Manelyn L. Mananap Thesis (Chapter 4)

Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analysis and interprets the
data gathered. The data were arranged comprehensively to
answer the statement of the problems using the appropriate
Statistical tools with the use of Statistical Package for
the Social Sciences (SPSS) computer program. This study
aimed to determine the level of National Achievement Test
Performance of Grade 6 Pupils in Mathematics in the
District of Valladolid, Division of Negros Occidental from
school year 2011-2012 to 2013-2014.
Grade 6 Profile According to Gender
Table 3 presents the percent distribution of Grade 6
pupils in Mathematics according to gender in the District
of Valladolid, Division of Negros Occidental.
Table 3. Percent Distribution of Grade 6 Pupils in
Mathematics According to Gender and by School in
the District of Valladolid, Division of Negros
Occidental.
Gen
der
Elementary Schools
Tot
al
Perce
nt %
School A School B School C School D School E School F School G School H
N % N % N % N % N % N % N % N % N %
Male
1
0
35.7
1
3
23.0
8
5
50.0
0
1
7
56.6
7
7
36.8
4
8
47.0
6
2
8
36.3
6
2
8
47.4
6
106 41.65
Fema
le
1
8
64.2
9
1
0
76.9
2
5
50.0
0
1
3
43.3
3
1
2
63.1
6
9
52.9
4
4
9
63.6
4
3
1
52.5
4
147 58.35
Tota
l
2
8
100.
00
1
3
100.
00
1
0
100.
00
3
0
100.
00
1
9
100.
00
1
7
100.
00
7
7
100.
00
5
9
100.
00
253
100.0
0

71
Out of the 253 pupil-respondents, there were 147
females with 58.35 percent and 106 males with 41.65 percent.
By School, School A, 10 Grade 6 pupils or 35.71
percent are males and 18 or 34.83 percent are females;
School B, 3 or 23.08 percent males and 10 or 76.92 percent
females; School C, five (5) or 50.00 percent males and five
(5) or 50 percent females; School D, 17or 56.67 percent
males and 13 or 43.33 percent females; School E, seven (7)
or 36.84 percent males and 12 or 63.16 percent females;
School F, eight (8) or 47.06 percent males and nine (9) or
52.94 percent females; School G, 28 or 36.36 percent males
and 49 or 63.64 percent females; and School H, 28 or 47.46
percent males and 31 or 52.54 percent females.
Among the schools, School B Elementary School obtained
the lowest number of male pupils and School D has the
lowest number of female. For the highest number of male
pupils, School B has the highest number of female pupil and
School D has the highest number of male pupils. As a
whole, the female pupils outnumbered the male pupils in the
District of Valladolid, Division of Negros Occidental.
Grade 6 Profile According to Economic Status

72
Table below shows the percent distribution of Grade 6
pupils in Mathematics according to economic status in the
Mathematics According to Economic Status and by
school in the District of Valladolid, Division of
Negros Occidental.
Family
Income
Per
Month
Elementary Schools
Tot
al
Perc
ent
%
School
A
School
B
School
C
School
D
School
E
School
F
School
G
School
H
N % N % N % N % N % N % N % N % N %
Extre
mely
High
(Php
25,00
1 and
above
)
4
14.
29 0
0.0
0 0
0.0
0
0
0.0
0 0
0.0
0 0
0.0
0 3
3.9
0 0
0.0
0 7
2.77
Very
High
(Php
20,00
1 –
25,00
0)
1
3.57
2
15.
38 0
0.0
0
2
6.6
7 1
5.2
6 0
0.0
0 0
0.0
0 0
0.0
0 6
2.37
High
(Php
15,00
1 –
20,00
0)
3
10.
71 1
7.6
9 1
10.
00
0
0.0
0 1
5.2
6 1
5.8
8 2
2.6
0 8
13.
56 17
6.72
Avera
ge
(Php
10,00
1 –
15,00
0)
0
0.00
1
7.6
9 0
0.0
0
4
13.
33 1
5.2
6 1
5.8
8 2
2.6
0 0
0.0
0 9
3.56
Low
(Php
5,001
–
10,00
0)
9
32.
14 2
15.
38 1
10.
00
1
0
33.
33 5
26.
32 1
5.8
8 5
6.4
9
1
4
23.
73 47
18.5
8
Very
Low
(Php
5,000
and
below
)
1
1
39.
29 7
53.
85 8
80.
00
1
4
46.
67
1
1
57.
89
1
4
82.
35
6
5
84.
42
3
7
62.
71 167
66.0
1
TOTAL
2
8
100
.00
1
3
100
.00
1
0
100
.00
3
0
100
.00
1
9
100
.00
1
7
100
.00
7
7
100
.00
5
9
100
.00
253
100.
00
Table 4 shows that out of 253 pupil-respondents, 167
Grade 6 pupils or 66.01 percent belonged to the range of

73
Php 5,000 and below in terms of family income per month, 47
or 18.58 percent belonged to the range of Php 5,001 to Php
10,000; 9 or 3.56 percent belonged to the range of Php
10,001 to Php 15,000; 17 or 6.72 percent belonged to the
range of Php 15,001 to Php 20,000; 6 or 2.37 percent
belonged to the range of Php 20,001 to Php 25,000; and 7
or 2.77 percent belonged to the range of Php 25,001 and
above.
By School, School A, four (4) Grade 6 pupils or 14.29
percent belonged to Php 25,001 and above, in terms of
family income/ month one (1) or 3.57 percent belonged in
Php 20,001-25,000, three (3) or 10.71 percent belonged in
Php 15,001 – 20,000, nine (9) or 32.15 percent belonged in
5,001 –10,000, and 11 or 39.29 percent belonged in Php
5,000 and below. School B, two (2) or 15.38 percent
belonged in Php 20,001 to Php 25,000, one (1) or 7.69
percent belonged in Php 15,001 to Php 20,000, one (1) or
7.69 percent belonged in Php 10,001 to Php 15,000, two (2)
or 15.38 percent belonged in 5,001 to Php 10,000, and 7 or
53.85 percent belonged in Php 5,000 and below. School C,
one (1) or 10.00 percent belonged in Php 15,001 to Php
20,000, one (1) or 10.00 percent belonged in 5,001 to
Php 10,000, and eight (8) or 80.00 percent belonged in Php
5,000 and below. School D, two (2) or 6.67 percent

