CHAPTER 1

The Problem and its Background

INTRODUCTION

Mathematics is one of the most difficult subject in our human life although not all

but mostly it is the most difficult one. Mathematics develops the ability to think,

promotes wisdom and quickens our minds (Life hacks).

The grade power learning stated that math challenges are not always a result of

learning difficulty for many students who struggle with math is simply because they

don’t have the proper foundation needed for success. Some students experience

difficulties while some of them actualize learning is considered a reality of life and that

is the importance of mathematics education, so that the knowledge gained always

makes it easy to apply it into the life of the day.

Oslob National High School is one of the competitive public school here in Oslob,

Cebu. And it is a school that very particular of the academic performance of every

students studied here, they want the students to become a better version of

themeselves.

Performance is the execution of an action (Meriam Webster). So in school,

students learn mathematics as a useful knowledge for life, but in learning mathematics

students not only learn to count but also students learn mathematics related to

everyday life, but students often have difficulty (Martin, 2005).

Mathematics is a way of expressing certain ideas, opinion, and concepts that

math can be said as a communication tool, or tool to make it easier for someone to

conveys ideas, opinions, and concepts to be understood by others. Some students

claim that mathematics is a difficult subject to the statement. (Cooney and Coton)

Many students get lower grades in math subject especially in problem solving it

maybe because of the lack of analytical thinking skill. Some grade 11students stated

that they are having a difficulty in math because of the teaching skill of a teacher and it

affects the academic performance of the students.

In order to address the problem, the researcher aims to analyze the impact of

math subject of grade 11 students to their academic performance. Also, this aims to

know how grade 11 students develop their skills in solving/computing mathematics and

how do they help themselves in order to get higher score.

Thus, this study enable the student understand and know better about how

important does having a good grades in school. To prevent low academic performance,

teacher should give more practices to solve non-routine problem to increase student’s

ability to solve student’s math problems and the students must practice more and study

math to have a good result and not having any difficulty in taking test that has to do

with math problems.

Statement of the Problem

This study aims to assess the level of difficulty and to measure the academic

performance of Grade 11 Senior High School students for the first semester of

academic year 2019-2020 in Oslob National High School.

Specific Problems :

1. What is the effects of having low academic performance to the level of difficulty of

students?

2. How do teaching skills/method can affect students academic performance?

3. What is the percentage of Grade 11 students having difficulty in Math subject?

Scope and Delimitation

This study focuses on the effects of having difficulty and low academic

performance in math subject of grade 11 students in Oslob National High School

during the first semester of academic year 2019-2020.

The respondents of the study were composed of 40 randomly selected grade 11

students were 10 students every section to avoid bias. Every respondents was given a

questionnaire to answer.

Significance of the Study

The result of this study will greatly benefit the following :

Students will benefit this study because they could use this research for the basis

of the future studies.

Teacher will benefit this study if they will provide encouragement to think of ideas

to give proper guidance to the students.

School Administrators will benefit this study to design and implement the policies

to improve the students performance and the quality of the education by changing the

attitude of students towards learning, facilitating students and improving the teachers
procedure.

Parent will benefit this study to solve the students problem by look after them.

Future Researchers will benefit this study to serve as a reference material and a

guide for them who wish to conduct the same research study or any study related to

difficulties in math subject.

CHAPTER 2

Review of Related Literature

This scholarly works provided in this section were adopted from the prominent

authors conducting similar studies on achievement level of performance in

mathematics. The intellectual contribution of these people in the world of academics

was conducted to prove the present research study on achievement level of academic

performance of students.

Many studies focused on gender differences in mathematics achievement.

Fennema and Sherman’s (1997) study showed that girls mathematics ability tends to

match that of boys in the earlier primary school years, but it deteriorates during

highschool. In terms of gender differences Tilage and Bedru (2006) revealed that there

is a significant gender difference in mathematics subject in favor of males, compared

with female students. Similarly, studies conducted by Mullis, Martin, Beaton, Gonzales,

Gregory and Garden (2000) stated that female students’ achievement in mathematics

was significantly lower than that of male counter part.

 Several studies discussed the factors affecting students achievement in

mathematics. Study by Demir, Serpil and Ozer (2009) found that students background,

self-related cognition in mathematics and learning strategies and school environment

have significant effects on the achievement. While Hammouri (2004), point out that

mothers perception of mathematics importance, success attribution, to hard work,

attitudes towards mathematics and confidence in mathematics ability have strong

positive total effects on mathematics achievement, success attribution to luck and

friends perception of mathematics importance have negative direct and total effects on

mathematics achievements.

