EFFECTS OF TIME OF DAY ON ATTENTION, MOTIVATION, AND ACADEMIC

ACHIEVEMENT IN MATHEMATICS OF GRADE 9 STUDENTS OF

LODLOD NATIONAL HIGH SCHOOL SY 2015-2016

A Thesis Presented to the Faculty of Education Department

College of Education, Arts and Sciences

De La Salle Lipa

In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Secondary Education Major in Mathematics

by

Baet, Kenneth Kerby T.

del Mundo, Judy Anne F.

September 2015
 TABLE OF CONTENTS

Page

ABSTRACT i

DEDICATION ii

ACKNOWLEDGMENT iii

LIST OF TABLES iv

LIST OF FIGURES v

LIST OF APPENDICES vi

1.0 INTRODUCTION

Background of the Study 1

Theoretical Framework 5

Operational Framework 7

Statement of the Problem 8

Significance of the Study 9

Scope and Limitation 10

2.0 LITERATURE REVIEW 11

3.0 METHOD

Research Design 20

Respondents of the Study 21

Research Instrument 22
 Data Gathering Procedure 23

4.0 RESULTS AND DISCUSSION 26

5.0 CONCLUSION AND RECOMMENDATION 37

6.0 BIBLIOGRAPHY 40

APPENDICES 43

CURRICULUM VITAE 54
 ABSTRACT

This study generally assumed that time of day affects one’s performance.

This focuses on the effects of time of day on students’ attention, motivation and

academic achievement in Mathematics. Also, this aims to determine the

students’ perception towards time of day, effects of students’ preference and

effects of attention and motivation on academic achievement. The researchers

surveyed 143 randomly selected Grade 9 students using a validated

questionnaire and a standardized test wherein 72 of them were tested in the

morning and 71 are in the afternoon. Based on the results, it was concluded that

time of day has no significant effect on attention however it significantly affects

students’ motivation and academic achievement. Most of the students perceived

themselves to be more attentive, motivated and productive in the morning. There

is a significant difference between the academic achievement of the students

under match and mismatch preference. Results imply that students are more

motivated and more productive in the afternoon. Also, the students tend to have

better performance in Mathematics if its schedule is aligned to their preference.

Keywords: Time of day, Attention, Motivation, Academic Achievement,

Perception, Preferences

i
 DEDICATION

“In living your life, make moving forward a choice not an option” – A quote

which reminds me of our Philosophy class. It came from my principle in life which

I put into words. This means that despite of the challenges and problems that we

are facing, we must always move forward. We should not live in a point but in

line. In this precious experience of mine in doing this thesis, I do encounter a

number of difficulties which put pressure and frustration in me nevertheless, now

I am almost there in the finish line. In line with this, I dedicate this success to my

family especially to my Mama who inspires me whenever hopelessness came.

Also, I dedicate this to my love ones, to my co-educators most especially the

Math Majors, to my friends, to my professors, to my adviser and above all, to

Almighty God who always provide me of everything I need and who never let me

down. I love you all and thank you for your support and inspiration!

K.K.T.B.

ii
 ACKNOWLEDGMENT

The researchers would like to extend their thanks and gratitude to the

following persons who helped them to make this paper be possible.

To Ms. Vicenta L. Mayuga, MAT – Math, the researchers’ supportive adviser

who gave them suggestions and advices in improving this paper.

To Ms. Maria Theresa B. Kalaw, Ph. D., the researchers’ TIC in ACREMAT who

always entertain all their concerns in any matter.

To Mr. Roy L. Dalisay, MA, the researchers’ TIC in TECHWRI for being

approachable in any time and for addressing their concerns.

To Mr. Jose Macatangay, the Head of Education Department for constructively

criticizing the researchers’ study which lead them to the concept of the paper

To Mr. Marjeric Buenafe, the researchers’ statistician who analyzed and

patiently entertains their questions and concerns.

To Ms. Dianna Camacho, the OIC of Lodlod National High School for giving

permission to the researchers to conduct survey in their school.

To the Grade 9 Students of LNHS who actively participated and cooperated in

the data gathering process.

iii
 LIST OF TABLES

Table Number Title Page

1 Interpretation of p-value 24

2 Interpretation of Pearson r Correlation 25

3 Age of the Respondents 26

4 Respondents’ Mathematics Class Schedule 27
Preference

5 Respondents’ Preferences Implication to their 29

Attention, Motivation and Academic Achievement

6 Effect of Attention and Motivation on 32

Academic Achievement

7 Relationship of Motivation and Attention 33

8 Effect of Time of day on Attention, Motivation 34
and Academic Achievement

iv
 LIST OF FIGURES

Figure Number Title Page

1 Paradigm of the Study 7

2 Gender of the Respondents 27

3 Frequency of Match Preference and 28

Mismatch Preference

4 Respondents’ Perceived Time of Day 31

v
 LIST OF APPENDICES

Appendix Title

A Letter to the Adviser

B Letter to the Principal

C Letter to Ms. Vicenta L. Mayuga

D Self – Constructed Questionnaire

E Standardized Test on Algebra

F Key to Correction

vi
1.0 INTRODUCTION

Mathematics is an area of Education which pertains to the study of

numbers, logic and patterns. Mathematics as a subject in high school includes

the study of Algebra, Geometry, Statistics and Trigonometry. In line with this,

several students seem to have negative attitude towards it and most of them find

this subject difficult (Buckley, 2015). Mensah et al. (2013) concluded in their

study that there exists a positive correlation between students’ attitude and

performance in Mathematics which implies that a negative attitude leads to poor

performance. That is why a number of researches and studies were conducted

throughout many years which aim to determine ways in improving students’

performance in Mathematics. This includes the study of factors affecting the

performance of students towards Mathematics. There are several factors that

determine how students perform in their Mathematics class and these are divided

into two -- internal and external. According to Mondal (2013), there are seven

important factors that affect students’ learning namely intellectual, learning,

physical, mental, emotional and social, teacher’s personality, and environmental

factors. The internal factors include the intellectual, learning, mental, and

emotional and social factors. On the other hand, external factors include the

physical, teacher’s personality, and environmental factors.

 In addition, the environmental factor which belongs to external factor

includes the classroom, temperature, lightings, ventilation, and time. In line with

this, Dills and Julian (2007) believed that a students’ academic achievement in

any subject depends on several variables: class size, student ability, time of day,

grading practices, frequency of class meetings, teaching effectiveness and

difficulty of the material. In improving the students’ performance, teachers should

consider the content of the material that the students are studying, the persons

involved in learning who are the teachers and students, the approach that the

teacher is using in teaching and the classroom where the learning is taking place.

Moreover, the time of day when the learning takes place must also be recognized

in improving the performance of the students. There are several factors to be

considered in improving the performance of students in Mathematics yet the time

of day is selected to be the focus of this study since it seems to be neglected or

ignored in the studies about students’ performance especially in Mathematics. In

line with this, time of day refers to the different and varying time of school day.

The effect of time of day on task performance has been studied

extensively by several researchers in recent years. In fact, as early as 1971,

researchers have found out that time of day affects performance and this was

espoused after several years (Wile and Shouppe, 2011). The study of effects of

time of day on many aspects of learning has become an element in improving the

quality of education that schools are providing.