74
belonged in Php 20,001 to Php 25,000, four (4) or 13.33
percent belonged in Php 10,001 to Php 15,000, 10 or 33.33
percent belonged in 5,001 to Php 10,000, and 14 or 46.67
percent belonged in Php 5,000 and below. School E, one (1)
or 5.26 percent belonged in Php 20,001-25,000, one (1) or
5.26 percent belonged in Php 15,001 to Php 20,000, one (1)
or 5.26 percent belonged in Php 10,001 to Php 15,000, five
(5) or 15.38 percent belonged in 5,001 to Php 10,000, and
11 or 57.89 percent belonged in Php 5,000 and below.
School F, one (1) or 5.88 percent belonged in Php 15,001 to
Php 20,000, one (1) or 5.88 percent belonged in Php 10,001
to Php 15,000, one (1) or 5.88 percent belonged in 5,001 to
Php 10,000, and 14 or 82.35 percent belonged in Php 5,000
and below. School G, three (3) or 3.90 percent belonged in
Php 25,001 and above, two (2) or 2.60 percent belonged in
Php 15,001 to Php 20,000, two (2) or 2.60 percent belonged
in Php 10,001 to Php 15,000, five (5) or 6.49 percent
belonged in 5,001 to Php 10,000, and 65 or 84.42 percent
belonged in Php 5,000 and below. School H, eight (8) or
13.56 percent belonged in Php 15,001 to Php 20,000, 14 or
23.73 percent belonged in 5,001 to Php 10,000, and 37 or
62.71 percent belonged in Php 5,000 and below. School D,
four (4) or 14.29 percent belonged in Php 25,001 and above,
two (2) or 15.38 belonged in Php 20,001 to Php 25,000, one

75
(1) or 7.69 percent belonged in Php 15,001 to Php 20,000,
one (1) or 7.69 percent belonged in Php 10,001 to Php
15,000, two (2) or 15.38 percent belonged in 5,001 to Php
10,000, and 7 or 53.85 percent belonged in Php 5,000 and
below.
As a whole, it shows that the majority of the Grade 6
pupils of eight (8) elementary schools in the District of
Valladolid, Division of Negros Occidental belonged to the
low family income per month with the range of Php 5,000 and
below. It implies that Grade 6 pupils belonged to the low
socio-economic status.
Grade 6 Profile According to Study Habits
Table on the next page presents the percent
distribution of Grade 6 pupils in Mathematics according to
study habits in the District of Valladolid, Division of
Negros Occidental.
Mathematics According to Study Habits and by
School in the District of Valladolid, Division of
Negros Occidental.

76
Study
Habit
s
Elementary Schools
Tot
al
Perce
nt %School
A
School
B
School
C
School
D
School
E
School
F
School
G
School
H
N % N % N % N % N % N % N % N % N %
Stron
gly
Agree
(4.5
-
5.0)
1
2
42.
86
5
38.
46
3
30.
00
9
30.
00
7
36.
84
7
41.
18
1
7
22.
08
1
2
20.
34 72
28.4
6
Agree
(3.5
-
4.4)
9
32.
14
5
38.
46
4
40.
00
1
8
60.
00
8
42.
11
5
29.
41
5
1
66.
23
3
3
55.
93
13
3
52.5
7
Undec
ided
(2.5
-
3.4)
1
3.5
7
1
7.6
9
0
0.0
0
1
3.3
3
1
5.2
6
1
5.8
8
3
3.9
0
3
5.0
8 11
4.35
Disag
ree
(1.5
-
2.4)
3
10.
71
1
7.6
9
1
10.
00
2
6.6
7
2
10.
53
2
11.
76
5
6.4
9
9
15.
25 25
9.88
Stron
gly
Disag
ree
(0.5
-
1.4)
3
10.
71
1
7.6
9
2
20.
00
0
0.0
0
1
5.2
6
2
11.
76
1
1.3
0
2
3.3
9 12
4.74
TOTAL
2
8
100
.00
1
3
100
.00
1
0
100
.00
3
0
100
.00
1
9
100
.00
1
7
100
.00
7
7
100
.00
5
9
100
.00
25
3
100.
00
Out of 253 pupil-respondents, there were 72 Grade 6
pupils or 28.46 percent answered strongly agree; 133 or
52.57 percent answered agree; 11 or 4.35 answered
undecided; 25 or 9.88 answered disagree; and 12 or 4.74
percent answered strongly disagree. It shows that Grade 6
pupils have good study habits.
By school, School A, 12 Grade 6 pupils or 42.86
percent answered strongly agree; nine (9) or 32.14 percent
answered agree; one (1) or 3.57 percent answered undecided;

77
three (3) or 10.71 percent answered disagree; and three (3)
or 10.71 percent answered strongly disagree. School B, five
(5) or 38.46 percent answered strongly agree; five (5) or
38.46 percent answered agree; one (1) or 7.69 percent
answered undecided; one (1) or 7.69 percent answered
disagree; and one (1) or 7.69 percent answered strongly
disagree. School C, three (3) or 30.00 percent answered
strongly agree; four (4) or 40.00 percent answered agree;
one (1) or 10.00 percent answered disagree; and two (2) or
20.00 percent answered strongly disagree. School D, nine
(9) or 30.00 percent answered strongly agree; 18 or 60.00
percent answered agree; one (1) or 3.33 percent answered
undecided, and two (2) or 6.67 percent answered disagree.
School E, seven (7) or 36.84 percent answered strongly
agree; eight (8) or 42.11 percent answered agree; one (1)
or 5.26 percent answered undecided; two (2) or 10.53
percent answered disagree; and one (1) or 5.26 percent
answered strongly disagree. School F, seven (7) or 41.18
percent answered strongly agree; five (5) or 29.41 percent
two (2) or 11.56 percent answered disagree; and two (2) or
11.76 percent answered strongly disagree. School G, 17 or
22.08 percent answered strongly agree; 51 or 66.23 percent
answered agree; three (3) or 3.90 percent answered

78
undecided; five (5) or 6.49 percent answered disagree; and
one (1) or 1.30 percent answered strongly disagree. School
H, 12 or 20.34 percent answered strongly agree; 33 or 56.93
percent answered agree; three (3) or 5.08 percent answered
undecided; nine (9) or 15.25 percent answered disagree; and
two (2) or 3.39 percent answered strongly disagree.
As a whole, Grade 6 pupils have good study habit in
Mathematics. Among schools, School A obtained the highest
number of pupils with good study habits and followed by
School F. The school with pupils who have poor study
habits was School C.
Grade 6 Profile According to
Attitude towards Mathematics
Table 6 on the next page shows the percent
attitude towards Mathematics in the District of Valladolid,
Division of Negros Occidental.
Mathematics According to Attitude towards
Mathematics and by School in the District of
Valladolid, Division of Negros Occidental.

