MINDORO STATE COLLEGE OF AGRICULTURE AND
TECHNOLOGY Main Campus
Alcate, Victoria, Oriental Mindoro
COLLEGE OF COMPUTER STUDIES
Project Documentation
ITP 222- QUANTITATIVE METHOD
PROJECT TITLE
Level of Performance in Solving Polynomials of Grade 10 Students
In Partial Fulfillment of the Requirements
for the Subject
ITP 222- QUANTITATIVE METHOD
Submitted by:
Mhihelton [Link]
Karen Escalona
BSIT II-A
Submitted to:
JOHN EDGAR S. ANTHONY, MIST
Instructor
May - 21 - 2021
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ABSTRACT
Statement of the Problem
This study aims to determine the Level of
Performance of Grade 10 students in solving
Polynomials.
Specifically, it seeks answers to the following
questions:
1. What is the level of performance of the Grade 10
students in solving Polynomials in terms of:
1.1 addition of polynomials
1.2 subtraction of polynomials
1.3 division of polynomials
1.4 multiplication of polynomials
2. Is there a significant difference in the Level of
Performance of Grade 10 students in solving
Polynomials?
2.1 addition of polynomials
2.2 subtraction of polynomials
2.3 division of polynomials
2.4 multiplication of polynomials
Statement of the Hypothesis
There is no significant difference between levels of
performance of Grade 10 students in solving
polynomials.
2|Page
Table of Content
Title Page…………………………………………………………………………...………………. 1
Acknowledgement……………….…………….………………………….……...…………… 2
Table of Content………………….…………….………………………….…………………… 3
List of Table……………………….…………….……………………………………….………. 4
List of Figure ……………….…………….…………………………………….………… 5
Chapter 1……………………………………………………………………………………………………7-14
Chapter 2…………………………………………………………………………………………………………15-18
Chapter 3……………………………………………………………………………………………………19-21
Chapter 4……………………………………………………………………………………………23-27
Chapter 5…………………………………………………………………………………………..28-29
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List of Figure
Figure 1: Teaching Method
Figure 2: Interest of the Students
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LIST OF FIGURE
FIGURE 1. THE PROBLEM AND ITS BACKGROUND
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Statement of Hypothesis
1.4 Scope and Limitation of the Study
1.5 Significance of the Study
1.6 Conceptual Framework
1.7 Definition of Terms
Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES
2.1 Foreign Literature and Studies
2.2 Local Literature and Studies
2.3 Synthesis
Chapter 3 RESEARCH METHODOLOGY
3.1 Research Method
3.2 Population, Sample Size and Sampling
Technique
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3.4 Description of the Respondents
3.5 Research Instrument
3.6 Data Gathering Procedure
3.7 Statistical Treatment of Data
Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA
Chapter 5 SUMMARY, CONCLUSION, AND RECOMMENDATION
5.1 Summary of Findings
5.2 Conclusion
5.3 Recommendations
6|Page
MINDORO STATE COLLEGE OF AGRICULTURE AND
TECHNOLOGY Main Campus
Alcate, Victoria, Oriental Mindoro
ITP 222– QUANTITATIVE METHODS
GROUP ACTIVITY
DOCUMENTATION OUTLINE
Level of Performance in Solving Polynomials of Grade 10
Students.
Chapter 1 THE PROBLEM AND ITS BACKGROUND
Background of the Study
Mathematics is the science that deals with the logic of
shape, quantity and arrangement.
Math is all around us, in everything we do. It is the
building block for everything in our daily lives, including
mobile devices, architecture (ancient and modern), art, money,
engineering, and even sports. Also mathematics educators are
realizing the impact that technology is having on the way
mathematical functions can be represented and manipulated. The
increased use of graphing technology in the classroom is
paralleled by an increased emphasis on the role of the graphical
representation of a function to solve problems. These changes
together with a recognition of the significance and complexity of
developing a rich understanding of the graphical representations
of polynomial functions are the motivation behind this research.
The study was designed to explore students’ conceptual
understandings of the graphs of polynomial functions. Guided by a
constructivist approach to conceptual change, the investigations
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were primarily directed towards determining how the students’
ability to interpret the graphs of polynomial functions of degree
greater than two depends and builds on their understandings of
the graphs of polynomials .The aim of the study was to
investigate students' conceptual understandings of polynomial
function graphs. The investigations were mainly based on a
constructivist approach to conceptual transition.
