PRESENTATION, ANALAYSES AND INTERPRETATION OF THE DATA
This chapter presents analyses and interprets the data gathered on the teaching performance of teachers in Mathematics 8 as evaluated by their students and its relationship to students academic achievement in the subject at San Jose Community High School for the school Year 2013-2014. Specifically, this study sought answers to the following questions: 1. How may the respondents be described in terms of: a. Gender b. Age 2. What is the teachers teaching performance in mathematics 8 as evaluated by their students? 3. What is the level of students academic achievement in mathematics 8 during the Academic Year 2013-2014? 4. Is there a significant relationship between the teachers teaching performance in mathematics 8 and the students academic achievement based on students final grade and students evaluation to the teacher?
The respondents description in terms of Gender and Age The respondents were described using the simple frequency and the percentage to get the number of respondents in terms of age and gender.
Table 4.1.a Gender Distribution of the Respondents GENDER Frequency PERCENTAGE Male 87 40% Female 130 60% TOTAL 217 100%
Table 4.1.a shows that 87 of the respondents are Male with 40% and 130 of the respondents sample population are Female with 60%.
Figure 4.1.a Gender Distribution of the Respondents Male Female Table 4.1.b Age Distribution of the Respondents Age Frequency Percentage 14 108 49.77% 15 61 28.11% 16 30 13.82% 17 10 4.61% 18 7 3.23% 20 1 0.46% TOTAL 217 100%
The table shows that 108 out of 217 respondents were 14 years old having 49.77% followed by 61 respondents with age of 15 having 28.11%, next is 30 respondents with age of 16 having 13.82%, age 17 having 10 respondents with 4.61% followed by age 18 with 7 respondents having 3.23% and lastly, 1 out of 217 respondents is 20 years old having 0.46%. Figu re 4.1. b Age Dist ribu tion of the Respondents 0 20 40 60 80 100 120 14 15 16 17 17 20 number of respondents The teachers teaching performance in mathematics 8 as evaluated by their students The teachers teaching performance in Mathematics 8 as evaluated by their students was described using the mean and the Likert Scale for interpretation. Table 4.2.a Teachers teaching Performance (Mastery of the Subject Matter) Mastery of the Subject Matter Mean Stdev Interpretation My teacher in math 8... 1. Orients students regarding current trends and development in education. 3.50 0.71 Very Satisfactory 2. Explains ideas and theories clearly. 3.44 0.83 Very satisfactory 3. Motivates students on the importance of the lesson. 3.44 0.80 Very satisfactory 4. Relates the application of the theory to real-life situations. 3.20 0.94 Satisfactory 5. Presents the lesson with confidence. 3.50 0.82 Very satisfactory 6. Gives specific examples to help students understand the lesson. 3.47 0.79 Very satisfactory 7. Presents, explains, and discusses lesson in an organized and systematic manner. 3.37 0.87 Very satisfactory 8. Computes accurately. 3.35 0.86 Very satisfactory 9. Answers students questions correctly 3.45 0.87 Very satisfactory 10. Comes to class well prepared to discuss the lesson. 3.52 0.81 Very satisfactory General Weighted Average 3.42 0.83 Very satisfactory
The respondents evaluated their teachers teaching performance in Mathematics 8 as Very Satisfactory with an obtained mean of 3.47. The four areas of the teachers teaching performance were also interpreted as Very Satisfactory. On the area Testing and Evaluation has the highest mean which is equal to 3.56, next is Classroom Management with an obtained mean of 3.51 followed by Testing abilities and Strategies with an obtained mean of 3.43 and the area having the lowest mean which is equal to 3.42 is Mastery of the Subject. Even though the teachers in Mathematics were rated as Very Satisfactory by their student there is always a room for improvement. If we take a closer look at the items in the questionnaire, it revealed strengths for some areas that must be maintained and some specific areas that a teacher should focus on to be strengthened and improved. The table 4.2.a shows that the area of Mastery of the Subject Matter, the students appreciated their teacher coming to class well prepared to discuss the lesson. Teacher who is always prepared and ready is the one being admired by the students. However, relating the application of the theory to real-life situations are expected by the students to their teachers.