79
Attitud
e
towards
Mathema
tics
Elementary Schools
Tot
al
Perc
ent
%
School
A
School
B
School
C
School
D
School
E
School
F
School
G
School
H
N % N % N % N % N % N % N % N % N %
Strongl
y Agree
(4.5 -
5.0)
1
5
53.
57
6
46.
15
4
40.
00
1
8
60.
00
1
1
57.
89
8
47.
06
4
8
62.
34
3
2
54.
24
142
56.1
3
Agree
(3.5 -
4.4)
1
0
35.
71
4
30.
77
3
30.
00
9
30.
00
5
26.
32
6
35.
29
2
3
29.
87
2
2
37.
29
82
32.4
1
Undecid
ed
(2.5 -
3.4)
1
3.5
7
1
7.6
9
1
10.
00
1
3.3
3
1
5.2
6
1
5.8
8
3
3.9
0
2
3.3
9
11 4.35
Disagre
e
(1.5 -
2.4)
1
3.5
7
1
7.6
9
1
10.
00
1
3.3
3
1
5.2
6
1
5.8
8
2
2.6
0
2
3.3
9
10 3.95
Strongl
y
Disagre
e
(0.5 -
1.4)
1
3.5
7
1
7.6
9
1
10.
00
1
3.3
3
1
5.2
6
1
5.8
8
1
1.3
0
1
1.6
9
8 3.16
TOTAL
2
8
100
.00
1
3
100
.00
1
0
100
.00
3
0
100
.00
1
9
100
.00
1
7
100
.00
7
7
100
.00
5
9
100
.00
253
100.
00
Out of 253 student-respondents, there were 142 Grade 6
pupils or 56.13 percent answered strongly agree; 82 or
32.41 percent answered agree; 11 or 4.35 percent answered
undecided; 10 or 3.95 percent answered disagree; and 8 or
3.16 percent answered strongly disagree.
By school, School A, 15 Grade 6 pupils or 53.57
percent answered strongly agree; 10 or 35.71 percent
one (1) or 3.57 percent answered disagree; and one (1) or
3.57 percent answered strongly disagree. School B, six
(6) or 46.15 percent answered strongly agree; four (4) or

80
disagree. School C, four (4) or 40.00 percent answered
strongly agree; three (3) or 30.00 percent answered agree;
one (1) or 10.00 percent answered undecided; one (1) or
10.00 percent answered disagree; and one (1) or 10.00
percent answered strongly disagree. School D, 18 or 60.00
one (1) or 1.33 percent answered disagree; and one (1) or
1.33 percent answered strongly disagree. School E, 14 or
57.89 percent answered strongly agree; five (5) or 26.32
percent answered agree; one (1) or 5.26 percent answered
undecided; one (1) or 5.26 percent answered disagree; and
one (1) or 5.26 percent answered strongly disagree. School
E, 14 or 57.89 percent answered strongly agree; five (5) or
disagree. School F, eight (8) or 47.06 percent answered
strongly agree; six (6) or 35.29 percent answered agree;
one (1) or 5.88 percent answered undecided; one (1) or 5.88
percent answered disagree; and one (1) or 5.88 percent
answered strongly disagree. School G, 48 or 62.34 percent

81
answered strongly agree; 23 or 29.27 percent answered
agree; three (3) or 3.90 percent answered undecided; two
(2) or 2.60 percent answered disagree; and one (1) or 1.30
percent answered strongly disagree. School H, 32 or 54.24
answered agree; two (2) or 3.39 percent answered undecided;
two (2) or 3.39 percent answered disagree; and one (1) or
1.69 percent answered strongly disagree.
The result shows that Grade 6 pupils in School G
obtained the highest percentage as to their positive
attitude towards Mathematics, whereas, School C obtained
the lowest. As a whole, the Grade 6 pupils showed positive
attitude towards Mathematics.
Grade 6 Profile According to the
Used of Technological Gadgets
Table 7 on the next page presents the percent
technological gadgets in the District of Valladolid,
Mathematics According to the Used of
Technological Gadgets and by School in the
District of Valladolid, Division of Negros
Occidental.

82
Technological
Gadgets
Elementary Schools
TOTA
LSchool
A
School
B
Schoo
l C
Schoo
l D
Schoo
l E
Schoo
l F
Schoo
l G
Schoo
l H
Cellular Phone 13 13 10 24 16 13 13 13 112
MP 3 Player 10 1 4 0 0 0 10 4 21
Cable TV 2 0 3 0 0 0 2 0 6
PSP 1 1 0 2 0 0 1 5 8
Personal
Computer /
Laptop
1 0 2 0 2 3 1 12 24
Others 20 2 4 5 10 4 20 13 63
MODE 112
Out of 253 Grade 6 pupils, 112 pupils used cellular
phones, 21 used MP 3, 6 used Cable TV, 8 used PSP, 24 used
Personal Computer/ Laptop, and 63 other gadgets like;
tablets, phablets and digital cameras were used.
By school, School A, 13 pupils used cellular cell
phones, 10 used MP 3, two (2) used Cable TV, one (1) used
PSP, 1 used Personal Computer/ Laptop, and 20 other gadgets
like; tablets, phablets and digital cameras. School B, 13
used cellular phones, one (1) used MP 3, one (1) used PSP,
and two (2) other gadgets like; tablets, phablets and
digital cameras. School C, 10 used cellular cell phones,
four (4) used MP 3, three (3) used Cable TV, two (2) used
Personal Computer/ Laptop, and four (4) other gadgets like;
tablets, phablets and digital cameras. School D, 24 used
cellular phones, two (2) used Personal Computer/ Laptop,
and 10 other gadgets like; tablets, phablets and digital
cameras. School E, 16 used cellular phones, three (3) used
Personal Computer/ Laptop, and four (4) other gadgets like;

83
tablets, phablets and digital cameras. School F, 13 used
cellular phones, 10 used MP 3, two (2) used Cable TV, one
(1) used PSP, three (3) used Personal Computer/ Laptop, and
four (4) other gadgets like; tablets, phablets and digital
cameras. School G, 13 used cellular phones, 10 used MP 3,
two (2) used Cable TV, one (1) used PSP, one (1) used
Personal Computer/ Laptop, and 20 other gadgets like;
tablets, phablets and digital cameras. School H, 13 used
cellular phones, four (4) used MP 3, five (5) used PSP, 12
used Personal Computer/ Laptop, and 13 other gadgets like;
tablets, phablets and digital cameras.
The results revealed that cellular phones obtained the
highest gadget used by Grade 6 pupils among eight (8)
schools. The results conformed in the study conducted by
Norman (1993) stating that technology has a pivotal role in
students’ research. There is a dominant usage of cell
phones and internet among students.
Teachers’ Profile According to Gender
Table 8 below presents the percent distribution of
Grade 6 teachers in Mathematics according to gender in the