Academic performance exist in the research literature literature concerning the

relationship between the attitude towards mathematics and achievement in

mathematics. Therefore, Tella (2007) investigated that the highly motivated students

performed better academically than the lowly motivated students. The issue of

motivation of students in education and the impact on academic performance are

considered as an important aspect of effective learning. However, a learner’s reaction

to education determines the extent to which he or she will go in education. The impact

of motivation on education of mathematics of a child cannot be undermined.

According to Effandi & Normah (2009), students attitudes towards mathematics

are closely related to their attitudes towards problem-solving in general; negative

attitudes need to be overcome so that students will not suffer from poor

problem-solving skills later in life. It relates to Manoah (2011), stated that attitudes

toward mathematics has been considered an important function in influencing

participation and success in mathematics

 On the other hand, Angay’s (1998) states that the pupils performed poorly in the

four fundamental operation of fractions. Moreover, the finding showed that there is a

significant difference between the pupils achievement and their parents’ educational

attainment, In relation to Caneto’s (2012), point out that the teacher and pupil factors

effecting problem solving difficulties in mathematics. It concluded that pupils had

satisfactoring performance, in basic skills test and fair attitude toward mathematics but

low perform in problem solving achievement test

In the past several years members of valuable studies have been conducted to

develop various models to evaluate the student’s performance and achievement level

by taking various factors like gender of students, attitude but these studies have not

investigated on learning facilities.

Conceptual Framework

School based factors

Motivation of Attitude of
students students

Academic Qualification of
teachers
 According to Simon’s (1980) Teachers were the main unit of the main study and there

are different factors in school such as attitude, motivation and Academic qualification that

interact and have impact in good learning of the students. It could be possible that attitude,

academic and motivation contributes to affect teaching of mathematics to a great extend.

The conceptual framework above: Shows that the student’s academic performance in

mathematics depends on the numbers of factors: The attitudes of the students qualification

of a teacher and motivation of study.

Hypothesis of the Study

● Null Hypothesis

Directional

There is no significant relationship between the achievement level and academic

performance in math subject among senior high school students.

Non - Directional

There is no relationship between the achievement level and academic performance in math

subject among senior high school students.

● Alternative Hypothesis

Directional

There is a significant relationship between the achievement level and academic

performance in math subject among senior high school students.

Non - Directional

There is a relationship between the achievement level and academic performance in math

subject among the senior high school students.

Assumption of the Study

The following statements are assumed by the researchers :

1. There are different strategies to go behind in order to get a good academic performance.

2. Balancing your academic performance in any subject can help to prevent .

3. The achievement level of the students are different from each other in the different ways

in achieving academic performance.

4. Having good achievement level in academic performance can prevent having lower

grades in math subject.

5. Students having a negative attitude towards mathematics subject or a topic, the

performance will be affected greatly.

Definition of the Study

For better understanding of the concepts and terms in this study, the following words

are defined operationally.

Academic Achievement - refers to the level of schooling you have successfully completed

and the ability to attain success in your studies.

Academic Qualification - this refers to the educational standards achieved by the teachers.

Academic Performance - this refers to an extent to which a student, teacher or institution

has achieved their short or long-term educational goals.

Attitude - is used to mean the students interest in mathematics, like or dislike of the subject.
Discipline - obedience of students to school rules and regulations.

Education - it is the process of facilitating learning or the acquisition of knowledge, skills,

values, beliefs, and habits.

Mathematics - it is the abstract science of number, quantity and space.

Problem Solving - is the process used to obtain a solution to a mathematics question.

Students - this refers to someone who is studying in order to enter a particular profession.

Teacher - it refers to a person who helps students to acquire knowledge, competence or

virtue.

CHAPTER 3

Research Methodology

Research Design

The following research is based on quantitative method. This study is used for the

survey approach which involves the collection data to girls and boys math achievements in

senior high school. Specifically, it utilized the descriptive survey. The purpose of the

researcher was to find out the impact of math subject to the respondents towards academic

performance.

According to Calderon (2008), as cited by Alberto et al. (2011), descriptive method is

also known as statistical research, it describe data and characteristics about the population

or phenomenon being studied. The research method is used for frequencies, averages and
other statistical calculations, often the best approach prior to writing a descriptive research

is conducting a survey investigation.