2
 Time of day is known to affect a number of aspects of learning.

Particularly, it is believed to have an effect on attention, motivation and academic

achievement of the students in Mathematics. In line with this, the students are

assumed to be more attentive and motivated to study Mathematics early in the

day. In addition, it is believed that students can perform their best early in the

morning that is why standardized tests are commonly administered in the

morning (Rice, 2008).

It is assumed that time of day has an effect on academic achievement of

the students. Academic achievement refers to the performance of the students

during the different time of the day which is determined by their raw score. Zager

and Bowers (1983) as cited in Rice (2008) discovered that students have better

performance early in the morning. Biggers (1980) stated that students who are

active in the morning scored higher than the students who are active later in the

day (as cited in Rice, 2008). Sjosten-Bell (2005) found out that the students’

score is highest early in the day followed by middle of the day and lowest in the

afternoon.

It is also believed that time of day could possibly affect the level of

attention and motivation of students. Attention refers to the degree of

concentration of the students during their Mathematics class during the varying

time of day while motivation pertains to degree of determination and will of the

3
students to study Mathematics with respect to the varying time of day. Benedetti

et al. (2014) concluded that the time of day is interrelated with the internal

sources of motivation, wherein the relation was positive and strong early in the

day which means that students are more motivated in the morning. This only

shows that the varying time of day has an effect to one’s motivation. Further, in

spite of minimal effect of time of day on attention, it affected alerting in opposite

ways for older and younger adults, with alerting indication of benefiting

performance most during participants’ off-peak times of day (Knight and Mather,

2013). In addition, the level of attention of a person changes depending on the

time of day; there is a particular time wherein one’s attention level is at its peak.

However, the study of Barron, Henderson, and Spurgeon (1994) as cited

in Rice (2008) discovered that there is an increase in the reading mean scores of

grade level students who were taught in the afternoon as compared with the

students who were taught in the morning. Gill (2011) found out that time of day

has no effect on the performance of students who are earning pass or advanced

scores in reading and Mathematics. This also means that the performance of the

students does not depend on varying time of day. Most of the studies regarding

effects of time of day only involve one or two variables which are assumed to be

affected by time of day. Hence, additional studies of effects of time of day on

various aspects of learning are needed.

4
Theoretical Framework

The framework of this study is based on the Circadian Rhythm, a 24-hour

cycle in behavioral, physiological and biochemical processes of people (Wile and

Shouppe, 2011) and in fact, circadian literally means “around the day”. Also,

Circadian Rhythm pertains to as the body clock or the master clock. Most of the

physiologic activities that occur in our body are not steady or constant throughout

the day, but show changes and variations.

In line with this, the circadian rhythm is a biological process that controls

the secretion of the sleep-inducing hormone which is melatonin and therefore

dictates one’s sleep-wake cycles. For an average adult, the secretion of

melatonin begins around 9:00 P.M., peaks between 2:00 and 4:00 A.M., and

suddenly cease around 7:30 A.M. In adolescents, this time schedule of secretion

is adjusted two hours later in the day (Cardinali, 2008 and Carskadon, Vieira and

Acebo 1993 as cited in Pope, 2014). Based on the study of Davis (1987) as cited

in Wile and Shouppe (2011), Circadian rhythm affects the way we retrieve and

store information. These rhythms also have effects on cardiac function and body

temperature (Klein, 2001 as cited in Wile and Shouppe, 2011). Early studies

(Laird, 1925; Blake, 1967; Baddeley, Hatter, Scott, and Snashell, 1970; Hockey,

Davis, and Gray, 1972 as cited in Sjosten-Bell, 2005) implied that performing

different tasks changes with time of day. Later, Blake (1971) associated these

fluctuations to changes occurring in body temperature. He verified that our body

5
temperature and basal arousal level which is an essential measure of mental

alertness begins to rise upon waking and, with the exception of a dip afternoon,

continues to get higher until about 8:00 P.M. According to Blake, if the body

temperature is high as well as the arousal, then it may interfere with one’s short-

term memory (as cited in Sjosten-Bell, 2005, p. 13). Biorhythms affect one’s

capacity to think over a period of time (Wile and Shouppe, 2011).

These particular changes in physiological and biochemical functions affect

individual’s level of cognitive performance. This means that the varying time of

day may have an effect on the level of attention and motivation of students as

well as their academic performance in Mathematics.

6
Operational Framework

Academic
Achievement

Time

Motivation Attention

Figure 1. Paradigm of the Study

The framework of this study is structured in a way wherein Time as the

independent variable is assumed to have an effect on the three dependent

variables which are the Attention, Motivation, and Academic Achievement. The

arrows in Figure 1 indicate which variable has an effect to another variable

however; the inner arrows are the main focus in this framework which illustrates

the relationship of the four main element of this study. Moreover, it is also

believed that Motivation and Attention are interrelated with each other and has a

positive correlation. Further, these two independent variables are also assumed

to be factors that affect students’ Academic Achievement in the process of

learning.

7
 The main objective of the study is to determine the effects of time of day

on the attention, motivation, and academic achievement of the students in their

Mathematics class.

1. Determine the demographic profile of the respondents in terms of

their:

1.1 Age

1.2 Gender

2. Distinguish which of the two schedules did the students preferred to

have their Mathematics class, the morning schedule (between

7:30am to 12:00nn) or the afternoon schedule (between 1:00pm to

5:00pm).

3. Verify a significant difference between the Attention, Motivation,

and Academic Achievement of students who take the test during

the time that matches their preference time of day and during the

time that does not match their preference.

4. Identify the time of day perceived by the students to have better or

higher level of:

4.1 Attention

4.2 Motivation

4.3 Academic Achievement

5. Determine the effect of Attention and Motivation on the students’

Academic Achievement in Mathematics.

6. Find out the relationship between Attention and Motivation.

8
 7. Determine the effects of time of day on the student’s Attention,

Motivation and Academic Achievement in Mathematics.

It was hoped that the findings of this study would provide meaningful

insight and significant information on the effects of the time of the day to the

students’ attention, motivation and academic achievement in Mathematics that

will definitely help the following:

School Administrator. The findings of this study could serve as a basis and

guide in modifying and formulating a better class schedule. Also, it will help them

to improve the quality of education they provide for their students

Teachers. The findings of this study could help the teachers better understand

how the students learn in varying time of day and address it to improve the

teaching- learning process.

Students. This study will help the students understand why their attention or

motivation or academic achievement fluctuates with varying time of day and they

are expected to develop their interest towards Mathematics and to improve their

academic achievement.

Future Researcher. This study may be used as a guide or a basis in conducting

similar study and would give them an idea to do their own researches. Also, this

could help them to expand or explore more on the effects of time of day on other

aspects of learning.

9
 The study was confined at determining the effects of the time of day on

the attention, motivation and academic achievement in Mathematics of the Grade

9 students of Lodlod National High School SY 2015-2016. Further, the study

determined the most preferred time of day when the students want their

Mathematics class to be held. Moreover, this study will determine the time of day

when the students perceived themselves to have better or higher level of

attention, motivation and academic achievement and their reasons behind their

perception. The total number of respondents is one hundred forty three (143)

wherein 87 are male and 56 are female. Also, the students were tested within the

same day but in different times. Half of the respondents were tested in the

morning (7:30am – 12:00nn) and the other half were tested in the afternoon

(1:00pm – 5:00pm). Also, this study sought if the time of day preference has an

effect on students’ attention, motivation and academic achievement. Lastly, this

study runs from July to September 2015.

