PROBLEM SET NO.

3
MATHEMATICS
MACALISANG, KRISTINE CLAIDE
LAGARTO, YOHANNE ERICH

RESEARCH ARTICLE 1: A Quantitative Study of Course Grades and Retention

Comparing Online and Face-to-face Classes

The study investigated whether significant differences exist in the grades and
retention between students enrolled in online courses and those in traditional
face-to-face classes. It specifically examined whether students in online learning
environments achieve comparable final grades and complete their courses at the
same rate as students receiving classroom-based instruction. Using institutional
records such as final grades and enrollment data, the researcher conducted a
quantitative comparison of outcomes between the two groups. The study aimed
to determine whether the mode of instructional delivery influences a students
grades and retention. Ultimately, the results were intended to provide evidence-
based insights to help educators and administrators evaluate the effectiveness of
online education in relation to traditional learning formats.

The study used a comparative non-experimental research design to examine and

compare the differences in the overall academic performance of learners
enrolled in online courses and those enrolled in traditional face-to-face classes.
Rather than manipulating variables, the researcher analyzed existing institutional
data from these two naturally occurring groups to compare their course grades
and retention rates. This design allowed for an objective evaluation of whether
the mode of instructional delivery was associated with differences in student
performance and persistence based on numerical academic records.

(4-5)The study utilized both descriptive and inferential statistical tools to analyze
student outcomes in online and face-to-face courses. Descriptive statistics,
including mean, frequency, and percentage, were used to summarize key data
such as the average final course grades of students and the number of students
who either completed or withdrew from their courses in each learning format. For
example, mean scores were calculated to compare the academic performance of
students in online classes with those in traditional classroom settings, while
frequency counts and percentages were used to present retention patterns
based on course completion and withdrawal rates. To determine whether any
observed differences in academic performance were statistically significant, the
researcher applied an independent samples t-test to compare the mean grades
of students from the two groups.

The study relied on institutional academic records as its primary source of

numerical secondary data. These records included students’ final course grades,
enrollment information, and course completion status, such as whether a student
completed or withdrew from a class. For instance, final grades were used to
compare academic performance between students enrolled in online courses and
those in face-to-face classes, while enrollment and withdrawal records were
examined to determine retention rates in each instructional format. By analyzing
these existing data from the institution’s database, the researcher was able to
quantitatively assess differences in both student achievement and performance
between the two learning environments.

The study’s data consisted of several types, each with a specific level of
measurement. Course grades were measured on an interval scale, as the
differences between numerical grades could be meaningfully compared.
Retention status, classified as either completed or withdrawn, was measured on
a nominal scale because it represents a categorical outcome without inherent
order. Similarly, the type of instruction—online or face-to-face—was also
nominal, serving as a way to classify students into groups for comparison.
Finally, the number of students was measured on a ratio scale, as it represents a
count with a true zero and allows for meaningful calculations of proportions and
differences. These measurement levels ensured that the statistical analyses
applied in the study were appropriate for each type of data.

SOURCE LINK: [Link]

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SOE/EdD_Theses/
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RESEARCH ARTICLE 2: Assessing Reading Comprehension Difficulties in Core

Science Subjects of Senior High School Students in a
Private School in Calamba City, Philippines

This study highlights the importance of reading comprehension and the significant
role it plays in our functioning community. According to a survey, the Philippines
ranked second among the lowest reading comprehension skills despite being among
the top English-speaking countries globally. It shows that despite English being the
second language of most filipinos, they still find it difficult to comprehend. This
survey aims to find the core difficulties students experience in analyzing text—
specifically in the core subjects of science in senior high school.

The quantitative research design used in this study was descriptive research design.
This type of design focuses on gathering numerical data to describe the current
situation of a specific group. In this study, the researchers aimed to describe the
students’ reading comprehension levels and related factors rather than determine
cause-and-effect relationships.

The statistical tool used in the study was descriptive statistics, specifically frequency,
percentage, and mean.

This research used descriptive statistics, specifically frequency, percentage, and

mean, to organise and summarise the data collected. Frequency and percentage
were used to show how many students belonged to certain categories, such as their
profile and responses to survey questions. The mean was used to compute the
average score of the students in the reading comprehension test. These tools helped
the researchers describe the students’ overall performance and characteristics
without testing relationships or comparing groups.

The study used two main types of data: reading comprehension test scores and
survey responses. The test scores measured the students’ level of reading
comprehension and were categorized into mastery levels based on their percentage
scores. The survey gathered information about the students’ demographic profile
and reading-related factors.

The numerical test scores from the reading comprehension test are categorized as
Ordinal because they are grouped into mastery levels, such as mastery, near
mastery, and low mastery. On the other hand, the survey responses are categorized
as Nominal because they don’t require any order.

SOURCE LINK: [Link]

RESEARCH ARTICLE 3: The Relationship of Sleep Hours on the Academic

Performance and Classroom Participation of Senior High School Students

This study investigated whether the number of sleep hours among Senior High
School students at NU-Nazareth School affects their academic performance and
classroom participation. The researchers observed that students often sleep only
about six hours per night, which is generally considered insufficient for teenagers.
The study aimed to determine if reduced sleep was significantly associated with
lower academic scores or less active classroom participation. Contrary to
expectations and previous research, the findings revealed that sleep hours did not
have a significant effect on either academic performance or classroom participation.

The study employed descriptive-correlational research design, which involved

collecting numerical data on students’ sleep hours, academic performance,
measured using their General Weighted Average (GWA), and classroom
participation levels. The researchers analyzed how these variables varied together to
determine whether one might be associated with another.

It used Spearman’s correlation which is a statistical test that measures the strength
and direction of the relationship between two variables when data may not follow a
normal distribution.

The Soearman’s rho correlation measures how two ranked variables move together,
which is why it was appropriate for the ordinal data collected in the study. The
analysis showed that there was no significant relationship between sleep hours and
either academic performance or participation, meaning that, based on the data,
longer or shorter sleep did not necessarily affect students’ grades or how actively
they participated in class.

The study utilized data from senior high school students to examine the relationship
between sleep hours, academic performance, and classroom participation. Students
reported how many hours they sleep, their academic performance through their
General Weighted Average, and their classroom participation using a participation
scale. The researchers analyzed this data using Spearman’s rho correlation to see if
sleep hours were related to grades or participation.

The levels of measurement for the data were mostly ordinal: sleep hours and
participation were ordered categories, and academic performance was grouped into
grade ranges. Demographic variables such as sex were nominal, while age or grade
level could be ordinal if grouped into categories.

SOURCE LINK: [Link]