Respondents of the Study

The researchers select the grade 11 students of Oslob National High School as the

respondents of this study. This was chosen by the researchers since they belonged with the

same school.

This batch of grade 11 senior high school students had a total population of 223. It

was large, thus the sampling method was practical to present itself. With an acceptable

number of samples. The researchers used the stratified method. They arrived at a sample

size of 40. To select the final 40 samples, simple random sampling was applied to give all

elements a chance to be included in the sample.

All the students in every section of grade 11 senior high school during the sampling

were equally given a chance since all the students picked up a pieces of paper randomly in

a fish bowl style and those who picked up with number in a piece of paper, they are the

respondents. Then a total of 40 students selected as the respondents.

Instrument of the Study

The instrument employed in the study was researcher-made questionnaire for the

students. This instruments was described as follows :

The researcher-made questionnaire for the students. This questionnaire is composed

of two parts and it has 20 all item-tests that was developed by the researcher and designed

to determine the achievement level and academic performance of Senior High School
students in Oslob Naional High School. In this way, the instrument is authorized to obtain

walid response of the students. The five-point like scale was used. For each statement

students were asked to indicate whether they “Strongly Agree (SA) “, “Agree (A)”,

“Undecided (U)“, “Disagree (D)”, or “Strongly Disagree (SD)”. The two-point scale was also

used. For each statement were the students asked to answer Yes or No.

Validity and Reliability

Data gathering employed one sets of survey questionnaires for the grade 11 students.

These survey questionnaire is sets developed by the researcher with the approval of the

principal of Oslob National High School. Data gathering was done by answering the survey

questionnaire for the grade 11 students of Oslob National High School by the selected

respondents of the study.

Reality is the consistency of the instruments in measuring what it is intended to

measure (Colursma 1985). It is a measure of degree to which a research instrument yields

consistent result after repeated trials. Mugenda and Mugenda (1999). The researcher used

the fish bowl technique in investigating the reliability of the instruments. The results of the

survey questionnaire were analized and proven for the data needed for the study.
 CHAPTER 4

Results and Discussion

Presentation of Data

Table 1

Student’s Checklist and the Total Number and Percentage of the Score

Questions Frequency Percentage

SA A U D SD SA A U D SD

1. Mathematics is 12 14 9 4 1 30% 35% 23% 10% 2%

enjoyable and stimulating

to me.

2. I liked mathematics 8 16 6 5 5 20% 40% 15% 12.5% 12.5%

and it is my favorite

subject.

3. I am interested and 13 20 4 2 1 32.5% 50% 10% 5% 2.5%

willing to acquire further

knowledge of

mathematics.
4. I get tense when I 8 23 6 2 1 20% 57.5% 15% 5% 2.5%

prepare for a

mathematics test.

5. I am confident that I will 7 11 11 8 3 17.5% 27.5% 27.5%20% 7.5%

be able to get a good

grade in my mathematics.

6. I feel excited when 12 14 8 5 1 30% 35% 20% 12.5% 2.5%

listening to mathematics.

7. I am confident to give a 1 17 12 8 2 2.5% 42.5% 30% 20% 5%

correct answer during my

mathematics class.

8. I believe I can learn 7 17 10 6 0 17.5% 42.5% 25% 15% 0%

well in mathematics

course.

9. Working on 14 20 3 3 0 35% 50% 25% 7.5% 0%

mathematics homework

is helpful for me to

develop my knowledge in

math.

10. I believe I will be able 15 17 4 3 1 37.5% 42.5% 10% 7.5% 2.5%

to use mathematics in my

future career when

needed.
 In table 1, the highest percentage who strongly agreed is mathematics will be useful in

the future career and the lowest percentage is confidence on giving a correct answer during

mathematics class .The highest percentage who agreed is students get tense when

preparing a mathematics test and the lowest percentage is confidence on having a good

grade in mathematics and it is the highest percentage who disagree .The highest

percentage who answered undecided is confidence on giving a correct answer during math

class and the lowest percentage is working on mathematics homework develops their

knowledge in math .The highest percentage who have answered disagree is mathematics is

their favorite subject.

Table 2

Frequency based on Academic Performance of the Students

Questions Frequency Percentage

Yes No Yes No

1. Is mathematics is important to 38 2 14.29% 1.49%

you?

2. Do you try to learn 40 0 15.04% 0%

mathematics because it helps

develop your mind?

