Chapter 4

RESULTS AND DISCUSSION

This chapter presents the data gathered, the data analysis and interpretation of

findings.

1. Profile of the Learners

The profile of the learners is presented in Table 1.

Table 2
Frequency and Percentage Distribution of the Respondents
Profile Frequency Percent
Female 72 51.80
Sex Male 67 48.20
Total 139 100.00
17 6 4.32
Age 16 59 42.45

Mean = 15.51 15 74 53.24

Total 139 100.00

1.1 Sex. Out of 139 Grade 10 Learners, there were 72 or 51.80% are females while

67 or 48.20% are males. The result shows a gender disparity on the enrollment

data. The result is supported by the study of David, Albert, & Vizmanos (2018),

boys were more likely to be reported as lacking interest than girls, but the

gender difference grew closer over time. The second most cited reason for not

attending school was illness or disability, which was more often cited for girls

than for boys. The gender gap between girls and boys was most evident.
 27

1.2 Age. Out of 139 Grade 10 Learners, majority are 15 years old with 74 or

53.24%; 16 years old with 59 or 42.45%; and 17 years old with 6 or 4.32. The

computed mean age is 15.51. The result shows that the age of learners is

appropriate to their Junior High School and where they prepare to enter Senior

High School in more learning competencies on their educational stage.

According to OECD (2019), the Programme for International Student

Assessment (PISA) is a triennial survey of 15-year-old students around the

world that assesses the extent to which they have acquired the key knowledge

and skills essential for full participation in society.

2. Level of Social Support in Mathematics Among Grade 10 Learners

2.1 Peers

The level of social support in Mathematics among Grade 10 learners in terms of

Peers is presented in Table 3.

Table 3
Level of Social Support in Mathematics Among Grade 10 Learners
in terms of Peers
Descriptive
PEERS SOCIAL SUPPORT AWM Rank
Rating
1.I enjoy learning math with my classmates because
they are actively engaged during discussion in the 3.01 Agree 2
group chat.
[Link] classmates help me in the lesson through video
2.46 Disagree 5
call.
[Link] classmates and I go over and discuss each
2.60 Agree 3
other’s’ work during performance task.
[Link] I present my work to the class, my classmates
2.55 Agree 4
ask questions and give feedback
[Link] I ask my classmates about the activities in
the module, they are ready and willing to extend their 3.04 Agree 1
assistance to me.
Overall Weighted Mean 2.73 Agree
 28

The Grade 10 learners agreed on whenever they ask their classmates about the

activities in the module, they are ready and willing to extend their assistance to them with

a weighted mean of 3.04. However, they disagreed on their classmates help them in the

lesson through video call with a weighted mean of 2.46. The result shows the learners

extend their help on the lessons indicated in the self- learning modules. They share their

thoughts and ideas on the lessons. Peers were found having a positive impact on their

friends’ school engagement, such as emotional, behavioral, and cognitive engagement in

the classroom (Liu et al., 2018). The computed overall weighted mean on the level of social

support in Mathematics among Grade 10 learners in terms of Peers is 2.73 with a

descriptive rating of Agree.

2.2 Teachers

The level of social support in Mathematics among Grade 10 learners in terms of

Teachers is presented in Table 4.

Table 4
Level of Social Support in Mathematics Among Grade 10 Learners
in terms of Teachers Support
Descriptive
TEACHERS SOCIAL SUPPORT AWM Rank
Rating
1. My teacher likes me to assist whenever I texted and
3.24 Agree 5
send message in the group chat.
Strongly
2. My teacher cares about how I do in the class. 3.42 4
Agree
3. My teacher has patience when dealing with my Strongly
3.47 2
questions. Agree
4. My teacher provides feedback in the previous Strongly
3.44 3
assessment via test messaging and group chat. Agree
5. My teacher encourages me to ask questions for a Strongly
3.56 1
clearer understanding on the lesson. Agree
Strongly
Overall Weighted Mean 3.42
Agree
 29

The Grade 10 learners agreed on strongly agreed on their teachers encourages them

to ask questions for a clearer understanding on the lesson with a weighted mean of 3.56.