84
Table 8. Percent Distribution of Grade 6 Math Teachers in
Mathematics According to Gender and by School in
the District of Valladolid, Division of Negros
Occidental.
Gender
Elementary Schools
T
o
t
a
l
Percent
%
School
A
School
B
School
C
School
D
School
E
School
F
School
G
School
H
N % N % N % N % N % N % N % N % N %
Male 1
9.0
9
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
3
27.
27
0
0.0
0
4 36.36
Female 0
0.0
0
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
7 63.64
Total 1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
4
36.
36
1
9.0
9
1
1
100.0
0
Out of the 11 teacher-respondents, there were four (4)
males with 36.36 percent and 7 females with 63.64 percent.
By Schools, School A has one (1) male Math teacher or
9.09 percent; School B, one (1) or 9.09 percent female;
School C, one (1) or 9.09 percent female; School D, one (1)
or 9.09 percent female; School E, one (1) or 9.09 percent
female; School F, one (1) or 9.09 percent female; School G,
three (3) or 36.36 percent males and one (1) or 9.09
percent female; and School H, one (1) or 9.09 percent
female.
As a whole, there are more female Math teachers than
male teachers in the District of Valladolid, Division of
Negros Occidental. Whereas, in the other schools, the
number of male and female Math teachers is equal. (Urquiza,
2014)
Teachers’ Profile According to

85
Educational Qualification
Table on the below presents the percent distribution
of Grade 6 teachers in Mathematics according to educational
qualification in the District of Valladolid, Division of
Negros Occidental.
Mathematics According to Educational
Qualification and by School in the District of
Educatio-
nal
Qualificat
ion
Elementary Schools T
o
t
a
l
Percent
%School
A
School
B
School
C
School
D
School
E
School
F
School G
School
H
N % N % N % N % N % N % N % N % N %
Doctoral
Degree
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0 0.00
Doctoral
Units
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0 0.00
Master’s
Degree
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
1
9.0
9
0
0.0
0
1 9.09
Master’s
Units
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
2
18.
18
1
9.0
9
8
72.7
2
Bachelor’
s Degree
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
1
9.0
9
0
0.0
0
2
18.1
8
Total 1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
4
36.
36
1
9.0
9
1
1
100.
00
Out of 11 teacher-respondents, one (1) teacher or 9.09
percent earned a Masters’ Degree, eight (8) or 72.72
percent had obtained units in Master’s Degree, and two (2)
or 18.18 percent were Bachelor’s Degree holder.
By School, School A, one (1) teacher or 9.09 percent
earned units in Masters’ Degree. School B one (1) or 9.09
percent earned Masters’ Units. School C, one (1) or 9.09
percent earned their Masters’ Units, and one (1) or 9.09
percent were Bachelor’s Graduate holder. School D, one (1)

86
or 9.09 percent earned their Masters’ Units, and one (1) or
9.09 percent were Bachelor’s Graduate holder. School E,
one (1) or 9.09 percent earned their Masters’ Units.
School F, one (1) or 9.09 percent earned their Masters’
Units. School G, two (2) or 18.18 percent earned their
Masters’ Units, and one (1) or 9.09 percent were Bachelor’s
Graduate holder. School H, one (1) or 9.09 percent earned
their Masters’ Units.
Over-all, the result shows that most Math teachers
earned units in Master’s Degree. Only School G has
Master’s Degree Math teacher.
Teachers’ Profile According to Length of Service
Table 10 presents the percent distribution of Grade 6
teachers in Mathematics according to length of service in
the District of Valladolid, Division of Negros Occidental.
Mathematics According to Length of Service and by
Schools in the District of Valladolid, Division
of Negros Occidental.
Length
of
Servic
e
Elementary Schools
Tota
l
Percen
t %
School
A
School
B
School
C
School
D
School
E
School
F
School G
School
H
N % N % N % N % N % N % N % N % N %
20
years
1 9.0
9
0 0.0
0
0 0.0
0
0 0.0
0
0 0.0
0
0 0.0
0
1 9.09 1 9.0
9
4 36.36

87
and
above
15-19
years
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0 0.00 0
0.0
0
0 0.00
10-14
years
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
0
0.0
0
1
9.0
9
1 9.09 0
0.0
0
2 18.18
5-9
years
0
0.0
0
1
9.0
9
0
0.0
0
1
9.0
9
1
9.0
9
0
0.0
0
2
18.1
8
0
0.0
0
4 36.36
4
years
and
below
0
0.0
0
0
0.0
0
1
9.0
9
0
0.0
0
0
0.0
0
0
0.0
0
0 0.00 0
0.0
0
1 9.09
TOTAL 1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
1
9.0
9
4
36.3
6
1
9.0
9
11 100.00
Out of 11 teacher-respondents, there were four (4)
teachers 36.36 percent belonged to 20 years and above
length of service, two (2) or 18.18 percent belonged from
the range of 10-14 years, four (4) or 36.36 percent
belonged from the range of 5-9 years, and one (1) or 9.09
percent belonged from 4 years and below of teaching
Mathematics in the District of Valladolid, Division of
Negros Occidental.
By school, School A, one (1) or 9.09 percent belonged
in 20 years and above. School C, one (1) or 9.09 percent
belonged from the range of 5-9 years, and one (1) or 9.09
percent belonged from 4 years and below. School E, one (1)
or 9.09 percent belonged in 20 years and above and one (1)
or 9.09 percent belonged from 4 years and below. School G,
one (1) or 9.09 percent belonged in 20 years and above, one
(1) or 9.09 percent belonged from the range of 10-14 years,
and two (2) or 18.18 percent belonged from the range of 5-9
years. School H, one (1) or 9.09 percent belonged in 20

88
years and above, and one (1) or 9.09 percent belonged from
the range of 10-14 years.
As a whole, there were more Math teachers who taught
Mathematics for 25 years and above. It was followed by 5
to 9 years in eight (8) schools, District of Valladolid,
Teachers’ Profile According to
Seminars and Trainings Attended
Table 11 on page 89 presents the percent distribution
of Grade 6 teachers in Mathematics according to seminars
and trainings attended in the District of Valladolid,
Mathematics According to Seminars and Trainings
Attended and by Schools in the District of
Seminars,
Trainings and
Workshops
Attended
Elementary Schools
School
A
School
B
School
C
School
D
School
E
School
F
School
G
Schoo
l H
Total