3. Does communicating with 30 10 11.28% 7.46%

your classmate helps you have a

better attitude towards

mathematics?

4. Do you understand 17 23 6.39% 17.16%

mathematics by studying and be

able to solved any problem in 5

mins.?

5. Does mathematics make you 24 16 9.02% 11.94%

feel uneasy and confused?

6. Is your skills in solving 14 26 5.26% 19.40%

mathematics is good enough?

7. Do you prefer to study within a 31 9 11.65% 6.72%

group?

8. Does the teaching skill of a 35 5 13.16% 3.73%

teacher in mathematics have an

effect to you in learning that

subject?

9. Does problem solving become 15 25 5.64% 18.66%

easier to answer than

equations?

10. Do you prefer to have an oral 22 18 8.27% 13.43%

quiz mathematics?

Total 266 134 100% 100%

In table 2, the highest percentage who answered YES is students trying to learn

mathematics because it developed their mind and lowest percentage is their skills in solving

mathematics is not enough then the highest percentage who answered NO is having

enough skills in solving mathematics and the lowest percentage is the trying to learn

mathematics.
The Achievement Level and Academic Performance of Math Subject

among Senior High School Students.

Survey-Questionnaire

Name (optional) : Age :

Gr./Section : Gender :

This instrument is designed to help you assess the level of difficulty and to

measure your knowledge about mathematics.

This questionnaire is not something to be graded and your answers are

completely anonymous. Please tell us what you really think by putting √ in the box

corresponding to Strongly Agree, Agree, Undecided, Disagree, or Strongly Disagree.

Thank you for your help!

QUESTIONS SA A U D SD

1. Mathematics is enjoyable and stimulating to me.

2. I liked mathematics and it is my favorite subject.

3. I am interested and willing to acquire further

knowledge of mathematics.

4. I get tense when I prepare for a mathematics test.

5. I am confident that I will be able to get a good grade

in my mathematics.
 6. I feel excited when listening to mathematics.

7. I am confident to give a correct answer during my

mathematics class.

8. I believe I can learn well in mathematics course.

9. Working on mathematics homework is helpful for me

to develop my knowledge in math.

II. Instruction : Please tell us your answer by putting a √ in the box corresponding to

Yes or No.

YES NO

1. Is mathematics important to you?

2. Do you try to learn mathematics because it helps develop your

mind?

3. Does communicating with your classmate helps you have a

better attitude towards mathematics?

4. Do you understand mathematics by studying and be able to

solved any problem in 5 mins.?

5. Does mathematics make you feel uneasy and confused?

6. Is your skills in solving mathematics is good enough?

7. Do you prefer to study within a group?

8. Does the teaching skill of a teacher in mathematics have an

effect to you in learning that subject?

9. Does problem solving become easier to answer than

equations?

10. Do you prefer to have an oral quiz on mathematics?

THE ACHIEVEMENT LEVEL AND ACADEMIC PERFORMANCE OF MATH

SUBJECT AMONG SENIOR HIGH SCHOOL STUDENTS

A Research Presented to the Senior High School

Department, Oslob Cebu

In Partial Fulfilment of the Requirements for the

Course Practical Quantitative Research Methods

Airen F. Cardente

Practical Research 2 Teacher

JOAN D. FIGUES

RICA GABALES

October 2019
 Table of Contents

Title Page……………………………………………………………………………i

Acknowledgment……………………………………………………………………ii

Abstract……………………………………………………………………………...iii

Table of Contents…………………………….......................................................iv

List of Tables …………………………………………………………………….…v

List of Figures……………………………………………………………………….vi

CHAPTER PAGE

1 The Problem and its Background

Introduction, Background of the Study………………………1

Statement of the Problem…………………………………......2

Scope and Delimitation………………………………………..3

Significance of the Study……………………………………...3

2 Review of the Related Literature

Conceptual Framework……………………………………….6

Hypothesis of the Study……………………………………....7

Assumption of the Study………………………………….…..8

 Definition of Terms…………………………………………8

3 Research Methodology

Research Design ……………………………………………..9

Respondents of the Study……………………………………10

Instrument of the Study ………………………………..….…10

Validity and Reliability………………………………………...11

4 Research Discussion

Presentation of Data …………………………………………12

REFERENCES………………………………………………………………

APPENDICES……………………………………………………………….