However, they agreed on their teacher likes them to assist whenever they texted and sent

message in the group chat with a weighted mean of 3.24. The result shows that the teachers

engaged and participant the learners on the discussion to know that they understand the

lessons. In the United States, Berman-Young (2014) reported that positive teacher-student

relationship led to the fulfilment of the needs for autonomy, competence and relatedness

and was positively related to academic outcomes. King (2015) found that students’ sense

of relatedness predicted their levels of academic engagement which also affected their

academic performance. Students who experienced care and sense of belonging in the

learning environment had high academic engagement, while those who perceive teachers

as hostile and unfriendly express disaffection towards learning. The computed overall

weighted mean on the level of social support in Mathematics among Grade 10 learners in

terms of Teachers is 3.42 with a descriptive rating of Strongly Agree.

2.3 Parents

The level of social support in Mathematics among Grade 10 learners in terms of

Parents is presented in Table 5.

The Grade 10 learners strongly agreed on their parents who motivated them to study

with a weighted mean of 3.46. However, they agreed on their parents who explained the

lesson whenever they cannot understand the lesson with a weighted mean of 2.87. The

result shows that the parents of the learners provide all the materials and help they need to

make sure that they answer all the activities. Students showed higher academic
 30

performance whose parents were more supportive and involved in academic activities as

compared to those whose parents were less supportive (Shahzad, Abdullah, Fatima, Riaz,

Table 5
Level of Social Support in Mathematics Among Grade 10 Learners
in terms of Parents
Descriptive
PARENT SOCIAL SUPPORT AWM Rank
Rating
1. My parent provides educational resources at home Strongly
3.27 2
aside from SLM. Agree
2. My parents help me to understand and do my self-
2.94 Agree 3.5
learning module.
3. My parents regularly commend my class standing. 2.94 Agree 3.5
Strongly
4. My parents motivate me to study well. 3.46 1
Agree
5. My parents explain the lesson whenever I cannot
2.87 Agree 5
understand the lesson.
Overall Weighted Mean 3.09 Agree

& Mehmood, 2020). The computed overall weighted mean on the level of social support

in Mathematics among Grade 10 learners in terms of Parents is 3.09 with a descriptive

rating of Agree.

2.4 Summary on the Level of Social Support in Mathematics Among Grade

10 Learners

The summary on the Level of Social Support in Mathematics Among Grade 10

Learners is presented in Table 6.

Table 6
Summary on the Level of Social Support in Mathematics
Among Grade 10 Learners
Descriptive
AWM Rank
Rating
Peers Social Support 2.73 Agree 3
Strongly
Teachers Social Support 3.42 1
Agree
Parent Social Support 3.09 Agree 2
Overall Weighted Mean 3.08 Agree
 31

The Grade 10 learners rated the teacher social support with the highest average

weighted mean of 3.42 (rank 1) and interpreted as Strongly Agree. On the other hand,

parent social support (rank 2) and peer support (rank 3) rated Agree with average weighted

mean of 3.09 and 2.73, respectively. In Nigeria, Okunbanjo (2013) reported that students

who experienced teacher support of their psychological needs were more academically

engaged and had higher academic achievement. The study further found that competence,

which is enhanced by positive feedback from teachers, was a better predictor of academic

engagement followed by autonomy support. The computed overall weighted mean on the

level of social support in Mathematics among Grade 10 learners is 3.08 with a descriptive

rating of Agree.

3. Academic Performance of the Grade 10 learners in Mathematics

The academic performance of the Grade 10 learners in Mathematics is presented in

Table 7.