10
2.0 Review of Related Literature

The time of day is assumed to have effects on many aspects of learning

such as the students’ attention and motivation. In addition, it is believed to have

an effect on students’ academic achievement which is the main focus of this

study. This part of research presents a review of existing and available literature

as well as the related studies that came from local and international sources.

Also, it is focused on these particular aspects: (i) Relationship of Attention and

Motivation, (ii) Effect of Attention on Academic Achievement, (iii) Effect of

Motivation on Academic Achievement, (iv) Effects of Time of day on Attention, (v)

Effects of Time of day on Motivation, and (vi) Effects of Time of day on Academic

Achievement.

I. Relationship of Attention and Motivation

According to Keller (1983) as cited in Rebolledo-Mendez et al. (2010),

attention is essential in attaining greater motivation inside the classroom.

Moreover, ARCS model serves as an example that confirms attention as a

relevant component of motivation.

The research of Rebolledo-Mendez et al. (2010), titled “An Empirical

Examination of the Relation Between Attention and Motivation in Computer-

Based Education: A Modeling Approach”, verified if there exists a significant

11
correlation between motivation and attention. The outcome of their experiment

implies that the self-reported attention and motivation may have a greater effect

on the learner’s academic achievement.

Calcott (2013) stated that motivation and attention are related to each

other and considering this relationship, it is also important to consider the context

and situation.

II. Effect of Attention on Academic Achievement

Cohen and Maunsell (2009) believed that attention develops and improves

performance. Moreover, visual attention can increase behavioral performance by

letting observers to concentrate on the necessary information within a complex

scene.

According to Herrmann et al. (2010), attention affects performance.

Moreover, they concluded that attention affects performance depending on the

size of stimulus.

III. Effect of Motivation on Academic Achievement

Experts in area of motivation said that its relevance as an educational

outcome stems from its relation to the performance and achievement in diverse

domains. Broussard and Garrison (2004), Lange and Adler (1997), and Gottfried

(1990) found that motivation is also associated to achievement and Intelligence

12
Quotient. Research shows that motivation and achievement in reading and

Mathematics has a relatively consistent relationship (as cited in Lai, 2011). The

students who are intrinsically motivated tend to have a better performance in

these subjects than the students who are extrinsically motivated students.

Gottfried (1990) also found a relationship between motivation and

achievement. Similar to results from other studies, Gottfried found that

elementary students with high intrinsic motivation are more likely to have better

achievement and IQ, more positive view of their academic competence, and

lower academic anxiety (as cited in Lai, 2011).

Research suggests that regulating the effects of emotions and

motivational states among preschool and elementary students is related to better

social relationships and improved achievement (Eisenberg, 2010).

According to the study conducted by Keklik and Keklik (2013), various

determinants of motivation significantly predicted the level of achievement of

students in Mathematics.

IV. Effects of Time of day on Attention

Sylwester and Cho (1993) considered attention as one of the important

elements of student learning (as cited in Sjosten-Bell, 2005). The key

components of students’ learning include cognitive functions and attention as

well (Sjosten-Bell, 2005).

13
 Cuenca et al. (2008) concluded in their study titled, “Factors Affecting the

Attention Span of the Third Year Nursing Students of De La Salle Lipa SY 2006-

2007” that the age of the respondents has moderate correlation to their attention.

Moreover, they also found out that the students’ environment has the most effect

on their attention. In addition, time of day is said to be a part of environmental

factors. Further, students listen attentively during the first 20 minutes of lecture

then dozes off (Middendorf and Kalish 2000, as cited in Cuenca et al., 2008)

Knight and Mather (2013) found out on their study titled “Look Out—It’s

Your Off-Peak Time of Day! Time of Day Matters More for Alerting than for

Orienting or Executive Attention” that younger adults demonstrated a significant

alerting effect on both morning and afternoon tests. Moreover, the respondents

are likely to be more attentive in the morning than in the afternoon test result.

This implies that the varying time of day has an effect on the level of attention of

younger adults wherein they tend to be more attentive in the morning.

People are more likely to give their focus and concentration in different

degrees depending on how they perceive the stimulus. Sousa (2001) identified a

hierarchy that shows why students face difficulty in terms of paying attention

during some time of the day. Age is considered as a factor when it comes to

attention and time of day effects. Sousa (2001, p. 102) gave emphasis that the

tendency of pre-adolescents and post-adolescents to concentrate increases early

in the day and then remains consistent until about the middle of the day and

suddenly drops. In addition, concentration rises again but not as high as they had

in the morning (as cited in Sjosten-Bell, 2005).

14
 In studying attention, Muyskens and Ysseldyke (1998) preferred to have

observers who will evaluate the attention level of 122 students who are in the

second to fourth level plus a fifth grader during the whole school day. Their

findings showed that students were more attentive and engaged in the morning

compared in the afternoon (as cited in Sjosten-Bell, 2005).

Klein (2001) utilized a questionnaire to examine self-assessed attention

level of fifth and tenth grade students and analyzed their levels of attention and

mathematics aptitude. He found that fifth grade students have highest level of

attention in the afternoon and lowest in the morning in spite of their mathematical

aptitude level. In contrary, tenth grade students’ levels of attention were highest

in the morning and lowest in the afternoon and mathematics aptitude was

correlated with the levels of attention (as cited in Wile and Shouppe, 2011).

V. Effects of Time of day on Motivation

Schlechty (2011) said that students’ motivation may differ and may vary at

any time as a response to the task, the time of day, the context and the teacher

and peers (as cited in Saeed and Zyngier, 2012).

Researches from different disciplines as cited in Benedetti et al. (2014)

found that the variety sources of motivation of an individual tend to systematically

fluctuate throughout the day (Egloff, Tausch, Kohlmann, and Krohne, 1995;

Hanson, Godaert, Maas, and Meijman, 2001).

15
 Moreover, Thayer (1987) as cited in Benedetti et al. (2014) found that

individuals are more likely to be less tense and more energetic in the morning

than in the mid to late afternoon.

Early studies as cited in Benedetti et al. (2014) suggest that as the time of

day pass by, individuals tend to have fewer available source of motivation for

them to do their tasks which leads to the need to exert and apply more effort late

in the day in comparison to early in the morning (Broadbent, 1979; Van der

Linden, Frese, and Meijman, 2003).

As cited in Benedetti et al. (2014), laboratory based experimental research

revealed that exertion of effort throughout the day results to fatigue (Broadbent,

1979), worsen disposition, and declination of the ability to exert effort in order to

complete difficult tasks (Van der Linden et al., 2003). This implies that the

amount of effort exerted by a person tends to diminish as time of day goes by

because of tiredness. In effect, one’s motivation appears to be declining.