89
International
Level
0 0 0 0 0 0 0 0 0
National
Level
1 0 0 0 0 1 0 0 2
Regional
Level
0 1 0 0 0 1 0 1 3
Provincial
Level
0 1 0 0 1 1 0 0 3
Division
Level
0 0 1 0 1 1 3 1 6
School Level 1 1 1 1 1 4 1 1 11
Out of 11 teacher-respondents, there were 11 teachers
attended school-based seminars, trainings and workshops,
six (6) attended division level, three (3) attended
regional and regional level, and two (2) attended national
level. As a whole, the result shows that Mathematics
teachers from eight (8) elementary schools in the Division
of Negros Occidental had the highest number of seminars,
trainings and workshops attended with 11 numbers of times.
This means that the schools offer an in-service training
for their teachers for their enhancement of skills and
knowledge in teaching Mathematics subject as well as for
their professional growth.
By school, School A, one (1) teacher attended
seminars, trainings and workshops in national level and one
(1) school level; School B, one (1) regional level, one
(1) provincial level and one (1) school level; School C,
one (1) division level , and one (1) school level; School
D, one (1) school level School E, one (1) provincial level,
(1) division level, and one (1) school level; School F,

90
one (1) national level, one (1) provincial level, one (1)
division level and one (1) school level; School G, three
(3) division level; and School H, one (1) regional level,
and one (1) regional level, and one (1) division level, and
one (1) school level.
As a whole, more Math teachers attended seminars and
trainings within Division Level. Other teachers attended
seminars and trainings in Mathematics within Provincial
Level, Regional, and National Levels.
Teachers’ Profile According to Styles
and Strategies in Teaching Mathematics
Table 12 on the next page shows the percent
distribution of Grade 6 teachers in Mathematics according to
styles and strategies in teaching Mathematics in the
Mathematics According to Styles and Strategies in
Teaching Mathematics and by Schools in the
Occidental.

91
Out of 11 teacher-respondents on the level of teaching
styles and strategies, eight (8) teacher or 72.73 percent
answered strongly agree, and three (3) or 27.27 percent
answered agree in the manipulative style of teaching; six
(6) or 54.55 percent answered strongly agree, and five (5)
or 45.45 percent answered agree in the instructional
approach of teaching; three (3) or 27.27 percent answered
strongly agree, and eight (8) or 72.73 percent answered
agree in the cooperative learning style; five (5) or 45.45
percent answered strongly agree, and six (6) or 54.55
percent answered agree in the lecture method; six (6) or
54.55 percent answered strongly agree, two (2) or 18.18
percent answered agree, two (2) or 18.18 percent answered
Scale
Styles and Strategies in Teaching Mathematics
Manipula-
tive
Style
Instructi
o-nal
Coopera-
tive
Instructi
o-nal
Materials
Lecture
Method
Memoriza
-tion
Portfolio
Competi-
tive
Grouping
Teacher-
Centered
TOTAL
N % N % N % N % N % N % N % N % N % N % N %
Strong
ly
Agree 8
72.7
3
6
54.5
5
3
27.2
7
5
45.4
5
6
54.5
5
6
54.
55
5
45.4
5
6
54.5
5
5
45.4
5
1 9.09 51
46.3
6
(4.5
-5.0)
Agree
3
27.2
7
5
45.4
5
8
72.7
3
6
54.5
5
5
45.4
5
2
18.
18
3
27.2
7
5
45.4
5
6
54.5
5
3
27.2
7
46
41.8
2
(3.5-
4.4)
Undeci
ded
0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 2
18.
18
3
27.2
7
0 0.00 0 0.00 0 0.00 5 4.55
(2.5-
3.4)
Disagr
ee
0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 1
9.0
9
0 0.00 0 0.00 0 0.00 7
63.6
4
8 7.2
(1.5-
2.4)
Strong
ly
Disagr
ee 0 0.00 0 0.00 0 0.00 0 0.00 0 0.00 0
0.0
0
0 0.00 0 0.00 0 0.00 0 0.00 0 0
(0.5-
1.4)
TOTAL 110

92
undecided, and one (1) or 9.09 percent answered disagree in
the memorization approach of teaching; five (5) or 45.45
percent answered strongly agree, three (3) or 27.27 percent
answered agree, and three (3) or 27.27 percent answered
undecided, in the portfolio assessment; six (6) or 54.55
percent answered strongly agree, and five (5) or 45.45
percent answered agree in the competitive activities style;
five (5) or 45.45 percent answered strongly agree, and six
(6) or 54.55 percent answered agree in the grouping by
ability approach; and five (5) or 45.45 percent answered
agree; and one (1) or 9.09 percent answered strongly agree,
three (3) or 27.27 percent answered agree, seven (7) or
63.64 percent answered disagree in the teacher-centered
instruction.
Of all the styles and strategies used in teaching
Mathematics, majority of Math teachers used manipulative
style. It was followed by lecture method, memorization,
competitive, portfolio, instructional and grouping.
Teacher centered approach obtained the lowest number among
styles and strategies used applied by Math teachers. As a
whole, Math teachers used different styles and strategies
in Mathematics.
National Achievement Test Performance
of Grade 6 Pupils in Mathematics

93
Figure below shows the National Achievement Test
Performance of Grade 6 pupils for eight (8) schools in the
District of Valladolid, Division of Negros Occidental for
school years 2011-2012 to 2013-2014.
Figure 2. National Achievement Test Performance of Grade 6
Pupils in the District of Valladolid, Division of
Negros Occidental from School Years 2011-2012 to
2013-2014.
Table 13. National Achievement Test Performance of Grade 6
0
10
20
30
40
50
60
70
80
90
100
SchoolA SchoolB SchoolC SchoolD SchoolE SchoolF SchoolG SchoolH
2012
2013
2014

94
Pupils in Mathematics by Schools in the District
The table above showed the average MPS of National
Achievement Test performance of Grade 6 pupils in
Mathematics District of Valladolid for three (3) years
(S.Y. 2011- 2012, 2012-2013 and 2013-2014) was 73.07 which
is Moving Towards Mastery Level. By school, school that
obtained the highest MPS result was School E with 78.91 for
school years 2011- 2012, 2012-2013 and 2013-2014. It was
followed by Schools A, G, B, F, C, D and H with 75.71,
74.83, 74.81,73.89, 67.43 respectively with moving towards
mastery. The lowest MPS was obtained by School H with
58.50 considered as average.
Schools in
the District
of
Valladolid
MPS of Grade 6 Pupils in Mathematics (S.Y. 2011 -13
to S.Y. 2013-2014
Mean
Descriptive
Equivalent2011-
2012
Interpre-
tation
2012-
2013
Interpre-
tation
2013-
2014
Interpre-
tation
School A 72.22
Moving
Towards
Mastery
68.65
Moving
Towards
Mastery
82.70
Moving
Towards
Mastery
75.71
Moving
Towards
Mastery
School B 74.63
Moving
Towards
Mastery
67.61
Moving
Towards
Mastery
75.18
Moving
Towards
Mastery
74.81
Moving
Towards
Mastery
School C 59.06 Average 73.98
Moving
Towards
Mastery
84.17
Moving
Towards
Mastery
67.43
Moving
Towards
Mastery
School D 61.24 Average 80.63
Moving
Towards
Mastery
76.02
Moving
Towards
Mastery
66.17
Moving
Towards
Mastery
School E 75.72
Moving
Towards
Mastery
80.98
Moving
Towards
Mastery
85.29
Moving
Towards
Mastery
78.91
Moving
Towards
Mastery
School F 73.11
Moving
Towards
Mastery
83.18
Moving
Towards
Mastery
72.45
Moving
Towards
Mastery
72.89
Moving
Towards
Mastery
School G 66.64
Moving
Towards
Mastery
67.21
Moving
Towards
Mastery
91.20
Moving
Towards
Mastery
74.83
Moving
Towards
Mastery
School H 53.33 Average 58.72 Average 69.75
Moving
Towards
Mastery
58.50 Average
TOTAL 66.99
Moving
Towards
Mastery
72.62
Moving
Towards
Mastery
79.60
Moving
Towards
Mastery
73.07
Moving
Towards
Mastery