CURRICULUM VITAE……………………………………………………..
 ACKNOWLEDGEMENTS

We would like to acknowledge with sincere thanks and profound gratitude the valuable

assistance and needed inspiration given by our adviser, research instructor, friends and

loved ones that had to do the completion and successful of the study.

To Ms. Airen Cardente, who has given her significant idea and suggestins to improve

the study and also by giving her precious time in accommodating and helping us to make

this study a success and also for her professional advices, intellectual suggestions and

comments to make this paperworks possible.

To Grade 11 students, who cooperate and helped us in accomplishing their tasks.

To our friends and classmates, who extended their time and help in giving their ideas

regarding our study.

To our loved ones, who are always there to support us financially, physically, morally

and emotionally.

Above all, to our Almighty God, for showering knowledge and wisdom as well as being

our source of strength and hope for making this study possible.
 ABSTRACT

The grade power learning stated that math challenges aren’t always a result of

learning difficulty for many students who struggle with math is simply because they don’t

have the proper foundation needed for success. This study aims assess the level of

difficulty and to measure the academic performance of grade 11 students. The study was

conducted at Oslob National Highschool. The participants are 40 randomly selected grade

11 students. This study made used of the descriptive correlation method. The study is a

quantitative and uses frequency distribution percentage of the total score on the student’s

checklist. The study find out that there are more students want to learn mathematics but

there are more students who have difficulty on answering the mathematics, especially the

problem solving were more on analyzing. Therefore, the students should study more about

mathematics in order to have good grades.

 Curriculum Vitae

PERSONAL INFORMATION:

Name : Figues, Joan D.

Birthday : June 26, 2001

Age : 18

Gender : Female

Address : Lagundi, Oslob Cebu

Religion : Roman Catholic

Civil Status : Single

Citizenship : Filipino

EDUCATIONAL BACKGROUND:

Elementary School Address School Year

Oslob Central Elem. School Oslob, Cebu 2013-2014

Secondary

Oslob National High School Oslob, Cebu 2019 – Present

 Curriculum Vitae

PERSONAL INFORMATION:

Name : Gabales Rica

Birthday : June 25, 2000

Age : 19

Gender : Female

Address : Looc, Oslob Cebu

Religion : Roman Catholic

Civil Status : Single

Citizenship : Filipino

EDUCATIONAL BACKGROUND:

Elementary School Address School Year

Labangon Elem. School Labangon, Cebu City 2011-2012

Secondary

Oslob National High School Oslob, Cebu 2019 – Present

THE ACHIEVEMENT LEVEL AND ACADEMIC PERFORMANCE OF MATH

SUBJECT AMONG SENIOR HIGH SCHOOL STUDENTS

A Research Presented to the Senior High School

Department, Oslob Cebu

In Partial Fulfilment of the Requirements for the

Course Practical Quantitative Research Methods

Airen F. Cardente

Practical Research 2 Teacher

JOAN D. FIGUES

RICA GABALES

October 2019
 Statement of the Problem

This study aims to assess the level of difficulty and to measure the academic performance

of Grade 11 Senior High School students for the first semester of academic year 2019-2020

in Oslob National High School.

Specific Problems :

1. What is the effects of having low academic performance to the level of difficulty of

students?

2. How do teaching skills/method can affect students academic performance?

3. What is the percentage of Grade 11 students having difficulty in Math subject?

 Results and Discussion

Presentation of Data

Table 1

Student’s Checklist and the Total Number and Percentage of the Score

Questions Frequency Percentage

SA A U D SD SA A U D SD

1. Mathematics is 12 14 9 4 1 30% 35% 23% 10% 2%

enjoyable and stimulating

to me.

2. I liked mathematics 8 16 6 5 5 20% 40% 15% 12.5% 12.5%

and it is my favorite

subject.

3. I am interested and 13 20 4 2 1 32.5% 50% 10% 5% 2.5%

willing to acquire further

knowledge of

mathematics.

4. I get tense when I 8 23 6 2 1 20% 57.5% 15% 5% 2.5%

prepare for a

mathematics test.
5. I am confident that I will 7 11 11 8 3 17.5% 27.5% 27.5%20% 7.5%

be able to get a good

grade in my mathematics.

6. I feel excited when 12 14 8 5 1 30% 35% 20% 12.5% 2.5%

listening to mathematics.

7. I am confident to give a 1 17 12 8 2 2.5% 42.5% 30% 20% 5%

correct answer during my

mathematics class.