Determining the students' ability to view polynomial graphs
greater-than-two-degree functions depend on and expand on their
expertise.
Polynomial functions of degree greater than two are used in
engineering designs, such as designing the hull of a sailboat,
and in modeling volume and motion. They are also useful for
exploring the core mathematical concepts of maxima, minima,
points of inflection, end behavior, intercepts, and
increasing/decreasing functions. All of these concepts can be
exhibited within the context of the graphical representation of a
single polynomial function of degree greater than two.
Based on three student case studies from an Algebra II class
in a large university, the investigation was qualitative in
nature and took place at a high school in Northern New England.
Clinical interviews were used to probe into the students’
developing understanding of linear, quadratic, and cubic function
graphs Teaching episodes were created based on the results from
the clinical interviews in order to improve relations between the
groups of polynomial functions.
The researchers aim to demonstrate to students the
importance of Mathematics (as a subject) and Polynomials (as a
topic within it) in their everyday lives as students and in the
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future lives they aspire to. The researcher came up with that aim
because people in today's world use Mathematics without
understanding or appreciating it.
Some students were still confused in solving Polynomials which
is important to learn in
Mathematics and it is the reason of the researcher to come
up with the goal of showing the student the importance of
Polynomials so, they’re going to put much attention in this topic
if they once encountered it again. The researchers also aim to
determine the Level of performance in solving polynomials of
Grade 10 students in order; to know if they are able to
understand the lesson they already discussed in their Mathematics
class, if they can keep their learnings in Mathematics and, as
for them to serve as their review.
Polynomials are significant, but only a few understand and
know much about them because they are perplexing. Polynomial
addition, subtraction, division, and multiplication are all
examples of polynomial operations. The researchers used
questionnaires as a study design and claimed that multiple choice
was used to measure their levels to see whether they could be
fooled by the choices themselves. Of course, students may already
have solutions in their minds, but the options may make it much
more complicated.
According to Monk (1985), the complexity of the concept can
be attributed to the various representations of a function, the
numerous sub concepts that make up the function concept, and the
host of problem situations at varying levels of complexity and
abstraction that are used to illustrate the concept. There is a
growing consensus in the mathematics education community that,
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because of its complexity, students can only come to understand
the concept of function slowly over several years.
Throughout the past decade, mathematics educators have been
reevaluating the way functions are used and taught in the
classroom. In secondary algebra courses, the typical path of
instruction for the various representations of functions has been
from algebraic expression, to ordered pairs, to graphs (Philipp,
Martin & Richgels, 1993). Yerushalmy and Schwartz (1993) state:
It would seem that this sequential learning of the symbolic and
graphical representations does not promote a tendency on the pan
of the learner to move between them. Each of the representations
presents a separate symbol system for the learner with no mutual
and constructive interaction, (p. 44)
Students in Grade 10 might be at a point in their
development or maturation where they're trying to figure out what
career path they should take in the future and where they could
fit in, and this study will help them figure out what's best for
them to take and where they should concentrate more if they've
already decided. This study is especially relevant to them
because, as they become Senior students next school year, they
will need to determine what career they want to follow in order
to be prepared for Grade 11-12, when they will be divided based
on the track they chose, and Grade 12 will be used to learn and
do better on that track. If they choose the right track where
they best fit in then, they can do well in college and find a
great job in the future.
The study doesn’t just focus about the subject or topic but,
also with the students and the possible outcome it may cause. If
the students take the questionnaires seriously and still got low
score then, he/she could decide either not to pursue higher
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education or to give more attention to the subject and the topic
itself in order to be able to do well in college as well as in
the near future to get the best job they actually fit in. While,
if the students got a high score then, they could be more or
completely decided of what career they could fit in, it doesn’t
mean that they don’t need to study mathematics or radicals
anymore but, they should continue improving in this field if they
are aiming or considering higher education as mentioned above.
So that, we the researcher are optimistic that through this
study we will be able to elicit data necessary to supply
incredible result and recommendations that will be used to final
analysis data to make an action plan for determine the Level of
Performance of Grade 10 students in solving Polynomials.