95
By school year, school year 2013-2014 obtained the
highest MPS with 78.91 higher than S.Y. 2012-2013 and S.Y.
2011-2012 with 72.62 and 66.99 respectively. It shows that
there is an increasing result in the past three (3) years.
The increased on MPS annually is perceived to be brought
about by interventions made by the school.
Relationship between National Achievement Test
Performance of Grade 6 Pupils and Gender
The table below shows the relationship between the
National Achievement Test performance of Grade 6 pupils in
Mathematics and their gender in the District of Valladolid,
Table 14. Relationship Between National Achievement Test
Performance of Grade 6 Pupils in Mathematics and
Gender in the District of Valladolid, Division of
Negros Occidental.
Gender
Level of National Achievement Test Performance
Mastered
Closely
Approximately
Mastery
Moving
Towards
Mastery
Average Low Total
Male 0 0 62 38 6 106
Female 0 0 90 49 8 147
Total 0 0 152 87 14 253
df = 4
X².05 = 9.49
X² = 0.01
H0 = Accepted
As shown in Table 14, 62 Grade 6 pupils of the 106
male and 90 female of the 147 pupils who were rated to have
a moving towards mastery level in their National
Achievement Test performance in Mathematics; 38 of the 106

96
male and 49 females who were rated to have average level in
their division unified test performance in Mathematics, and
six (6) male and eight (8) female who were rated low in
their National Achievement Test performance in Mathematics.
As a whole, 152 of the 253 who were rated to have a
moving towards mastery level in their National Achievement
Test performance in Mathematics; 87 of the 253 who were
rated to have average level in their national achievement
test performance in Mathematics; and 14 of the 253 who were
rated to have a moving towards mastery level in their
National Achievement Test performance in Mathematics.
Using the chi-square test, a computed value of 0.01
was obtained. Since the computed value is lower than the
tabular value, the null hypothesis was accepted.
Therefore, there was no significant relationship between
National Achievement Test (NAT) performance of the Grade 6
pupils in Mathematics and gender in the District of
Valladolid, Division of Negros Occidental. This means that
the gender does not affect the National Achievement Test
(NAT) Performance of Grade 6 pupils in Mathematics. It
shows that girls perform similarly with boys.
The result confirmed with the statement of Hyde (2009)
stated that girls are not innately worse at Math than boys.

97
Relationship between National Achievement Test
Performance of Grade 6 Pupils and Economic Status
National Achievement Test performance of Grade 6 pupils in
Mathematics and their economic status in the District of
Economic Status in the District of Valladolid,
Economic Status
Level of National Achievement Test
Performance
Mastered
Closely
Approximately
Mastery
Moving
Towards
Mastery
Average Low Total
Extremely High
(Php 25,001 and
above)
0 0 2 4 1 7
Very High
(Php 20,001 –
25,000)
0 0 4 1 1 6
High
(Php 15,001 –
20,000)
0 0 9 6 2 17
Average
(Php 10,001 –
15,000)
0 0 5 3 1 9
Low
(Php 5,001 –
10,000)
0 0 14 32 1 47
Very Low
(Php 5,000 and
below)
0 0 118 41 8 167
TOTAL
0 0 152 87 14 253
df = 20
X².05 = 31.41
X² = 4.877
H0 = Accepted

98
As shown in table 16, three (3) of the 8 pupil-
respondents belonged to a extremely high economic status
who were rated to as moving towards mastery level in their
National Achievement Test (NAT) performance in Mathematics;
four (4) belonged to a very high economic status who were
rated to as average level; and one (1) was rated as low
level.
Likewise, four (4) of the 6 pupil-respondents belonged
to a very high economic status who were rated to as moving
towards mastery level in their National Achievement Test
(NAT) performance in Mathematics; one (1) belonged to a
very high economic status who were rated to as average
level; and one (1) was rated as low level.
Also, nine (9) of the 17 pupil-respondents belonged to
a high economic status who were rated to as moving towards
mastery level in their National Achievement Test (NAT)
performance in Mathematics; six (6) belonged to a very high
economic status who were rated to as average level; and two
(2) were rated as low level. Moreover, five (5) of the nine
(9) pupil-respondents belonged to a average economic status
who were rated to as moving towards mastery level in their
three (3) belonged to a very high economic status who were
rated to as average level; and one (1) was rated as low

99
level. Then 14 of the 47 pupil-respondents belonged to a
low economic status who were rated to as moving towards
performance in Mathematics; 32 belonged to a very high
economic status who were rated to as average level; and one
(1) were rated as low level. Lastly, 118 of the 167 pupil-
respondents belonged to a very low economic status who were
rated to as moving towards mastery level in their National
Achievement Test (NAT) performance in Mathematics; 41
belonged to a very high economic status who were rated to
as average level; and 8 were rated as low level.
pupils in Mathematics and economic status in the District
of Valladolid, Division of Negros Occidental. This means
that economic status does not affect the National
Achievement Test (NAT) Performance of Grade 6 pupils in
Mathematics.
Results do not agree with the findings of Guo and
Harris (2000). They found out that the economic status of
parents has significant effects on Mathematics achievement

100
during early childhood, but its effects have been shown to
be as noteworthy as during later childhood. Similarly,
the study of Urquiza (2014) showed that economic status
affects the academic performance of students in Mathematics.
Relationship between National Achievement Test Performance
of Grade 6 Pupils and Study Habit
The table on the below shows the relationship between
the National Achievement Test performance of Grade 6 pupils
in Mathematics and their study habit in the District of
Study Habit in the District of Valladolid,
Study Habit
Level of National Achievement Test Performance
Mastered
Closely
Approximately
Mastery
Moving
Towards
Mastery
Average Low Total
Strongly Agree
(4.5 - 5.0)
0 0 37 31 4 72
Agree
(3.5 - 4.4)
0 0 82 45 6 133
Undecided
(2.5 - 3.4)
0 0 6 3 2 11
Disagree
(1.5 - 2.4)
0 0 19 5 1 25
Strongly
Disagree
(0.5 - 1.4)
0 0 8 3 1 12
Total 0 0 152 87 14 253
df = 16
X².05 = 15.388
X² = 1.596
H0 = Accepted