VI. Effects of Time of day on Academic Achievement

In the study of Pope (2014) titled “How the Time of Day Affects

Productivity: Evidence from School Schedules”, he found out that scheduling

Mathematics classes in the first two periods instead of the last two periods of the

school day will results to an increase in the students’ Mathematics GPA and

Mathematics CST scores. The effect of time of day may be seen as a differential

productivity in varying parts of the day as a result of the circadian rhythm. In line

16
with this, stamina is being affected with decreasing productivity depending on the

span of time a student is at school.

Carrell, Maghakian, and West (2011) stated that shifting Mathematics

class from the afternoon to the morning results to an increase on the student’s

Mathematics GPA by the same amount as adjusting the start time of classes by

one hour.

Pope (2014) stated that the structure of school schedule is considered to

have an important role on learning. The manner of making the class schedule

may affect both student learning and teaching quality. Adjusting school start

times later in the day leads to better performance of students in Mathematics

despite the period students take Mathematics. However, shifting school start

times later and moving Mathematics class from the last to the first period

improves students performance in Mathematics even more. Moreover, he

concluded that students tend to be more productive early in the morning,

especially in Mathematics.

Different people do more effectively and efficiently at varying times of day.

In educational settings, this can affect whether the students are performing well

during testing and instructional times (Hartley and Nicholls, 2008). In addition,

Smith et al. (2002) stated that different individual perform better at different times

of day and this affects their efficiency on any task (as cited in Hartley and

Nicholls, 2008).

17
 As cited in Hartley and Nicholls (2008), early studies supports the

assumption that time of day has really an effect to one’s performance and

learners can do better if they are being taught and take their exams during their

preferred times (Callan, 1999; Dunn, Beaudry and Klavas, 1989; Smith et al.,

2002).

Several studies have found that students can perform better during their

preferred time of day. Goldstein et al. (2007) found that an individual’s circadian

arousal pattern and time of testing in a Full Scale IQ equivalents has an

approximately a six-point difference. Holloway (1999) concluded that students

scored better during their teacher’s optimal time of day. This suggests student

learning is also affected by teachers’ preferred time as well as individual student

time of day preferences (as cited in Wile and Shouppe, 2011).

According to the dissertation research of Virostko (1983) which is related

to Mathematics achievement of elementary students for over a two year period,

found that 98% of students scored higher if the concept was learned during the

time that matches student’s optimal time of day (as cited in Wile and Shouppe,

2011).

Most research has found that time of day does play an important part in

student achievement. If students were taught during the time that matches their

learning style preferences then, scores are more likely to be higher on

achievement tests. If time is perceived as a resource and can affect to support

18
high quality instruction then, preferred time of day tends to lead in an improved

learning (Johnston, 2009).

Dills and Julian (2007) stated that a student’s grade depends on many

variables: the time of day, frequency of class meetings, student ability, class size,

grading practices, the difficulty of the material, and teaching effectiveness. In

their study titled “Course Scheduling and Academic Performance”, they

concluded that the late afternoon classes are best 2 days a week (Tuesday and

Thursday) while morning classes are best 3 days a week (Monday, Wednesday,

and Friday).

As cited in Sjosten-Bell (2005), early studies concluded that performance

on different and various tasks fluctuates with time of day (Laird, 1925; Blake,

1967; Baddeley, Hatter, Scott, and Snashell, 1970; Hockey, Davis, and Gray,

1972).

19
3.0 Methodology

This chapter discusses the method, the respondents of the study, the

instrument utilized, data gathering and procedure applied in the study.

The researchers employed both the Quantitative and Qualitative method

of research. The Quantitative method explains phenomena by collecting

numerical data that are analyzed using mathematically based methods (Aliaga

and Gunderson, 2000). In this case, this method will expound on how the time of

day affects students’ attention, motivation and academic achievement in

Mathematics. Furthermore, the Qualitative method is characterized briefly as fact

finding with adequate interpretation. It is something beyond just data gathering. It

is used to gain an understanding of underlying reasons, opinions, and

motivations. It provides insights into the problem or helps to develop ideas or

hypotheses for potential quantitative research (Wyse, 2011). In the study, the

researchers are to determine the common and general reason of the

respondents why they think they have better level of attention, motivation and

academic achievement during their perceived time of day.

Further, the researcher sought to determine the effects of time of day on

student’s attention, motivation and academic achievement in Mathematics. To be

able to gain authentic and reliable information regarding student’s attention and

motivation as being affected by time of day and students’ preferred time schedule

20
of Mathematics class, the researchers utilized self-constructed validated

questionnaires. In addition, the researcher adapted a 35-item standardized test

questionnaire to collect data for the students’ academic achievement in

Mathematics. The said questionnaires were presented in a simple and readable

way which the respondents can easily understand.

The respondents of the study were the randomly selected Grade 9

students of Lodlod National High School enrolled at the School Year 2015-2016.

The total number of the respondents is one hundred forty three (143) students,

wherein eighty seven (87) of them are male and fifty six (56) of them are female

and their age bracket is ranging from 12-17 yrs. old. Moreover, there were two

batches of respondents, the first batch was tested in the morning and the second

set was tested in the afternoon. The morning respondents were composed of

twenty four (24) respondents from Aluminum, twenty four (24) respondents from

Gold and another twenty four (24) respondents from Nickel for a total of seventy

two (72) morning respondents. Moreover, the afternoon respondents were

composed of twenty three (23) respondents from Copper, twenty four (24)

respondents from Platinum and twenty four (24) respondents from Silver for a

total of seventy one (71) afternoon respondents.

The researchers utilized two research instruments which are rating scale

or Likert scales which were self-constructed questionnaire which includes a 3-

21
item open ended questions and a 35-item standardized test in order to elicit

reliable and authentic information needed in this study. The items in the

questionnaires were constructed through researcher’s personal experiences,

further readings, studies, assumptions and observations that are relatively

connected to this study.

The research instrument used which is the self-constructed Likert scales

undergone validation process through pilot testing to determine its Cronbach

Alpha - a measure of internal consistency, that is, how closely related a set of

items are as a group. It is considered to be a measure of scale reliability. Based

on statistics, the instrument has internal consistency (Cronbach’s Alpha = 0.85)

which can be verbally interpreted as “good reliability”. On the other hand, since

the instrument used to measure the respondents’ academic achievement is

already a standardized test which was recommended to the researchers by Ms.

Vicenta Mayuga, a professor of College of Education, Arts and Sciences of De

La Salle Lipa which she also used in her thesis in her Master’s Degree, the

researcher did not validate it anymore.

The research problem was constructed based on researcher’s personal

experiences, assumptions and observations. The title was constructed because

the researchers considered time of day when the learning takes place as a factor

of students’ academic achievement in Mathematics and also a factor of students’

22
level of attention and motivation which are believed to be predictors of students’

performance.

The researchers visited the De La Salle Lipa CLRC to check on various

books, journals and theses that might contain concepts that would support the

problem of this study. Also, the researchers browsed the internet for wider scope

of information and from the gathered data and information; the researchers

prepared the self-constructed instruments.

After that, the researchers prepared letter to ask permission to the person

that will be involved and will have valuable participation in this study. The

instrument that the researchers utilized undergone validation process to ensure

its reliability and it were done thru a pilot testing.