Statement of the Problem
This study aims to determine the Level of Performance of
Grade 10 students in solving Polynomials.
Specifically, it seeks answers to the following questions:
1. What is the level of performance of the Grade 10 students in
solving Polynomials in terms of:
1.1 addition of polynomials
1.2 subtraction of polynomials
1.3 division of polynomials
1.4 multiplication of polynomials
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2. Is there a significant difference in the Level of Performance
of Grade 10 students in solving Polynomials?
2.1 addition of polynomials
2.2 subtraction of polynomials
2.3 division of polynomials
2.4 multiplication of polynomials
Statement of the Hypothesis
There is no significant difference between levels of
performance of Grade 10 students in solving polynomials.
Scope and Delimitation of the Study
This study dealt only with the level of performance in
solving polynomials of Grade 10 students based on the perceptions
of the students-respondents. On the other hand, the mathematics
solving ability was measured through their scores in the
questionnaires.
This involved (20) respondents from the chosen Grade 10
students.
Significance of the study
The result of the study will be useful to the following
individuals or group of people;
Students: The result of the study will be a good help for the
students/respondents to know the current status of their
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performance in solving Polynomials therefore; they can evaluate
why they had that performance level and improve it in the future.
Parents: If the parents got aware of the performance level of
their children as a result of the said study, they could help
their children to improve.
Teachers: When the teacher of the said students/respondents got
to know the result of the said study then, he/she could decide
either, to remain using his/her techniques in teaching or to
change it.
Administrators: The result of the study can serve as a basis of
the school principal and the faculty members to approve proposed
activities that might help students to improve with the mentioned
ability.
Future Researchers: The study can serve as a guide for the
future researchers with the same interest of topic to study.
Conceptual Framework:
Input Process
13 | P a g e Level of Performance in Solving
Email Polynomials of Grade 10 Students.
Questionnaire
Age Collection of Data
Gender
Definition of Terms
ANOVA- analysis of variance, a statistical method in which the
variation in a set of observations is divided into distinct
components.
Slovins’ Formula- used to calculate the sample size (n) given the
population size (N) and a margin of error (e). -It is computed as
n = N / (1+Ne2). - If a sample is taken from a population, a
formula must be used to take into account confidence levels and
margins of error.
Radicals- any mathematical expression containing radical symbol
√.
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MINDORO STATE COLLEGE OF AGRICULTURE AND
TECHNOLOGY Main Campus
Alcate, Victoria, Oriental Mindoro
Chapter 2: Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES
Foreign:
According to Nitsa Movshovitz-Hadar (July 1991) one of the
visual representations of a function is its graph. According to
(Dreyfus and Eisenberg) one of the great goals of high school and
college mathematics is to make each student pay more attention to
how to better understand each major underlying notion associated
with the graphing of functions.
According to Nitsa Movshovitz-Hadar (July 1991) In each
student's study through their observation that each omplecation
of the polynomials is seen to have coefficients that are the root
of the quadratic factors. All graphs of a linear function have
inclined straight lines and for a quadratic function it is
parabolic. Also, according to them there are three different
forms of curve first the monotonous curve it has a horizontal
tangent second the monotonous curve without horizontal tangent
and the last is the non-monotonous curve which has two
[Link] likely to form students ’intuition for the source,
type and number of roots of real polynomials. This development
has the potential to naturally lead them to identify the basic
theory of algebra in one of the following logical formulations:
‘The sum of the multiplicities of all unique real and
complex roots of a polynomial is equal to its degree’[15] or‘ The
number of all distinct real and complex roots of a polynomial
counted together with their multiplicity is equal to its degree
’.
Ugorji Ogbonnaya,, David L. Mogari, Eric Machisi(2013 )
According to this, every teacher needs to expose the ability of
each student to solve problems found in polynomals ata as well as
in other branches of mathimatics. According to this, it should
not be limited to each context in the book how to solve each
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problem regarding mathematics and therefore give each student the
opportunity to find their own strategies to answer mathematics
problems and to better understand. it's up to each student how to
make it easier for them to understand about it.
