Procedure...........................................................15
Data Analysis and
Statistical.......................................................16
Chapter 4 Data Presentation, Analysis and Interpretation 18
Table
1.0......................................................................................18
Figure
4.0.....................................................................................19
Figure
5.0.....................................................................................20
Figure
6.0.....................................................................................21
Chapter 5 Summary, conclusion and Recommendation 22
Summary.....................................................................................
..22
Conclusion...................................................................................
.23
Recommendation........................................................................
..24
LIST OF TABLE
Table Title Page
Table 1.0 The Profile of the Respondents........................18
LIST OF FIGURE
Figures Title Page
Figure 1.0 Paradigm of the Theoretical
Framework...................3
Figure 2.0 Level of Interest in Mathematical
Subject.................4
Figure 3.0 Population and sample............................17
Figure 4.0 Distribution of 100 % of the minutes they spend In
solving math problems..........................19
Figure 5.0 The survey about sacrificing other subjects for
Studying in mathematics............................20
Figure 6.0 Hours they spend in studying
lesson........................21
Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction Maria, (12 years old) said that the respondents
need an active participation in learning mathematics. In order
to get a sound understanding of any mathematical topic it is
essential that they actually perform the calculations by
themselves. They can’t learn mathematics by being a
spectator. It is by using your brain to solve the problem and by
writing out the full solution. The seminar of MATP conducted to
the learning process. They have experience a greater variety
of problems, thus building their expertise and developing
confidence in dealing math problems.
The researcher’s topic is about teaching and letting the
respondents learn the basic mathematic skills. A preparation
for any mathematics quiz bowl. MTAP means Math Teachers
Association of the Philippines. It develops interest in
Mathematics among elementary and high school respondents,
to inculcate important mathematical concepts and
proficiencies, and to further improve the mathematical skills of
Filipinos.
Theoretical Framework
Bishop, (1928-2004) said that this paper explores assumption
that all formal mathematics education produces cultural
conflicts between the children’s everyday culture of
mathematics. Analysing mathematics learning in this way from
an intercultural perspective allows us to integrate perspectives
and result from psychological research on intercultural
communication and intercultural learning into mathematics
education research.
For De Abreu, LBishop and Pompeu, this interview reveals
about the way a father did the sums, not the same way as
learned in school. He does it in his head while her son is with
the pen. (Interviewed Maria, 14 yrs. Old, daughter of a sugar
cane worker in Brazil). That children often experience conflicts
in terms of contradictory understandings generated through
their participation in two different mathematics cultures, one
outside school, liked to their everyday practices, and the other
at achool. An example of an observation of cultural conflicts.
INTERCULTURAL LAERNING
MATHEMATICS LEARNING
Figure 1.0
Paradigm of the Theoretical Framework Figure 1.0 show that
the researcher, therefore, theorize that the mathematics
learning of the respondents ca influence the intercultural
learning and formulated as one.
Conceptual FrameworkDEVELOPING MATHEMATICAL
SKILLS AND PROGRAMS TO REGIONAL SCIENCE HIGH
SCHOOL III FOR FIRST YEAR AMETHYST
CONCEPTS AND PROFICIENCY
LEVEL OF INTEREST IN MATHEMATICAL SKILLS
Figure 2.0
Level of Interest in Mathematical Subject It is shown in Figure
2.0 that by developing Mathematical skills and Programs to
Regional Science High School III for first year Amethyst gives
interest in Mathematics among elementary and high school
respondents, to inculcate important mathematical concepts
and proficiency, and to further improve the mathematical skills
of Filipinos.
Statement of the Problem This study aims to know “THE
EFFECTS OF DEPED MTAP PROGRAM TO REGIONAL
SCIENCE HIGH SCHOOL III FOR FIRST YEAR SECTION
AMETHYST.
Specifically, it will answer the following question: 1. Is there a
significant difference in terms of age and gender in attending
DepEd MTAP Program to Regional Science High School III for
first year section Amethyst? 2. What pointers should the
respondents follow in order to develop mathematical skills?
Hypothesis 1. H0 - There is no significant difference in terms of
age and gender in attending DepEd MTAP Program to
Regional Science High School III for first year section
Amethyst? 2. H1 - There is significant difference in terms of
age and gender in attending DepEd MTAP Program to
Regional Science High School III for first year section
Amethyst?
Scope and Limitation Thus study concentrates on finding out
the development of Mathematical skills, concept and
proficiency rate by getting the grades of the First Year
Students of section amethyst of Regional Science High School
III School Year 2010-2011. Also, it will be focusing on the
mathematical tools, variety of disciplines and understanding
the basic ideas in using standard mathematics test. The study
is limited to Math subject for First Year Students of Section
Amethyst of Regional Science High School III School Year
2010-2011.
Significance of the study For the teachers, the study will help
them to decide whether to improve or retain the Mathematical
concepts and proficiencies and skills of the respondents.
Furthermore, it will be an eye opener for them to make them
realize if their methods of teaching Math are effective and
interesting. This will be beneficial to the students because by
determining the Mathematical skills, they can recognize their
weakness and discipline in the Math subject and further
enhance them. This is important to the parents of the students
so that they will be informed about their child’s standing
regarding the Math subjects. By knowing that they can help
develop their child’s skills n Math such as performing the
operation in Math, solving difficult problems, writes out the full
solution and analysing. Assumption of the study
It assumed that the First Year Students of Section Amethyst in
Regional Science High School III School Year 2010-2011 can
perform the operation in math, solved difficult problems, can
write out full solution and analysing.
Definition of terms
MTAP – means Math Teachers Association of the Philippines.
It develops interest in Mathematics among elementary and
high school students, to inculcate important mathematical
concepts and proficiencies, and to further improve the
mathematical skills of Filipinos.
Mathematical Skills – that will help with learning number
patterns and multiplication facts.
Concepts – is a cognitive unit of meaning an abstract idea or a
mental symbol sometimes defined as a “unit of knowledge”,
built from other units which acts as a concept’s characteristics.
Proficiency – the quality of having great facility and
competence.
Discipline – refers to systematic instruction given to a disciple.
RSHS – Regional Science High School III