After the letters were prepared and the instruments were validated, the

researchers prepared all the materials needed and went to Lodlod National High

School to conduct the actual data gathering. The researchers administered the

instrument to the respondents in different time of day since the researchers

assumed that time of day has an effect on students in terms of their Attention,

Motivation and Academic Achievement. Further, the morning respondents from

section Aluminum, Gold and Nickel were tested between the 7:30am – 12:00nn

23
while the afternoon respondents from section Silver, Platinum and Copper were

tested between the time of 1:00pm-5:00pm respectively. In particular, the

students of Aluminum and Gold took the test from 8:30am to 9:30am while the

students of Nickel took the test from 11:00am to 12:00nn. In addition, the

students of Copper and Platinum took the test from 1:00pm to 2:00pm while the

students of Silver took the test from 2:00pm to 3:00pm.

Table 1. Interpretation of p-value

p-value Verbal Interpretation

If p < 0.05 Significant
If p ≥ 0.05 Not significant

P-value refers to level of marginal significance in a statistical

hypothesis test. It represents the probability that a given event will occur.

Moreover, it used as an alternative in rejecting points to present the

smallest level of significance wherein the null hypothesis will be rejected.

As the value of p decreases, the stronger the evidence to support the

alternative hypothesis will be.

24
Table 2. Interpretation of Pearson r Correlation

Correlation
Coefficient Value Verbal Interpretation
0.00 Zero Correlation
± 0.01 to ± 0.20 Negligible Correlation
± 0.21 to ± 0.40 Low or Slight Correlation
± 0.41 to ± 0.70 Moderate Correlation
± 0.71 to ± 0.90 High Correlation
± 0.91 to ± 0.99 Very High Correlation
± 1.00 Perfect Correlation

Correlation coefficients are commonly used in statistics to be able to

determine the degree of relationship between variables. In addition, Pearson’s

correlation coefficient is the measurement of linear correlation of two given

variables.

25
4.0 Results and Discussion

The analysis and interpretation of data gathered from the respondents

through the self-constructed questionnaires and standardized test are compiled

in this chapter. The data presented are thoroughly analyzed by the researchers

and it includes the preference of the respondents between morning schedule and

afternoon schedule, implication of respondents’ preferences on their attention,

motivation and academic achievement, respondents’ perception on time of day

when they have higher level of attention, motivation and academic achievement,

effect of attention and motivation on academic achievement, relation of attention

and motivation, and effect of time of day on respondents’ attention, motivation

and academic achievement in Mathematics.

Table 3. Age of the Respondents

Age Frequency Percentage

12 1 0.7
13 8 5.6
14 89 62.2
15 36 25.2
16 6 4.2
17 3 2.1
Total 143 100.0

Table 3. shows the demographic profile of the respondents which is their

age. Moreover, the age of the respondents is ranging from 12 to 17 years old

26
which implies that their age or maturity or heterogeneous. In addition, majority or

most of the respondents is 14 years old.

Gender

87
56 (61%) Male
(39%) Female

Figure 2. Gender of the Respondents

The figure above shows the demographic profile of the respondents which is

the gender. It can be concluded from the figure that there are more male

respondents than female respondents which implies that the number of male

students of Lodlod National High School is greater than the number of female

students.

Table 4. Respondents’ Mathematics Class Schedule Preference

Preferred Mathematics
Class Schedule Frequency Percentage
between 7:30am to 12:00nn 118 82.5

between 1:00pm to 5:00pm 25 17.5

Total 143 100.0

27
 This table shows the time of day when the students preferred to have their

Mathematics class, either the morning schedule or afternoon schedule. It shows

that most of the respondents preferred the morning schedule over the afternoon

schedule as their preferred time of day to have their Mathematics class.

Frequency of Match Preference and

Mismatch Preference

100

80

60

40

20

0
Match Preference Mismatch Preference

Figure 3. Frequency of Match Preference and Mismatch Preference

The figure above shows the frequency of the respondents who took the

test during the time matching their preference and during the time that does not

match their preference. Under Match preference, there are 93 respondents who

took the test during their preferred time of day wherein 70 (Red) of them are from

the Morning respondents and 23 (Green) of them are from the Afternoon

respondents. On the other hand, 50 respondents took the test during the time

that does not match their preferred time of day wherein 2 (Red) of them are from

28
the Morning respondents and 48 (Green) of them are from the Afternoon

respondents.

Table 5. Respondents’ Preferences Implication to their Attention, Motivation

and Academic Achievement
Mean
Verbal
Match Mismatch t-value p-value
Interpretation
Preference preference
Attention 2.83 2.98 -1.949 0.053 Not Significant
Motivation 2.78 3.04 -3.152 0.001 Significant
Academic 9.90 7.74 3.018 0.003 Significant
Achievement
a. Match preference includes the respondents who took the survey on the time matching
their preferred time of day to have Mathematics class.
b. Mismatch preference includes the respondents who took the survey on the time that
does not match their preferred time of day to have Mathematics class.

The table above shows the mean score of the respondents who answered

the survey on the time that matches their preference and on the time that does

not match their preference. Moreover, in terms of attention, the mean score of

the respondents under mismatch preference is higher than the mean score of the

respondents under match preference however, the mean difference is small. In

line with this, it can be concluded that there is no significant difference between

the attention of the respondents who answered the survey on the time that

matches their preference and on the time that does not match their preference

since the p-value is greater than 0.05.

In terms of motivation, the mean score of the respondents under mismatch

preference is higher than the mean score of the respondents under match

preference. In addition, since the p-value is less than 0.05, there is a significant

29
difference between the motivation of the respondents who answered the survey

on the time that matches their preference and on the time that does not match

their preference. The result implies that the respondents tend to be more

motivated if their Mathematics class is held during the time of day that does not

match their preference.

Nevertheless, the mean score of the respondents under match preference

is higher than the mean score of the respondents under mismatch preference.

Moreover, since the p-value is less than 0.05, there is a significant difference

between the academic achievement of the respondents who answered the

survey on the time that matches their preference and on the time that does not

match their preference. This implies that the respondents who took the survey

during their optimal time of day performed better than those who took the survey

on the time that does not matches their preference. Therefore, matching the

schedule of Mathematics class to the preference of the students will result them

to be more productive and to have a better performance in Mathematics. This

finding is supported by the research of Virostko’s (1983) as cited by Wile and

Shouppe (2011) and by the study of Johnston (2009) wherein they found out that

the students scored significantly higher if they were taught during the time of day

which matches their optimal time of day.

30
 Figure 4. Respondents’ Perceived Time of Day

The figure above shows the comparison between morning and afternoon

with respect to the students’ perception on time of day when they have higher

level of attention, motivation and academic achievement. As shown in the graph,

118 respondents said that the level of their attention is higher in the morning than

in the afternoon. In line with this, most of the respondents justified that they do

not feel sleepy and they have more energy early in the day that is why they think

that they are more attentive in the morning. Whereas, 15 respondents said that

the level of their attention is higher in the afternoon than in the morning because

they can concentrate more during that time of day.

In addition, 113 respondents said that they are more motivated to study

Mathematics in the morning rather than in the afternoon. In line with this, most of

the respondents said that they do not feel boring and sleepy and they are more

31
hyper early in the day that is why they believe that they are more motivated to

study Mathematics in the morning. In contrary, 11 respondents said that they are

more motivated to study Mathematics in the afternoon rather than in the morning

because they can think more clearly and they feel relaxed during that time of day.