Ugorji Ogbonnaya,, David L. Mogari, Eric Machisi(2013 )
According to them, it is better and more beneficial for teachers
to attend professional activities related to mathematics so that
they can explain it better and also so that they can learn more
about how to explain it properly to each student if they can do
it better. can understand order especially those about
polynomials. According to them, each teacher can strengthen their
teaching so that they can improve the outcome of the students.
According to U Farihah (april 2019) the students use three
methods of thinking the first is the visual thinkers where they
use tools such as videos so that they can better understand how
to solve their problems. Two are non-visual thinkers where they
can more easily pick-up or comprehend just by listening and the
last one is harmonic thinkers where he can use both visual and
non-visual. thinkers. Knowing these will make it easier for
teachers to teach each student their understanding of
polynomials.
According to U Farihah (april 2019) each student forms
questions in their minds about the contexts so that they can
better understand their problems and they can use it better to
solve the questions. They often use representations, such as
equations, words, diagrams, graphs and worksheets because they
can easily find solutions to each problem in context and they can
easily gather knowledge about mathematics to solve each connected
problem.
According to U Farihah (april 2019) There are activities
tailored for students to further develop their math skills and
abilities, such as math modeling, activity -related activities
related to problem analysis. creating sub-problems helps students
expand their knowledge, represent mathematical issues and solve
each problem related to mathematics.
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According to U Farihah (april 2019 each visual student uses
graphics to represent them as a model of mathematics as a source
of basic equipment to provide them with adequate knowledge and to
facilitate their solving their problems about mathematics. By
using graphs, they will learn better to solve problems in that
context by entering a formula to obtain a vertical or horizontal
line. The tool then provides the point of intersection and its
coordinates; students looked at the values presented to find
solutions to the equations and thus applied the models to find
their answers.
According to U Farihah (april 2019 explained the reason why
there are difficult expressions when it comes to algebraic
manipulation.
The ability of computing tools is assimilated by students
and reflected in the use of geometric objects (lines,
intersections, dots, coordinates) to find alternative approaches
to explore the model. These solutions show that visual learners
can easily get solutions to situations agebrecally. To sum it all
up, it is easy for each student to solve polynomial expressions.
Because computing tools have the ability to also facilitate each
solution to the problem about polynomials and make it easier to
find alternative descarte that can be used in the model.
Local:
According to Analyn D. Gamit, Jacquiline A. Antolin, Arneil
G. Gabriel (2017) students often do not have enough knowledge
when it comes to mathematical skills this becomes the main root
of every student’s problem as they solve problems about
mathematics. It also said that every mathematics teacher should
have the appropriate knowledge and approach so that each student
can more easily understand what they are teaching to strengthen
their ability to keep pace with the development of mathematics.
According to this, every student should have a positive outlook
when it comes to mathematics so that they can pay more attention
to the things that cause them to have difficulty solving every
problem when it comes to mathematics.
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According to Analyn D. Gamit, Jacquiline A. Antolin, Arneil
G. Gabriel (2017), children need more activities which are
cooperatives taking place so that each student can further
enhance their knowledge and skills in discovering possible
solutions to their mathematics-related tasks. These fields will
help each student to develop their skills so that they can
improve their learning in mathematics by helping each student to
feel the positive effects of mathematics.
According to Cesar Del Ayre Herrera, Jr., Ryan V.
Dio(September 2016) one of the effective methods of teaching is
the constructivist which is believed to be easy for every student
to learn if they are actively involved in what is going on to
produce meaning and knowledge. In the form of constructivist
teaching, it is more effective to provide adequate knowledge to
each student. It is more certain that each student has
proficiency in the concepts of skill it says that students learn
quickly when they are mentally and physichal ready. According to
them, it is the obligation of every teacher to find out the
physical and mental status of each student if they are ready for
their future lesson based on their knowledge.
Synthesis:
Knowing the fact that most Filipinos used to know their
own language rather than English then, they might have a hard
time understanding radicals. There are lots of rules to consider
in radicals that might also hinder the students to learn or,
hinder the students to understand it due to the confusion in the
topic.