Table 4.2.b Teachers teaching Performance (Teaching Abilities and Strategies) Teaching Abilities and Strategies Mean Stdev Interpretation My teacher in math 8... 11. Uses varied teaching strategies suited to the lesson. 3.46 0.74 Very Satisfactory 12. Supports explanations with board illustrations and provides examples to make the lesson understandable to students. 3.55 0.73 Very Satisfactory 13. Provides examples to make the lesson understandable to students. 3.64 0.65 Very Satisfactory 14. Gives sufficient exercises to develop students mastery of the lesson and asks students to present solutions on the board for critiquing. 3.48 0.75 Very Satisfactory 15. Asks students to present solutions on the board for critiquing. 3.54 1.63 Very Satisfactory 16. Involve students in all learning activities and makes the class activities an enjoyable learning experience. 3.40 0.83 Very Satisfactory 17. Encourage students to think critically. 3.36 0.76 Very Satisfactory 18. Uses varied instructional media suited 3.19 0.76 Satisfactory to specific objectives of the course. 19. Gives students library works and assignments. 3.40 0.89 Very Satisfactory 20. Makes the class activities and enjoyable learning experience. 3.49 0.76 Very Satisfactory 21. Uses simple words in explaining the lesson. 3.41 0.83 Very Satisfactory 22. Discuss course outline at the start of the semester. 3.26 0.89 Very Satisfactory General Weighted Average 3.42 0.85 Very Satisfactory
The table 4.2.b shows that using varied teaching strategies that are suited to the lesson were valued by the students in the area of Teaching Abilities and Strategies. Not all students have the ability to learn from one kind of teaching strategy, teachers must be flexible enough to use varied teaching strategies especially in the subject Mathematics. However, discussing the course outline at the start of the school year must be practiced for the students to have an advance study on the subject. Table 4.2.c Teachers teaching Performance (Classroom Management) Classroom Management Mean Stdev Interpretation My teacher in math 8... 3.67 0.64 Very Satisfactory 23. Orients the students about the rules and regulations inside the classroom. 24. Imposes class discipline inside the classroom. 3.63 0.66 Very Satisfactory 25. Sets examples in moral and ethical behavior in words and in deeds. 3.53 0.76 Very Satisfactory 26. Communicated sincerely with appropriate eye contact. 3.48 0.77 Very Satisfactory 27. Speaks with a well-modulated voice. 3.47 0.75 Very Satisfactory 28. Comes to class promptly and regularly. 3.54 0.71 Very Satisfactory 29. Regularly checks students attendance and tardiness. 3.56 0.76 Very Satisfactory 30. Sets the class in order before starting the lesson. 3.50 0.85 Very Satisfactory 31. Starts and ends the class on time. 3.35 0.76 Very Satisfactory 32. Is approachable and available for students consultation. 3.40 0.78 Very Satisfactory 33. Inform the students of the course requirements. 3.47 0.70 Very Satisfactory General Weighted Average 3.51 0.74 Very Satisfactory
The table 4.2.c shows that orienting the students about the rules and regulations inside the classroom ranked as the highest in the area of Classroom Management. Rules and regulations keep the class running smoothly so that the teacher will have more time for teaching academics. However, the students expect that their teachers to start and end their classes on time. Table 4.2.d Teachers teaching Performance (Testing and Evaluation) Testing and Evaluation Mean Stdev Interpretation My teacher in math 8... 34. Correct and returns test papers, projects, and assignments promptly. 3.57 0.68 Very Satisfactory 35. Discusses answers to tests and exercises. 3.44 0.79 Very Satisfactory 36. Explains the criteria in the computations of grades. 3.56 0.64 Very Satisfactory 37. Gives regular quizzes about the lessons. 3.59 0.71 Very Satisfactory 38. Keeps records of students grades. 3.61 0.73 Very Satisfactory General Weighted Average 3.55 0.71 Very Satisfactory
The table 4.2.d shows that the teachers were observed to be excellent on the area Testing and Evaluation. Students considered this area excellent because their teachers keep records of the students grades and explains the criteria in the computations of the grades. Giving regular quizzes about the lessons and returning all the tests, assignment, quizzes and projects were appreciated by the students. However, in discussing answers to the tests and exercise needs improvement, this can help those students who werent able to understand the lesson well or clarify doubts.
The students had AP which means Approaching Proficiency academic performance in Mathematics 8 with a Mean score of 84.48. The students mean score shows that the students can demonstrate basic understanding of the standards in Mathematics 8 with gaps and errors. It is also an evidence of the learning is inconsistent or incomplete. But it doesnt mean that the students are failing or not working hard enough, it simply means that the students havent reached an expert level of proficiency.
Relationship between the teachers teaching performance in mathematics 8 and students academic achievement in the subject The Pearson Product-Moment Correlation or Pearsons r was used to determine the relationship between teachers teaching performance in Mathematics 8 and students academic achievement in the subject. Table 6.Relationship between the teachers teaching performance in mathematics 8 and students academic achievement in the subject Df p level critical value computed r Decision interpretation 215 0.05 0.139 0.352759 reject Ho there is a significant relationship
The table showed that the computed r value is 0.352759 and it indicates a positive weak correlation, p-level (two-tailed) is equal to 0.139, indicated that the observed significant level was lower than .05. This meant that a significant relationship existed between the teachers teaching performance in Mathematics 8 and students academic achievement in the subject. This meant that the higher the evaluation rating of the students in their teachers teaching performance in Mathematics 8, the higher is the academic achievement of the student in the subject.