Moreover, 112 respondents said that they could perform better in their

Mathematics class in a morning schedule rather than in an afternoon schedule.

Further, most of the respondents reasoned that they are more awake, active and

alert early in the day that is why they assume that they can perform better in

Mathematics in the morning. However, 15 respondents said that they could

perform better in their Mathematics class in an afternoon schedule rather than in

the morning schedule because they are more relaxed and they are in good

condition during that time of day.

This implies that most of the respondents perceived that they can perform

better and they are more attentive and motivated to study Mathematics in the

morning.

Table 6. Effect of Attention and Motivation on Academic Achievement

Academic Achievement
Factors Verbal
Beta t-value p-value
Interpretation
Attention -0.022 -0.598 0.793 Not Significant
Motivation -0.050 -0.262 0.551 Not significant

32
 Table 6. presents the effect of attention and motivation on academic

achievement. In line with this, since the p-value under attention is greater than

0.05, it can be concluded that respondents’ attention has no significant effect to

their academic achievement. This implies that the level of attention is not a factor

or a determinant of academic achievement of the respondents. Moreover, given

that the p-value under motivation is greater than 0.05 it can be drawn that the

respondents’ motivation has no significant effect on their academic achievement.

Therefore, the level of motivation is not a determinant of academic achievement

of the respondents. Summarily, both attention and motivation has no significant

effect on the respondents’ academic achievement in Mathematics. This means

that being motivated and attentive will not determine one’s academic

achievement in Mathematics. However, it contradicts the study of Broussard and

Garrison (2004), Lange and Adler (1997), and Gottfried (1990) wherein they

found that motivation affects the achievement of students in reading and

Mathematics (as cited in Lai, 2011).

Table 7. Relationship of Motivation and Attention

Attention
Factors Verbal Verbal
r – value p – value
Interpretation Interpretation
High positive
Motivation 0.725 0.0000 Significant
Correlation

The table above presents the relationship between motivation and

attention. From the table, it can be seen that motivation and attention have a high

positive correlation which implies that as the respondents’ motivation increases,

33
their attention also increases and vice versa. In the same manner, as the

respondent’s motivation decreases, their attention also decreases and vice

versa. Moreover, since the p-value is less than 0.05, it can be concluded that

there is a significant relationship between attention and motivation. This implies

that attentive students tend to be motivated. This finding is supported by the

research of Rebolledo-Mendez et. al. (2010), wherein they concluded that there

is a significant correlation between motivation and attention.

Table 8. Effect of Time of day on Attention, Motivation and Academic

Achievement

Verbal
Beta R2 t-value p-value
Interpretation
Attention
0.158 0.025 1.894 0.06 Not significant
Time of day Motivation
0.207 0.043 2.513 0.01 Significant
Academic Achievement
-0.375 0.141 -4.811 0.00 Significant

The table indicates that time of day has no significant effects on the

attention with the p-value that is greater than 0.05. The result of r-value

represents the simple correlation and it is 0.158 which indicates a negligible

correlation. Also, the afternoon respondents are more attentive than the morning

respondents since the r - value is greater than zero. The R2 value indicates how

much of the total variation in attention can be explained by time of day. In this

case, 2.5% can be explained, which is small. In line with this, time of day covers

2.5% of the possible factors that may affect one’s attention and therefore, there

34
are other factors that may affect attention aside from time of day. Nevertheless,

this finding opposes the result of the study of Muyskens and Ysseldyke (1998) as

cited in Sjosten-Bell (2005) which is time of day affects students’ attention and

they concluded that students were more engaged in the morning.

In terms of motivation, the table shows that time of day has significantly

affects the motivation with the p-value that is less than 0.05. The result of r-value

represents the simple correlation and it is 0.207 which indicates a low or slight

correlation. Also, the afternoon respondents are more motivated than the

morning respondents since the r – value is greater than zero. The R2 value

indicates how much of the total variation in attention can be explained by time of

day. In this case, 4.3% can be explained, which is small. This indicates that 4.3%

of the factors that affect motivation is time of day and to conclude, respondents

are more motivated to study Mathematics in the afternoon. This finding is

supported by a study wherein it is concluded that time of day affects one’s

motivation and individuals have fewer available source of motivation to perform

their task, which leads them to exert more effort in the afternoon (Broadbent,

1979; Van der Linden, Frese, & Meijman, 2003, as cited in Benedetti et al.,

2014).

Lastly, in terms of academic achievement, the table presents that time of

day has significantly affects the academic achievement with the p-value that is

less than 0.05. The result of r-value represents the simple correlation and it is

35
0.375 which indicates a low or slight correlation. Also, the afternoon respondents

performed better than the morning respondents since the r - value is greater than

zero. The R2 value indicates how much of the total variation in attention can be

explained by time of day. In this case, 14.1% can be explained, which is small.

This means that 14.1% of the factors that affect academic achievement is the

time of day which implies that there are more other factors that affect

performance of the students aside from time of day. The data indicates that the

respondents can perform better in Mathematics if it is held in the afternoon.

Moreover, this finding was verified in the study of Pope (2014) wherein he also

found out that time of day affects the performance of students in Mathematics.

However, he concluded that the students are more productive in the morning,

especially in Mathematics which opposes the conclusion of the researchers that

the students perform better in the afternoon.

36
5.0 Conclusion and Recommendation

This chapter presents the findings, summaries and generalizations on the

study conducted which is about the effect of time of day on students’ attention,

motivation and academic achievement.

From the data gathered, the researchers found out that most of the

respondents preferred to have their Mathematics class be scheduled early in the

morning rather than in the afternoon. In particular, 118 of the respondents chose

a morning Mathematics class which is between 7:30am – 12:00nn while 25 of the

respondents chose an afternoon Mathematics class which is between 1:00pm to

5:00pm.

There is no significant difference between the attention of the respondents

who answered the survey on the time that matches their preference and on the

time that does not match their preference.

There is a significant difference between the motivation of the respondents

who answered the survey on the time that matches their preference and on the

time that does not match their preference.

There is a significant difference between the academic achievement of the

respondents who answered the survey on the time that matches their preference

and on the time that does not match their preference.

37
 In addition, most of the respondents perceived or believed that their level

of attention, motivation and academic achievement in Mathematics is better in

the morning than in the afternoon.

The researchers concluded that attention and motivation of the

respondents have no significant effect on their academic achievement.

The researchers concluded that the respondents’ motivation and attention

have a significant high positive correlation.

Time of day has no significant effect on respondents’ attention.

Respondents tend to be more motivated to study Mathematics in the

afternoon compared in the morning which means that time of day has a

significant effect on their motivation.

The researchers concluded that respondents do perform better in

Mathematics during afternoon which implies that time of day has a significant

effect on respondents’ academic achievement.

Based on the findings and conclusions derived, the following

recommendations were formulated:

1. Since it was found out that the students were more productive later in the day

and tend to be more motivated in the afternoon, it is recommended to the school

administration to hold Mathematics classes in the afternoon.