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MINDORO STATE COLLEGE OF AGRICULTURE AND
TECHNOLOGY Main Campus
Alcate, Victoria, Oriental Mindoro
COLLEGE OF COMPUTER STUDIES
Chapter 3 RESEARCH METHODOLOGY
Research Method
This chapter presents the methods used in the study.
This includes the research design, research locale,
respondents of the study, sampling technique, instrument
used in the study, scoring and quantification, the data
gathering procedures and the statistical treatment of data.
Population, Sample Size and Sampling Technique
Description of the Respondents
The respondent of the study are randomly selected from the
Grade 10 students who were enrolled on the school year 2020-2021.
Research Instrument
The major instrument of the study was a self-made test
(questionnaire). The questionnaire was made to test the student’s
capability of understanding polynomials and capability of solving
it in terms of; addition, subtraction, multiplication and
division.
Data Gathering Procedure
The researchers provide a self-made test validated by
the research adviser.
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The researchers send request letter to the subject teachers
where they will conduct the test by distributing questionnaires
to test the Level of Performance in Solving Polynomials of Grade
10 Students.
The researchers distributed the questionnaires on the time
they asked after getting an approval with some teachers as well
as the principal. They explained what the questionnaire was about
and, explained the direction in it also. The test was compared to
the answer key and the researchers conducted the sampling method
which is simple random sampling technique.
Statistical Treatment of Data
The following statistical tool were used in this study:
To determine the solving ability of the students in term of
the test scores, frequency and percentage were utilized. The
formula is:
scores
t= ×100 %
total number of items
To determine the Mathematics solving ability and the level
of the performance in solving radicals of Grade 10 students, One
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Way ANOVA. One-way ANOVA used to analyze or to test the
significance of differences.
Analysis of Variance
TSS – total sum of square
SSe – sum of squares of each group
SSw – sum of squares within groups
dfb – degrees of freedom between groups
dfw – degrees of freedom within groups
k – number of samples
n – total of all scores
N - total number of samples
∑xi – sum of squares in each group
X – individual value in all the groups
TSS = ∑x2 – (∑x)1+
Where:
N = the number of samples
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F c = the computed value of F
F t = the tabular value of F
k = the number of columns
d f = the degree of freedom
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MINDORO STATE COLLEGE OF AGRICULTURE AND
TECHNOLOGY Main Campus
Alcate, Victoria, Oriental Mindoro
Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter includes the interpretation of the data
gathered from the respondents.
This study was conducted to determine the level of performance
of the grade 10 students in solving polynomial.
This graph shown our respondent who is the selected grade 10
students which is 28.6% of male and 71.4% of female.
Table I:
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Survey Question I:
It shows that in 20 selected respondent there are 80% who
vote sometimes in way of how their teacher teach them. And 20% of
them vote in always and often.
This graph shows the performance of the students in solving the
polynomials. About 45% of them understand and can cope to the
solving of polynomials. And 55% of them are not totally get on
how to solve polynomials.
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Interpretation of Data
This table shows the result of the survey questionnaire of the
grade 10 students of Leutoboro National [Link] shows the
weighted mean in every question and its verbal interpretation.
The overall weighted mean is 82.6 which indicates that all the
respondent is approved to the questions.
QUESTIONS WEIGHTED MEAN VERBAL
INTERPRETATION
My teaches use some 18.6 Sometimes
books in presenting
polynomials
My teacher organized 18.6 Always
some aid when
presenting
My teacher use some 4.2 Sometimes
strategies in
teaching.
My teacher clearly 4.2 Often
explains what we are
going to do in our
module.
My teacher clearly 3.2 Sometimes
explains what we are
going to do when
using online
platforms.
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AVERAGE WEIGHTED 48.8 SOMETIMES
MEAN
This table shows the response of the students whether they
totally understand or effective to them if they only on self-
learning or it is better for them to use online learning.
QUESTIONS WEIGHTED MEAN VERBAL
INTERPRETATION
I actively 4.2 Always
participate in the
discussion,
answering exercises
and/or clarifying
thigs I did not
understand.
I make myself 4.2 Often
prepared for the
solving of
polynomials.
I listen attentively 3.2 Sometimes
to the lecture of my
math teacher
I can solve 4.2 Sometimes
polynomial easily.
I understand the 4.2 Often
process on solving
the polynomial.