Table 7
Academic Performance of the Grade 10 Learners in Mathematics
Descriptive Value Numerical Value Frequency Percent
Outstanding 90 - 100 19 13.67
Very Satisfactory 85 - 89 42 30.22
Satisfactory 80 - 84 34 24.46
Fairly Satisfactory 75 - 79 20 14.39
Did not meet expectation 60 - 74 24 17.27

139 100.00
Total
Mean 81.98
Descriptive Value Satisfactory

Out of 139 Grade 10 Learners, 42 or 30.22% are Very Satisfactory; 34 or 24.46%

are Satisfactory; 24 or 17.27% Did Not Meet Expectation; 20 or 14.39% are Fairly
 32

Satisfactory; and 19 or 13.67% are Outstanding. The result revealed that the learners may

encountered problems on the learning modality implemented in their school. During the

school closure, there is a lack of social support with teachers, parents and peers that could

guide them on their studies. The result was similar to the study of DeLay et al. (2016),

social support also play important roles in improving students’ academic outcomes.

Exemplifying the former, by using a longitudinal social network design, one study found

that positive peer influence could improve students’ writing and mathematics performance.

The computed mean on the academic performance of the Grade 10 Learners in

Mathematics is 81.89 with a descriptive value of Satisfactory.

4. Test of significant difference on the social support in Mathematics among

Grade 10 Learners when grouped according to profile of the learners

4.1 Peers

The test of significant difference on the social support in Mathematics among Grade

10 Learners in terms of Peers when grouped according to profile of the learners is presented

in Table 8.

Table 8
Test of Significant Difference on Level of Social Support in Mathematics Among
Grade 10 Learners in terms of Peers When Grouped According
to Profile Variables
Decision/
Source of Variations df F Sig.
Interpretation
Between Groups 1 0.01 0.92
Accept Ho
Sex Within Groups 137
Not Significant
Total 138
Between Groups 2 0.26 0.77
Accept Ho
Age Within Groups 136
Not Significant
Total 138
 33

There was no significant difference on the level of social support in Mathematics

among Grade 10 learners in terms of Peers on the computed P-values of sex (Sig.= 0.92),

and age (Sig.= 0.77) which are greater than (>) 0.05 Alpha Level of Significance, therefore

the Null Hypothesis is Accepted, hence there was no significant difference when grouped

according to profile variables. The results show that the profile has no effect on the support

of the classmates in the lessons. According to Pitzer and Skinner (2017), peer support was

regarded as the component of supportive classroom interactions among peers, including

warm relations, structural classroom context and supporting autonomy.

4.2 Teachers

The test of significant difference on the social support in Mathematics among Grade

10 Learners in terms of Teachers when grouped according to profile of the learners is

presented in Table 9.

Table 9
Test of Significant Difference on Level of Social Support in Mathematics Among
Grade 10 Learners in terms of Teachers When Grouped According
to Profile Variables
Decision/
Source of Variations df F Sig.
Interpretation
Between Groups 1 7.30 0.01
Reject Ho
Sex Within Groups 137
Not Significant
Total 138
Between Groups 2 1.89 0.15
Accept Ho
Age Within Groups 136
Not Significant
Total 138

There was a significant difference on the level of social support in Mathematics among

Grade 10 learners in terms of Teachers on the computed P-value of sex (Sig.= 0.01) which

is greater than (>) 0.05 Alpha Level of Significance, therefore the Null Hypothesis is
 34

Rejected, hence there was a significant difference when grouped according to profile

variables in terms of sex. Lietaert, Roorda, Laevers, and Verschueren (2014) discussed the

role of teacher’s instructional support on student engagement based on gender and

confirmed that boys showed less engagement in Dutch language classes and reported lower

support from their teacher than girls.

There was no significant difference on the level of social support in Mathematics

among Grade 10 learners in terms of Teachers on the computed P-value of age (Sig.= 0.77)

which is greater than (>) 0.05 Alpha Level of Significance, therefore the Null Hypothesis

is Accepted, hence there was no significant difference when grouped according to profile

variables in terms of age. Peers are friends who have the same age and maturity and the

source of affection, understanding, moral guidance, a place to experiment, and a means to

achieve independence and autonomy from parents for adolescents (Papalia & Feldman,

2014).

4.3 Parents

The test of significant difference on the social support in Mathematics among Grade

10 Learners in terms of Parents when grouped according to profile of the learners is

presented in Table 10.