38
2. The fact that the students were more motivated and were able to perform

better in Mathematics during their optimal time of day, it is recommended to the

school administration to consider the students’ preference in organizing the class

schedule.

3. It is recommended to the future researchers to focus on the study of effect of

time of day on students’ academic achievement in other areas aside from

Mathematics. This is for the school administration to come up to a research-

based class schedule.

39
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42
 APPENDIX A

LETTER TO THE ADVISER

De La Salle Lipa
College of Education, Arts and Sciences
Education Department

July 08, 2015

Ms. Vicenta L. Mayuga

De La Salle Lipa
Lipa City

Dear Madame:

Greetings of Peace!

We are currently conducting a research on the “Effects of Time of Day on

Attention, Motivation and Academic Achievement in Mathematics of Grade 9
Students of Lodlod National High School SY 2015-2016.” This is a course
requirement for the undergraduate thesis of Bachelor of Secondary Education
Major in Mathematics in this institution.

In line with this, we would like to solicit your invaluable participation in our
research as our thesis adviser.

We are hoping for your most favorable response about this matter. Thank you
and God Bless!

In St. La Salle,

_________________ ___________________
Kenneth Kerby T. Baet Judy Anne F. del Mundo
Researcher Researcher

43
 APPENDIX B

LETTER TO THE PRINCIPAL

De La Salle Lipa
College of Education, Arts and Sciences
Education Department

August 24, 2015

Ms. Dianna Camacho

Officer-in-Charge
Lodlod National High School

Greetings of peace!

We are fourth year Secondary Education students Major in Mathematics,

currently taking the courses Technical Writing (TechWri) and Academic
Research in Mathematics (AcreMath). We are working in our study entitled
“Effects of Time of Day on Attention, Motivation and Academic Achievement in
Mathematics of Grade 9 Students of Lodlod National High School SY 2015-2016”
and part of it is to gather data or to conduct survey.

In connection to this, we would like to ask permission from your office to allow us
to conduct survey among randomly selected Grade 9 students of the Junior High
School.

We are hoping for your kind consideration. Thank you and God bless!

In St. La Salle,

__________________ ___________________
Kenneth Kerby T. Baet Judy Anne F. del Mundo
Researcher Researcher

Noted by:

_____________________ ____________
Dr. Maria Theresa B. Kalaw Mr. Roy Dalisay
Teacher-in-Charge, AcreMath Teacher-in-Charge, TechWri

__________________
Mr. Jose Macatangay
Chairperson, Education Department

44
 APPENDIX C

LETTER TO MS. VICENTA L. MAYUGA

De La Salle Lipa
College of Education, Arts and Sciences
Education Department

August 20, 2015

Ms. Vicenta L. Mayuga

De La Salle Lipa
Lipa City

Dear Madame:

Greetings of Peace!

We are currently conducting a research on the “Effects of Time of Day on

Attention, Motivation and Academic Achievement in Mathematics of Grade 9
Students of Lodlod National High School SY 2015-2016.” In line with this, we
would like to ask permission from your good self to allow us to use the
standardized questionnaire on Algebra that you used in one of your studies about
the effects of cooperative learning.

We are hoping for your favorable response. Thank you and God Bless!

In St. La Salle,

_________________ ___________________
Kenneth Kerby T. Baet Judy Anne F. del Mundo
Researcher Researcher

45
 APPENDIX D

SELF-CONSTRUCTED QUESTIONNAIRE

Dear Respondents,

We are 4th year BS Education students conducting a research entitled “Effects of

Time of the Day on Students’ Attention, Motivation, and Academic Achievement
in Mathematics Among Grade 9 Students”. In this regard, we would like to ask
your help by answering the questionnaire below. Rest assured that your answers
will be kept confidential and will be used only for our research.

Thank you and God bless!

Respectfully yours,

__________________ _____________________
Kenneth Kerby T. Baet Judy Anne F. del Mundo
Researcher Researcher

Name: __________________________ Gender: ________

Yr. & Section: ____________________ Age: ___________

Direction: Put a check mark (√) on the space provided opposite your answer.

Which of the following two schedules would you prefer to have Math
class? Think about this choice seriously. What time do you think that
you are most awake and alert? What time do you think you could
perform your best?

_________ Morning (between 7:30am to 12:00am)

_________ Afternoon (between 1:00pm to 5:00pm)

46
Direction: Read each item carefully. Put a check mark (√) on the column that
corresponds to your answer on each item.

Legend:

Strongly Agree – 4 Disagree – 2

Agree – 3 Strongly Disagree – 1

A. Attention

4 3 2 1

1. The length of my attention span during our Math class

differs depending on the time of the day.

2. The degree of my attachment or engagement in our

class activities in Math is being influenced by the time of
the day.

3. My capability to follow instructions accurately in Math

differs depending on the time of the day.

4. My tendency to daydream during our Math class is

being affected by the time of the day.

5. My capability to concentrate in Math class changes

depending on the time of the day.

6. My tendency to be distracted during our Math class is

being affected by the time of the day.

7. My tendency to be sleepy during our Math class is

being affected by the time of the day.

8. My capability to listen attentively in our Math class

differs depending on the time of the day.

9. My capability to think clearly during our Math class is

being affected by the time of the day.

10. The level of my alertness during our Math class

changes depending on the time of the day.

47
B. Motivation
4 3 2 1

1. The level of my motivation to study Math changes

depending on the time of the day.

2. My interest to study Math is being influence of the time

of the day.

3. The level of my enthusiasm towards our Math class

depends on the time of the day.

4. My determination to study Math changes depending

on the time of day.

5. My initiative to study Math is being affected by the time

of the day.

6. The amount of effort I exert in our Math class depends

on time of day.

7. The level of my perseverance to succeed in our Math

class differs depending on the time of the day.

Sentence completion

Direction: Complete the sentence in each item. Keep it short and simple.

1. I think the level of my attention in our Math Class is higher during

____________ (morning/afternoon) because__________________________
_____________________________________________________________.

2. I think I could perform better in our Math class during _________________

(morning/afternoon) because______________________________________
_____________________________________________________________.

3. I think the level of my motivation to study Math is higher during _________

(morning/afternoon) because______________________________________
_____________________________________________________________.

48
 APPENDIX E

STANDARDIZED TEST ON ALGEBRA

Direction: Work out each of the given problems and choose the best answer
from the given set of options. Encircle the letter corresponding to the
correct answer.
1. Solve for x: x – 3y = 3
2x + 9y = 11
A) 2 B) 3 C) 4 D) 5 E) 6
2. Solve for x: 0.6x + 0.2y = 2.2
0.5x – 0.2y = 1.1
A) 1 B) 3 C) 30 D) 10 E) 11
3. Solve for x: 2x + 3y = 12
3x – y = 7
1 2
A) 7 B) 2 C) 3 D) 1 E) -1
7 7
4. If 2x = 3y and 5x + y = 34, find y.
A) 4 B) 5 C) 6 D) 6.5 E) 10
5. If x + y = -1 and x – y = 3, find y.