8. I believe I can learn 7 17 10 6 0 17.5% 42.5% 25% 15% 0%

well in mathematics

course.

9. Working on 14 20 3 3 0 35% 50% 25% 7.5% 0%

mathematics homework

is helpful for me to

develop my knowledge in

math.

10. I believe I will be able 15 17 4 3 1 37.5% 42.5% 10% 7.5% 2.5%

to use mathematics in my

future career when

needed.

In table 1, the highest percentage who strongly agreed is mathematics will be useful in

the future career and the lowest percentage is confidence on giving a correct answer during
mathematics class .The highest percentage who agreed is students get tense when

preparing a mathematics test and the lowest percentage is confidence on having a good

grade in mathematics and it is the highest percentage who disagree .The highest

percentage who answered undecided is confidence on giving a correct answer during math

class and the lowest percentage is working on mathematics homework develops their

knowledge in math .The highest percentage who have answered disagree is mathematics is

their favorite subject.

 Table 2

Frequency based on Academic Performance of the Students

Questions Frequency Percentage

Yes No Yes No

1. Is mathematics is important to 38 2 14.29% 1.49%

you?

2. Do you try to learn 40 0 15.04% 0%

mathematics because it helps

develop your mind?

3. Does communicating with 30 10 11.28% 7.46%

your classmate helps you have a

better attitude towards

mathematics?

4. Do you understand 17 23 6.39% 17.16%

mathematics by studying and be

able to solved any problem in 5

mins.?

5. Does mathematics make you 24 16 9.02% 11.94%

feel uneasy and confused?

6. Is your skills in solving 14 26 5.26% 19.40%

mathematics is good enough?

7. Do you prefer to study within a 31 9 11.65% 6.72%

group?

8. Does the teaching skill of a 35 5 13.16% 3.73%

teacher in mathematics have an

effect to you in learning that

subject?

9. Does problem solving become 15 25 5.64% 18.66%

easier to answer than

equations?

10. Do you prefer to have an oral 22 18 8.27% 13.43%

quiz mathematics?

Total 266 134 100% 100%

In table 2, the highest percentage who answered YES is students trying to learn

mathematics because it developed their mind and lowest percentage is their skills in

solving mathematics is not enough then the highest percentage who answered NO is

having enough skills in solving mathematics and the lowest percentage is the trying to

learn mathematics.

FINDINGS

The following were the results of the study

1.Academic Perfomance of the learners

Majority of the grade11 students having a difficulty in mathematics but 40 or 100% trying

to learned mathematics. Overall most of the grade 11 students are in the level of

developing and enhancing in terms of academic performance.

2. Student behavior

The personality and attitude of the student reflects the way on how the teacher

teach them and how they interact each other. Therefore behavior is considered in

learning something. There are 35 or 87.5% needs the attention of the teacher. Overall

most of grade 11 students are in the level of catching attention in terms of student

behavior.

Conclusion

Based on the results of the study it can be gleaned that the academic performance

and achievement level of the grade 11 students varies where In most of them did not

reach the highest level however, none of them belonged to the lowest level which means

that the grade 11 students have knowledge in math subject that should continuously be

enhanced. The performanace of the students reflect on how the teacher show her skill n

teaching. The researcher concluded that there are more students need to impove their

knowledge about mathematics and the factors that affect the students performance in

math subject is the teaching skill of the teacher.The grade 11 students arel young

learners and they still have time to develop and enhance their knowledge about math.
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 Time Table

OBJECTIVES DATE STARTED DATE FINISHED

I. The Problem and its Background

Introduction, Background of the July 2, 2019 July 12, 2019

Study

Statement of the Problem July 4, 2019 July 4, 2019

Scope and Delimitation July 9, 2019 July 9, 2019

Significance of the Study July 11, 2019 July 11, 2019

II. Review of Related Literature

Conceptual Framework July 30, 2019 July 30, 2019

Hypothesis of the Study August 6, 2019 August 6, 2019

Assumption of the Study August 13 , 2019 August 13, 2019

Definition of Terms August 20, 2019 August 20, 2019

III. Research Methodology

Research Design September 9, 2019 September 16, 2019

Respondents of the Study September 17, 2019 September 19, 2019

Instruments of the Study September 20, 2019 September 24, 2019

Validity and Reliability September 26, 2019 September 27, 2019

IV. Results and Discussion

Presentation of Data October 1, 2019 October 1, 2019

Interpretation October 1, 2019 October 1,2019