Chapter 3

METHODOLOGY OF RESEARCH

This chapter presents the research design, research procedure, the subject of the

study, determination of sample, research instrument and statistical treatment of data.

Research Design

This study determined the factors affecting mathematics performance of

Laboratory High School Students at Laguna State Polytechnic University. The descriptive

– correlation method was used in this study.

In descriptive method, Calmorin (1994) as cited by Bagayana (2006), wrote the

study focuses on the present condition. The purpose is to find new truth, which may come

in different forms such as increased quantity of knowledge, a new generalization, or

increased insights into factors, which are operating, the discovery of a new causal

relationship, a more accurate formulation of the problem to be solved and many others.

Since this study measured data that already exists and the number of respondents is

not large, the descriptive – correlation method of studies is best suited. As mentioned, the

student-related factors in terms of interest and study habits, and the teacher-related factors

in terms of personality traits, teaching skills and instructional materials were generated

using researcher – made questionnaire.

Subject of the Study

The respondents in this study were the one hundred twenty six (126) Laboratory

High School Students at Laguna State Polytechnic University Academic Year 2009-2010.

Research Instrument

The main tool used in this study was a researcher – made questionnaire – checklist.

Set of questionnaire-checklist was constructed for the student respondents. The

questionnaire – checklist consisted of the students’ level of interest in Mathematics, their

study habits and their teachers’ personality traits, teaching skills and instructional materials

use in teaching as perceived by the students.

Part 1 on the questionnaire – checklist obtained the students’ level of interest in

Mathematics presented five(5) statements and the students’ study habits presented ten(10)

situations. These were given one set of five checkboxes each. The five checkboxes were

ranked as:

5 – Always

4 – Often

3 – Sometimes

2 – Rarely

1 – Never
 Part 2 obtained teacher’s personality traits, teaching skills and instructional

materials used in teaching as rated by the students. Each statement was given one set of

five checkboxes. Again the five checkboxes were ranked as:

5 – Always

4 – Often

3 – Sometimes

2 – Rarely

1 – Never

The questionnaire – checklist was presented to the adviser and expert on

Mathematics for comments, corrections, and suggestions on the content.

Research Procedure

The original title proposed by the researcher was checked, revised and rechecked

by the researcher’s adviser to maintain conformity on the subject of research. The

questionnaire-checklist that aims to draw out proper responses on the objectives of this

study was constructed. This questionnaire – checklist made by the researcher and was

presented to, analyzed and checked by the research adviser to ensure the validity of

responses it would elicit.

Permit to conduct research and study was secured of letter requesting permission

to the principal of Laboratory High School at Laguna State Polytechnic University.

 Data gathered from answered questionnaires were checked, classified , tabulated

and analyzed according to the research design described in this chapter using Microsoft

Excel and prepared for final presentation to the experts of different fields of specialization.

Statistical Treatment of Data

Analysis Statistical Tools

1. The extent of student-related Weighted Mean

factors in terms of:

1.1 Interest

1.2 Study habits

2. The extent of teacher-related Weighted Mean

factors in terms of:

2.1 Personality Traits

2.2 Teaching Skills

2.3 Instructional Materials

3. The level of students’ mathematics Mean, median, mode, sd

performance.

4. Significant relationship between Pearson R,

students’ mathematics performance

and student-related factors.

5. Significant relationship between Pearson R

students’ mathematics performance

and teacher-related factors.

 Appendix A

La Consolacion University Philippines

Catmon, City of Malolos

Questionnaire
Age: ___________
Gender: ________

Direction: Below are some perceptions about Geometry as a subject and hands-on learning
as a strategy. Please read each item very carefully and check the box in each row that best
reflects your view.
5 – Strongly Agree
4 – Agree
3 – Sometimes
2 – Disagree
1 – Strongly Disagree

DESCRIPTION 5 4 3 2 1
I prefer hands-on rather than other traditional approach.
I feel comfortable with Geometry when using hands-on.
I find Geometry, an enjoyable subject in hands-on learning.
I really enjoy our discussion in Geometry using hands-on.
My interest arouses in studying Math when we’re in hands-on
I believe that students learn best by doing hands-on learning.
There’s an interactive discussion in hands-on learning.
I learn best using hands-on learning.
My interest worsens in studying Math when we’re in hands-on
I feel unease in the discussion using in hands-on learning.
I feel bored with Geometry when using hands-on learning.
I find Geometry, a merely memorizing subject in hands-on.
I learn least using hands-on learning.
I think I become passive when teacher use hands-on learning.
I think I become active when teacher use hands-on learning.