There was no significant difference on the level of social support in Mathematics

among Grade 10 learners in terms of Parents on the computed P-values of sex (Sig.= 0.62),

and age (Sig.= 0.25) which are greater than (>) 0.05 Alpha Level of Significance, therefore

the Null Hypothesis is Accepted, hence there was no significant difference when grouped

according to profile variables. They play a significant and independent role in individuals’
 35

Table 10
Test of Significant Difference on Level of Social Support in Mathematics Among
Grade 10 Learners in terms of Parents When Grouped According
to Profile Variables
Decision/
Source of Variations df F Sig.
Interpretation
Between Groups 1 0.25 0.62
Accept Ho
Sex Within Groups 137
Not Significant
Total 138
Between Groups 2 1.39 0.25
Accept Ho
Age Within Groups 136
Not Significant
Total 138

continued growth and in the development of their mathematical skills and competencies

(Bandura, 1997; OECD, 2013).

5. Test of Significant Relationship Between Level of Social Support in

Mathematics and Academic Performance of the Grade 10 Learners in
Mathematics

The test of significant relationship between Level of Social Support in Mathematics

and Academic Performance of the Grade 10 Learners in Mathematics is presented in Table

11.

Table 11
Test of Significant Relationship Between Level of Social Support in Mathematics
and Academic Performance of the Grade 10 Learners in Mathematics

Level of
Academic Decision/
Source of Correlations Social
Performance Interpretation
Support
Pearson Correlation 1 0.12
Academic
Sig. (2-tailed) 0.15
Performance No Relationship
N 139 139
Pearson Correlation 0.12 1 Accept Ho
Level of Not Significant
Social Sig. (2-tailed) 0.15
Support
N 139 139
 36

The computed Pearson r value of 0.12 denotes no relationship on social support and

academic performance of Grade 10 learners. The computed P-value of 0.15 is greater than

(>) 0.05 level of significance, therefore the null hypothesis is accepted. The result shows

that the support given by the peers, teachers and parents has no effect or impact to the

academic achievement of the Grade IV learners. The finding of this study is contrary to the

study of Yazin & Dzulkifli (2011) that there was a significant positive relationship between

social support and academic achievement.

6. Proposed Intervention Program

Rationale. Teaching Mathematics, like teaching other subjects, requires a lot of effort on

the part of the teachers. Teachers are pressured to make the students learn. In so doing,

teachers use teaching strategies and appropriate instructional materials to make learning

effective and meaningful. Effective teaching requires “flexibility and creativity, constant

monitor and adjustment” of the teaching techniques, because teachers influence students’

performance and attitude towards the subject (Nagal & Guiab, 2020).

The development of the intervention program was based on the findings of the study

with the least weighted mean on the parameters of the social support which include the

peer, teacher and parents. The designed program has a duration of 3 days or equivalent to

24 hours. The main objective of the proposed intervention program was to enhance the

academic performance of Grade 10 Learners in Mathematics.

The proposed intervention program is presented in Table 12.

 37

Table 12
Proposed Intervention Program
Key Strategies Proposed Involved Estimated Time Outcome
Results Activities Persons Budget Frame
Area
Peer Coordination Webinar on School Head Php 1 day 90% of the
Social with the the Use of 10,000.00 Mathematics
Support School Head Google Mathematics (8 teachers
and Drive and Teachers hours) utilized the
Mathematics other Google
Teachers Educational Trainer/ Drive and
Platforms to Resource other
Meeting promote Speaker Educational
collaboration Platforms
Open Forum among
Grade 10 90% of the
learners on students
the activities collaborate
in the with each
modules. other.

Teacher Coordination Faculty School Head Php 1 day 90% of the

Social with the Meeting 5,000.00 teachers
Support School Head Mathematics (8 assisted the
and Teachers hours) learners
Mathematics through
Teachers SMS, call or
messages in
Consultation the group
Meeting chat.

Open Forum
Parents Coordination Parent School Head Php 1 day 90% of the
Social with the Teachers 5,000.00 parents
Support School Head Meeting Via Mathematics (8 facilitated
and Zoom App Teachers hours) and guided
Mathematics their
Teachers children in
the lessons.
Meeting

Open Forum