Chapter 4 usman
- 1. CHAPTER 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA This chapter presents the analysis, results and discussions of the observed sample gathered by the researchers. Problem 1: What are the parents’ perceptions on mathematics as a subject in the elementary in terms of: 1.1 knowledge; 1.2 skills; and 1.3 attitudes Table 1 Distribution of the Parents’ Perceptions on Mathematics in terms of Knowledge Knowledge Weighted Mean Standard Deviation (SD) Description K1. I can easily identify fraction, ratios, and proportions anywhere I go. 2.30 0.69 Moderately Knowledgeable K2. I always love and appreciate figures and its dimensions. 2.38 0.67 Moderately Knowledgeable K3. In every problem there is always a solution and a checking. 2.65 0.80 Knowledgeable K4. I can always relate solving puzzle to reality. 2.38 0.71 Moderately Knowledgeable K5. I am always careful of the capital and interest in engaging different business to gain more profit. 2.40 0.67 Moderately Knowledgeable K6. I am always a careful buyer and consumer in order not to loss instead to gain with what I buy. 2.43 0.78 Moderately Knowledgeable K7. I always see to it that quality must come first before quantity to avoid losses. 2.43 0.81 Moderately Knowledgeable K8. I am always almost accurate in estimating cost and balance in my daily expenses. 2.38 0.74 Moderately Knowledgeable K9. I always go with proper budgeting and planning when buying goods. 2.63 0.74 Knowledgeable K10. Entrepreneurship is always a part of my daily routine. 2.25 0.71 Moderately Knowledgeable Overall 2.42 0.46 Moderately Knowledgeable Note: 1.00-1.79 Not knowledgeable 2.60-3.39 Knowledgeable 1.80-2.59 Moderately Knowledgeable 3.40-4.00 Highly Knowledgeable
- 2. Figure 1 Graph of the Parents’ Perceptions on Mathematics in terms of Knowledge Table 1 presents the distribution of the parents’ perceptions on mathematics in terms of knowledge. Result displays that the respondents overall perception on their knowledge in mathematics is “moderately knowledgeable” with a weighted mean of 2.42 (SD = 0.46). Respondents perceived that they are moderately knowledgeable on some of the following indicators given: that in every problem there is always a solution and a checking (WM = 2.65), always go with proper budgeting and planning when buying goods (WM = 2.63), always see to it that quality must come first before quantity to avoid losses (WM = 2.43), and always careful buyer and consumer in order not to loss instead to gain with what they buy (WM = 2.43). This reflects to the point that the parents have moderate information on the usefulness of mathematics to the reality in life, and thus resulted to the moderate or lacking knowledge they can impart to their children as well. 2 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.3 2.38 2.65 2.38 2.4 2.43 2.43 2.38 2.63 2.25 2.42 WeightedMean Knowledge
- 3. Table 2 Distribution of the Parents’ Perceptions on Mathematics in terms of Skills Skills Weighted Mean Standard Deviation (SD) Description S1. I always have a solution in any math problem. 2.25 0.98 Less Skillful S2. I always have technique to make math problem easy to solve. 2.40 0.84 Less Skillful S3. I can easily find several formulas in every math problem. 2.23 0.95 Less Skillful S4. I can solve math problem and puzzle in a short span of time. 2.30 0.79 Less Skillful S5. I always have an explanation in every formula and solution in any math problem. 2.40 0.78 Less Skillful S6. Finding math formula is just like writing a name in my note pad. 2.48 0.91 Less Skillful S7. Solving a puzzle is just like illustrating a flower in a piece of paper. 2.40 0.81 Less Skillful S8. Dealing fraction ratios and proportion is just like slicing a layer of cake for my friends. 2.30 0.79 Less Skillful S9. Drawing out mathematics figures is just like readings a short paragraph. 2.33 0.80 Less Skillful S10. It takes less time for me to analyze number problem and puzzle. 2.55 0.90 Less Skillful Overall 2.36 0.55 Seldom Note: 1.00-1.79 Never 2.60-3.39 Often 1.80-2.59 Seldom 3.40-4.00 Always Figure2 Graph of the Parents’ Perceptions on Mathematics in terms of Skills 2.05 2.1 2.15 2.2 2.25 2.3 2.35 2.4 2.45 2.5 2.55 2.25 2.4 2.23 2.3 2.4 2.48 2.4 2.3 2.33 2.55 2.36 WeightedMean Skills