101
Table 16 showed, 37 of the 72 pupil-respondents
answered strongly agree on study habit who were rated to as
moving towards mastery level in their National Achievement
Test (NAT) performance in Mathematics; 31 belonged to
average level; and 4 (four) were rated as low level;
followed by 82 of the 133 pupil-respondents answered agree
on study habit who were rated to as moving towards mastery
level in their National Achievement Test (NAT) performance
in Mathematics; 45 belonged to average level; and 6 (six)
were rated as low level; six (6) of the 11 pupil-
respondents answered undecided on study habit who were
rated to as moving towards mastery level in their National
Achievement Test (NAT) performance in Mathematics; three
(3) belonged to average level; and two (2) were rated as
low level; 19 of the 25 pupil-respondents answered disagree
on study habit who were rated to as moving towards mastery
level in their National Achievement Test (NAT) performance
in Mathematics; five (5) belonged to average level; and one
(1) were rated as low level; and eight (8) of the 12 pupil-
respondents answered strongly disagree on study habit who
were rated to as moving towards mastery level in their
three (3) belonged to average level; and one (1) were rated
as low level.

102
pupils in Mathematics and study habits in the District of
Valladolid, Division of Negros Occidental. This means that
the study habit of Grade 6 pupils does not affect their
National Achievement Test (NAT) in Mathematics.
This finding was supported by Yoloye (1999) where he
stressed out that successful achievement in any form of
activity is based upon study, interpretation and
application; and that study should have a purpose. It
therefore depends on individual to decide why he or she
wants to study either to gain new ideas or to find out
relationship between two different things. What one learns
as a result of study depends on the degree at which one
succeeds in achieving that aim or purpose.
Relationship between National Achievement
Test Performance of Grade 6 Pupils and
Attitude towards Mathematics
The table on page 103 shows the relationship between
the National Achievement Test performance of Grade 6 pupils

103
in Mathematics and their attitude towards Mathematics in
Attitude towards Mathematics in the District of
Attitude towards
Mathematics
Level of National Achievement Test
Performance
Mastered
Closely
Approximately
Mastery
Moving
Towards
Mastery
Average Low Total
Strongly Agree
(4.5 - 5.0)
0 0 91 45 6 142
Agree
(3.5 - 4.4)
0 0 46 32 4 82
Undecided
(2.5 - 3.4)
0 0 6 4 1 11
Disagree
(1.5 - 2.4)
0 0 6 3 1 10
Strongly Disagree
(0.5 - 1.4)
0 0 3 3 2 8
Total 0 0 152 87 14 253
df = 16
X².05 = 26.30
X² = 6.038
H0 = Accepted
Table above showed, 91 of the 142 pupil-respondents
answered strongly agree on attitude towards Mathematics who
were rated to as moving towards mastery level in their
45 belonged to average level; and 6 (six) were rated as low
level; while 46 of the 82 pupil-respondents answered agree
on attitude towards Mathematics who were rated to as moving
(NAT) performance in Mathematics; 32 belonged to average
level; and 4 (four) were rated as low level; then six (6)

104
of the 11 pupil-respondents answered undecided on attitude
towards Mathematics who were rated to as moving towards
performance in Mathematics; four (4) belonged to average
level; and one (1) was rated as low level; followed by six
(6) of the 10 pupil-respondents answered disagree on
attitude towards Mathematics who were rated to as moving
(NAT) performance in Mathematics; three (3) belonged to
average level; and one (1) was rated as low level; finally,
three (3) of the 8 pupil-respondents answered strongly
disagree on attitude towards Mathematics who were rated to
as moving towards mastery level in their National
Achievement Test (NAT) performance in Mathematics; three
(3) belonged to average level; and two (2) were rated as
low level.
pupils in Mathematics and attitude toward Mathematics in
This means that the attitude toward Mathematics does not

105
affect the National Achievement Test (NAT) Performance of
Grade 6 pupils in Mathematics.
This finding conformed to Nicolaidou and Philippou
(2003) study which showed that negative attitudes are the
result of frequent and repeated failures or problems when
dealing with mathematical tasks and these negative
attitudes may become relatively permanent. According to
these authors when children first go to school, they
usually have positive attitudes towards Mathematics.
However, as they progress their attitudes become less
positive and frequently become negative at high school.
Teachers’ Gender
The table on the next page shows the relationship
between the National Achievement Test performance of Grade
6 teachers in Mathematics and their gender in the District

106
Performance of Grade 6 Pupils and Teacher’s
Gender in the District of Valladolid, Division of
Negros Occidental.
Gend
er
National Achievement Test
(NAT) Performance
df
Tabular
Value(X².05 )
Computed
Value
(X²)
Deci-
sion
Interpreta-
tion
Male
Fema
le
Mastered
Closely Approximately Mastery
Moving Towards Mastery
Average
Low
Very Low
Absolutely No Mastery
7 6.346 12.790 H0 =
Rejec
ted
Signifi-
cant
As shown in the table, the computed chi-squared value
was 12.79 which was higher than the tabular value of the
statistics. Therefore, the null hypothesis was rejected. It
means that there is significant relationship between the
National Achievement Test (NAT) performance of Grade 6
pupils in Mathematics and Grade 6 teachers’ gender. This
means that the teachers’ gender affected the performance of
students in Mathematics.
The result is supported by the study of Beilock
(2010). He examined the relative effectiveness of male and
female teachers on the achievement outcomes (Math and
reading) of male and female students. These affect the
quality of teaching in Mathematics and as well on the part
of the learners. If the Math anxiety hypothesis is the
main factor behind the negative effect of female teachers
on female student Math achievement as these authors claim,
then we should not see any impact of having a female

107
teacher (relative to having a male teacher) on reading for
female students or test scores (reading or Math) for male
students.
Teachers’ Educational Qualification
National Achievement Test performance of Grade 6 teachers
in Mathematics and their educational qualification in the
Teacher’s Educational Qualification in the
Occidental.
Educational
Qualificati
on
National Achievement
Test (NAT) Performance
df
Tabula
r
Value
(X² .05
)
Compute
d Value
(X²)
Decisio
n
Interpreta
tion
Doctoral
Graduate
Doctoral
Units
Masters’
Graduate
Masters’
Unit
Bachelor’s
Degree
Mastered
Closely Approximately
Mastery
Average
Low
Very Low
28 27.336 20.070 H0 =
Accep-
ted
Not
signifi-
cant
was 20.07 which was lower than the tabular value of the
statistics. Therefore, the null hypothesis was accepted. It
means that there is no significant relationship between the