A) 1 B) -2 C) -1 D) 2 E) 0
a x
6. If   5 , x is equal to
b 3
 1
 a
A) 3 5  
5  
B) 
5b  a 3a  5b
b C) D) E) none of these
 b 3b b
3
7. Solve for x: ax + b = cx + d

d b d b d b bd bd
A) B) C) D) E)
ac ac ac ac ac

8. Solve for y: 7x – 2y = 2
3x + 4y = 30
A) 2 B) 6 C) 1 D) 11 E) – 4
9. Solve for x: x+y=a
x–y=b
A) a + b B) a – b C)
1
a  b  D)
1
ab E)
1
a  b 
2 2 2
49
10. Solve for x: 4x2 – 2x = 0

1 1 1 1
A) only B) 0 only C) - only D) or 0 E) - or 0
2 2 2 2

11. What are the roots of x2 – 13x = 48?

A) 6 and 8 B) 12 and 4 C) 16 and 3 D) -12 and 4 E) none of these
12. Which of these equations has imaginary roots?
A) 2x2 + 6 = 0 C) x2 – 1 = 0 E) none of these
B) x2 – x = 2 D) x2 – 1 = 0

13. Solve for x: x2 – 8x – 20 = 0

A) 5 and 4 B) 10 and -2 C) -5 and 4 D) -10 and -2 E) -10 and 2
14. Solve for x: 25x2 – 4 = 0
4 4 2 2 2 2
A) and - B) and - C) only D)  only E) none of these
25 25 5 5 5 5
15. Solve for x: 6x2 – 42x = 0
A) 7 only B) – 7 only C) 0 only D) 7 and 0 E) – 7 and 0

16. Solve for x: x2 – 19x + 48 = 0

A) 8 and 16 B) 24 and 2 C) -16 and -3 D) 12 and 4 E) none of these

17. Solve for x: 3x2 = 81

A) 9 3 B)  9 3 C) 3 3 D)  3 3 E)  9

18. If n + 1 is the largest of four consecutive integers, represent the sum of the
four integers.
A) 4n + 10 B) 4n – 2 C) 4n – 4 D) 4n – 5 E) 4n – 8
19. If the first of two consecutive odd integers, which equation be used to find
these integers if the difference of their squares is 120?
A) (n + 1)2 – n2 – 120 C) n2 – (n + 2)2 = 120 E) [(n + 2) – n]2 = 120
B) n2 – (n + 1)2 = 120 D) (n + 2)2 = 120
20. Find the average of four consecutive odd integers whose sum is 112.
A) 25 B) 29 C) 31 D) 28 E) 30

50
21. Find the second of three consecutive integers if the sum of the first and third
is 26.
A) 11 B) 12 C) 13 D) 14 E) 15
22. If 2x – 3 is an odd integer, find the next even integer,
A) 2x – 5 B) 2x – 4 C) 2x – 2 D) 2x – 1 E) 2x + 1
23. Mark is now four times as old as his brother Stephen. In one year, Mark will
be 3 times as old as Stephen will be then. How old is Mark two years ago?
A) 2 B) 3 C) 6 D) 8 E) 9
24. Mr. Solis is 24 years older than his son Jack. Eight years from now, Mr. Solis
will be twice as old as Jack will be then. How old is Mr. Solis now?
A) 16 B) 24 C) 32 D) 40 E) 48
25. Two years from now, Karen’s age will be 2x + 1. Represent her age two
years ago.
A) 2x – 4 B) 2x – 1 C) 2x + 3 D) 2x – 3 E) 2x – 2
26. At present Alice is five years younger than her brother Robert, whose age is
4x + 3. Represent her age 3 years from now.

A) 4x – 5 B) 4x – 2 C) 4x D) 4x + 1 E) 4x – 1
27. Jose is x years old now. His mother is now twice as old as he. Which of these
expressions gives his mother’s age 5 years hence?
x
A) x + 5 B) 5 C) 2x + 5 D) 3x + 5 E) x2 + 5
2

4
28. A fraction is equivalent to . If the numerator is increased by 4 and the
5
2
denominator is increased by 10, the value of the resulting fraction is . Find the
3
numerator of the original fraction.
A) 4 B) 5 C) 12 D) 16 E) 20
29. What number must be added to both the numerator and denominator of the
5 3
fraction to give a fraction equal to ?
21 7

A) 3 B) 4 C) 5 D) 6 E) 7

51
30. The value of a certain fraction is 3/5. If both the numerator and denominator
are increased by 5, the new fraction is equivalent to 7/10. Find the original
fraction.

3 6 9 12 15
A) B) C) D) E)
5 10 15 20 25

31. Mary can clean the house in 6 hours. Her younger sister Ruth can do the
same job in 9 hours. In how many hours can they do the job if they work
together?

1 3 1 1
A) 3 B) 3 C) 4 D) 4 E) 4
2 5 4 2

32. Michael and Barry can complete a job in two hours when working together. If
Michael requires 6 hours to do the job alone, how many hours does Barry need
to do the job alone?

1 1
A) 2 B) 2 C) 3 D) 3 E) 4
2 2

33. One printing press can print the school newspaper in 12 hours, while another
press can print it in 18 hours. How long will the job take if both presses work
simultaneously?

A) 7 hours 12 min. C) 6 hours 50 min. E) 8 hours 15 min

B) 6 hours 36 min. D) 7 hours 20 min. .
34. A sack contains mangoes and star apples -–- 24 pieces in all. One third of
the number of mangoes is equal to one fifth of the number of star apples. How
many mangoes are there in the sack?
A) 9 B) 12 C) 15 D) 18 E) 21
35. The sum of two numbers is 23. Twice the bigger number is 1 more than 3
times the smaller number. What is the bigger number?
A) 9 B) 10 C) 11 D) 13 E) 14

52
 APPENDIX F

KEY TO CORRECTION

1. A 8. B 15. D 22. B 29. E

2. C 9. A 16. E 23. C 30. C

3. C 10. D 17. C 24. C 31. B

4. A 11. E 18. B 25. D 32. C

5. B 12. A 19. C 26. D 33. A

6. A 13. B 20. D 27. B 34. A

7. C 14. B 21. C 28. D 35. E

53
 CURRICULUM VITAE

BAET, KENNETH KERBY T.

General Luna Street Sabang, Lipa City, Batangas
09269845952 / 09092933337
kennethbaet23@gmail.com

EDUCATION De La Salle Lipa

Bachelor of Secondary Education
Major in Mathematics
April 2016

Lipa City National High School

Secondary
2008 – 2012

SKILLS Technological Skills (MS Offices, Paint,

Troubleshooting)
Teaching Skills
Effective Communication Skills
Good interpersonal and intrapersonal skills

EXPERIENCES Internship (On the Job Training)

Student Assistant

ACHIEVEMENTS FEBRES Scholar (2012 – present)

54
 Consistent Dean’s Lister (2012 – present)
Outstanding Lasallian NSTP Student
3rd Placer – Chess Junior Men during
Lasallian Cup 2013
Champion – Chess Senior Men during
Lasallian Cup 2015

SEMINARS ATTENDED How Education is Catching Up in the Rapid Evolution

of Information and Communication Technology
U.P. Theater, University of the Philippines Diliman
January 24, 2015

Educators Power Conference 2014 Tribute to

Teachers: Key to Literacy
Tanauan City, Batangas
2014

55