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I memorized the 4.2 Often
formula needed in
solving polynomial.
Its more engaging 5.4 Always
when I studying
online.
I feel comfortable 4.2 Always
when studying
online.
AVERAGE WEIGHTED 33.8 Always
MEAN
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MINDORO STATE COLLEGE OF AGRICULTURE AND
TECHNOLOGY Main Campus
Alcate, Victoria, Oriental Mindoro
Chapter 5 SUMMARY, CONCLUSION, AND RECOMMENDATION
This chapter presents summary of findings, conclusions and
recommendations.
Summary of Findings
We, the researcher found out that the level of performance
in solving polynomials of the grade 10 students is moderately
effective and some of them encountered some problems in a way of
modular learning because they are all in self learning.
Conclusions
We all know, that we are now on the set of new normal. All of our
action today is limited because of the pandemic, and because of that
in order to continue our education, teachers always prepared modules
for their students. Some of the teachers distributed modules per
barangay, and the parents is the one who will receive it.
Students today is one who help their self in order to understand
the module given to them. This shows that the selected Grade 10
students have different weaknesses and strengths since, they all
weren’t the same in where they excelled and where they got lower
score. They have the same teacher in this subject so, it means
the teacher wasn’t the problem why some students got failing
grade or low performance in solving polynomials in any terms.
Some students have their problems in their own for sure, why
they got failed or why they have a low performance in solving
polynomials.
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Recommendations
We the researcher, and one of the students of Bachelor of Science
in Information Technology, recommend a web system entitled “E-
ModuLearn” that will help the students as well as the teachers to
highly understand the concept on how to solve the polynomials in terms
of addition, subtraction, multiplication of the polynomials.
\This system contains information, activity and some games in
order to study those terms that they didn’t know. Also, this system
that we will make aims to help those students and also teachers to
have gain more knowledge and strategies in this time of pandemic.
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MINDORO STATE COLLEGE OF AGRICULTURE AND
TECHNOLOGY Main Campus
Alcate, Victoria, Oriental Mindoro
Bibliography
30 | P a g e
MINDORO STATE COLLEGE OF AGRICULTURE AND
TECHNOLOGY Main Campus
Alcate, Victoria, Oriental Mindoro
May , 2021
Dear Ma’am:
Good Day!
We the BSIT-II from Mindoro State University is tasked to conduct
a research on the Level Performance of Grade 10 students in
Leutoboro National Higschool in solving radicals as a partial
fulfillment of the requirements in our subject ITP 222. With
regards to this, the undersigned is writing a request permission
to conduct our survey at your students in Mathematics. The said
survey will be done through answering the sets of questionnaires
respectively.
Your approval will be greatly appreciated. Thank you and God
bless!
Respectively yours,
Mhihelton Besa
Karen Escalona
Researcher
Noted by:
John Edgar S. Anthony, MSIT
Research Adviser
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MINDORO STATE COLLEGE OF AGRICULTURE AND
TECHNOLOGY Main Campus
Alcate, Victoria, Oriental Mindoro
Curriculum Vitae
PERSONAL DATA
Name: Mhihelton Besa
Sex: Male
Birthdate:
Birthplace:
Address:
Civil Status: Single
Parents:
EDUCATIONAL BACKGROUND
Elementary Level
School:
Location:
Secondary Level (Junior High School)
School:
Location:
(Senior High School)
School
Location:
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PERSONAL DATA
Name: Karen Escalona
Sex: Female
Birthdate: December 17, 2001
Birthplace: Loyal, Victoria, Oriental Mindoro
Address: Loyal, Victoria, Oriental Mindoro
Civil Status: Single
Parents: Mr. Pedro Escalona JR.
Mrs. Dina Escalona
EDUCATIONAL BACKGROUND
Elementary Level
School: Loyal Elementary School
Location: Loyal, Victoria Oriental Mindoro
Year Graduated: 2012
Secondary Level (Junior High School)
School: Oriental Mindoro Academy
Location: Poblacion IV, Victoria Oriental Mindoro
Year Graduated: 2017-2018
(Senior High School)
School: Oriental Mindoro Academy
Location: Poblacion IV, Victoria Oriental Mindoro
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