108
pupils in Mathematics and Grade 6 teachers’ educational
qualification. This means that the teachers’ educational
qualification did not affect the performance of students in
Mathematics.
The result disagrees with the statement of Cochran-
Smith (2001) when he concluded that there is a relationship
between teacher qualification and student learning.
Teachers’ Length of Service
National Achievement Test performance of Grade 6 teachers
in Mathematics and their length of service in the District
Performance of Grade 6 Teachers in Mathematics
and Length of Service in the District of
Length of
Service
df
Tabula
r
Value
(X².05)
Computed
Value
(X²)
Decision
Interpreta
tion
20 yrs &
above
15-19 years
10-14 years
5-9 years
4 years and
below
Mastered
Mastery
Average
Low
Very Low
28 27.33
6
34.860 H0 =
Rejec-
ted
Signifi-
cant

109
was 34.860 which were higher than the tabular value of the
pupils in Mathematics and Grade 6 teachers’ length of
service. This means that the teachers’ length of service
affected the performance of students in Mathematics.
The result was similar to the study of Klitgaard &
Hall (1974) and Murnane & Phillips (1981), when they
mentioned that teacher experience and student learning have
found a positive relationship.
Teachers’ Seminars and Trainings Attended
The table on page 110 shows the relationship between
the National Achievement Test performance of Grade 6
teachers in Mathematics and their length of service in the

110
Performance of Grade 6 Teachers in Mathematics
and Seminars and Trainings Attended in the
Occidental.
Seminars
and
Trainings
Attended
df
Tabular
Value
(X².05 )
Computed
Value
(X²)
Decisio
n
Interpreta
tion
National Level
Regional Level
Provincial
Level
District Level
School Level
Mastered
Mastery
Average
Low
Very Low
28 27.336 31.232 H0 =
Rejec-
ted
Signifi-
cant
was 31.232 which were higher than the tabular value of the
pupils in Mathematics and Grade 6 teachers’ seminars and
trainings attended. This means that the teachers’ seminars
and trainings attended affected the performance of students
in Mathematics.
The result was similar to the study of Jacob and
Lefgren (2004), professional development activities can be
conducted by many different organizations, in school and
out of school, on the job or during sabbatical leave. On
these occasions, practicing teachers update their content
knowledge and teaching skills so they can meet the

111
requirements of new curricula, consider new research
findings on teaching and learning, and adapt to changes in
the needs of the student population, and so on. Criticism
has been levelled against the episodic nature of these
activities and concern expressed that very little is known
about what these activities really comprise and involve.
Significant Difference on National Achievement Test
Performance of Grade 6 Pupils in Mathematics among
Schools in the District of Valladolid, Division of
Negros Occidental
The table below shows the significant difference on
the National Achievement test performance of Grade 6 pupils
in Mathematics among schools in the District of Valladolid,
Division of Negros Occidental, school years 2011-2012,
2012-2013 and 2013-2014.
Table 22. Significant Difference on National Achievement
Test Performance of Grade 6 Pupils in Mathematics
among Schools in the District of Valladolid,
Sources of
Variations
df
Sum of
Squares
Mean
Squares
F - Value
Between Group 2 637.59 318.80
2.73Within Group 14 1370.74 97.91
Total N-1 16 2008.33 3.26
Computed Value = 3.26
F- Value = 2.73
Ho = Rejected

112
The elementary schools in the District of Valladolid,
Division of Negros Occidental, obtained the average mean
percentile score of 3.26 with the sum squares of 2008.33
and with degree of freedom of 16. Using the F-test, a
computed F - value of 2.73 was obtained. Since the computed
value is higher than the tabular value, the null hypothesis
was rejected. Therefore, there is significant difference
on the National Achievement Test performance of the Grade 6
pupils in Mathematics in 8 schools in the Division of
Negros Occidental varies.
Table on the next page shows the comparison of
schools’ National Achievement Test Performance of Grade 6
pupils for eight (8) schools in the District of Valladolid,
Division of Negros Occidental for school years 2011-2012 to
2013-2014, there are schools where Grade 6 pupils performed
well in Mathematics compared to the other schools in the
District of Valladolid for three (3) school years.

113
Table 23: Comparison of National Achievement Test
Performance of Grade 6 and by Schools in the
District of Valladolid for School Years 2011-2012
to 2013-2014.
Between School F
(F.05)(K –1)
(2.73) (2)
Interpretation
School A vs. School B 41.28 5.46 Significant
School A vs. School C 38.25 5.46 Significant
School A vs. School D 48.56 5.46 Significant
School A vs. School E 4.63 5.46 Not Significant
School A vs. School F 59.77 5.46 Significant
School A vs. School G 138 5.46 Significant
School A vs. School H 0.89 5.46 Not Significant
School B vs. School C 272 5.46 Significant
School B vs. School D 68 5.46 Significant
School B vs. School E 2.60 5.46 Not Significant
School B vs. School F 136 5.46 Significant
School B vs. School G 27.20 5.46 Significant
School B vs. School H 1.24 5.46 Not Significant
School C vs. School D 30.22 5.46 Significant
School C vs. School E 2.55 5.46 Not Significant
School C vs. School F 11.83 5.46 Significant
School C vs. School G 25.5 5.46 Significant
School C vs. School H 1.25 5.46 Not Significant
School D vs. School E 2.70 5.46 Not Significant
School D vs. School F 13.45 5.46 Significant
School D vs. School G 30.99 5.46 Significant
School D vs. School H 1.20 5.46 Not Significant
School E vs. School F 8.87 5.46 Significant
School E vs. School G 5.45 5.46 Not Significant
School E vs. School H 0.43 5.46 Not Significant
School F vs. School G 116.57 5.46 Significant
School F vs. School H 0.71 5.46 Not Significant
School G vs. School H 0.84 5.46 Not Significant
The above table shows that there is a significant
difference between School A and Schools B, C, D, F and G;
between School B and Schools C, D, F, and G; between
Schools C and Schools D, F and G; between School D and
Schools F and G and between Schools E and F; and between
School F and G.

114
Likewise, there is no significant difference exist
between School A and Schools E and H; between School B and
Schools E and H; between School C and Schools E and H;
between School D and Schools E and H; between Schools E and
Schools G and H; between School F and School H; and between
School G and H. School G shows an impressive result for
school year 2013-2014 NAT results while school H shows
lower NAT results for three consecutive years.
This implies that, there are schools perform better
than other schools in terms of pupils’ performance on
National Achievement test (NAT)for school year 2011-2012 to
2013-2014.

Manelyn L. Mananap Thesis (Chapter 4)

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