- 4. Table 2 presents the distribution of the parents’ perceptions on mathematics in terms of skills. Result demonstrates that the respondents overall perception on their skills in mathematics is less skillful with a weighted mean of 2.36 (SD = 0.55). Respondents perceived that they have seldom skills to take less time to analyze number problem and puzzle (WM = 2.55), to find math formula is just like writing a name in their note pad (WM=2.48), less skillfulto have technique to make math problem easy to solve (WM = 2.40), less skillful to have explanation in every formula and solution in any math problem (WM = 2.40), and seldom to easily finding several formula in every math problem (WM = 2.23). This suggests that the parents have less skill in mathematics and thus can be resulted to the moderate or lacking skills they can teach to their children as well. Table 3 Distribution of the Parents’ Perceptions on Mathematics in terms of Attitudes Attitudes Weighted Mean Standard Deviation (SD) Description A1. I always assist my child in his/her mathematics homework. 3.13 0.65 Positive A2. I have constant follow up of my child’s performance in mathematics. 3.08 0.73 Positive A3. I always want my child to get good grade in mathematics. 3.28 0.55 Positive A4. I believe that constant reminders help my child do well in math. 3.08 0.62 Positive A5. I am always a supported parent, to my child activities in mathematics. 3.28 0.55 Positive A6. I always set rules in doing my child’s homework. 2.85 0.62 Positive A7. I always believe on study first before pleasure. 2.98 0.62 Positive A8. I impose discipline every time my child has activities in mathematics. 2.98 0.80 Positive A9. I’ll see to it that my child has a correct answer in any mathematics activities. 2.80 0.56 Positive A10. I set high standard in my child’s performance in mathematics. 2.93 0.76 Positive Overall 3.04 0.32 Very Positive Note: 1.00-1.79 Negative 2.60-3.39 Positive 1.80-2.59 Moderately Agree 3.40-4.00 Strongly Agree
- 5. Figure3 Graph of the Parents’ Perceptions on Mathematics in terms of Attitudes Table 3 presents the distribution of the parents’ perceptions on mathematics in terms of attitudes. Result depicts that the respondents overall perception on their attitudes in mathematics is positive with a weighted mean of 3.04 (SD = 0.32). Respondents believed that they have agreed to always want their child to get good grade in mathematics (WM = 3.28), always a supported parent to their child activities in mathematics (WM = 3.28), to always assist their child in his/her mathematics homework (WM = 3.13), agreed to have constant follow up of their child’s performance in mathematics (WM = 3.08) and to have constant reminders to help their child to do well in math (WM = 3.08). This indicates that the parents have positive attitudes towards mathematics in which they can help their children to be more attentive, discipline and good learners in mathematics. 2.5 2.6 2.7 2.8 2.9 3 3.1 3.2 3.3 3.13 3.08 3.28 3.08 3.28 2.85 2.98 2.98 2.8 2.93 3.04 WeightedMean Attitudes
- 6. Problem 2: What are the academic performances of the pupil-respondents before and after the home visits? Table 4 Distribution of the Academic Performance of the Pupil-Respondents Before and After Home Visits Academic Performance (Grades) Before visits(1st Grading) After visits(3rd Grading) Frequency Percentage (%) Frequency Percentage (%) 80-81 19 47.5 2 5.0 82-83 15 37.5 28 70.0 84-86 6 15.0 10 25.0 Total 40 100.0 40 100.0 Note: Before visits = 81.94 (1.31) After visits = 83.03 (1.25) Table 4 Graph of the Academic Performance of the Pupil-Respondents Before and After Home Visits Table 4 presents the distribution of the academic performance of the pupils respondents before and after the home visits. Result displays that before the home visits, which was during the first grading period 48% of the pupils have a grade of 80-81, 38% of them have a grade of 82-83, and 15% of them have 84-86. For after home visits, on the 3rd grading period,the pupils have some improvement in which only 2% of them have a grade of 80-81, 70% of them have grade within 82-83 and ¼ of them have grade 0 10 20 30 40 50 60 70 80-81 82-83 84-86 80-81 82-83 84-86 Before After 47.5 37.5 15 5 70 25 % Academic Performance
- 7. ranges 84-86. This indicates that possible improvement of the pupils’ performance after home visits is clearly visible.( Gardener, 2001). Problem 5: What policy can be formulated based from the result of the study? Policy 1. A policy address to Dep Ed- ALS on proceeding literacy class for illiterate parents maybe initiated for them to help in reinforcing teaching to their children at home. 2. A policy on regular home visitation to be required to teachers may be designed. 3. A policy address to school administrators to plan and implement a comprehensive program for home visitation of school staff. 4. A policy for community to help the school in implementing plans on home visitation practice.