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Republic of the PhilippinesCity of Taguig

Gen. Santos Avenue, Central Bicutan, Taguig City

Taguig City UniversityChapter 1

Problem and its background

Introduction

High school life may experience challenges in some of the academic subjects

like English, Science and Math and most of them have a negative attitude towards

these subjects especially in Mathematics. art of the battle for mathematics

teachers is conveying to pupils that the skills they learn in the classroom will have

an impact on their ability to use numbers in their daily adult lives. So why, high

school students do math!s still become one of the most hated subjects" #s it the

way it$s taught, the way teachers are trained, the failure to attract enough talented

mathematicians who also have a gift for teaching, or just the old problem the failure

of the students to take math seriously" %ell possibly all of those to some degree.

Sage &'()'* say, we don$t believe any child can be written off as being no

good at math. #f math can be presented as a collaborative, stimulating, problem+

solving activity relevant to real life, then more children would become interested.

s our curriculum change to k+)' system our government implement ways on

improving our math curriculum in teaching and one of this is having an opportunity

class in high school students. High school students are fall behind in their basics

that!s why it became an accepted practice in high school to conduct opportunity

classes. opportunity classes are necessary for those students who don!t

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Taguig City Universityunderstand the subject properly. #t should not be viewed as a holding place for

resistant learners but as an intervention to ensure student success.

-pportunity class will help this student to change their bad attitude towards

mathematics subject. #t is an instructional environmentwhich supplies instruction

and guidanceto encourage each pupil$s intellectual, cultural, emotional, and

physical development. #t is a tutorial assistance to help students overcome barriers

to learning especially in understanding Mathematics. #t provides comprehensive

academic programs that facilitate positive self+esteem, confidence, resilience and

personal growth with the goal of helping students return to traditional classes and

programs for grades one through twelve. -pportunity class is also known as

remedial class.

-pportunity classes are often used to stress the basics in a subject such as

Math, English and others. #t is an educational program which supplies special+

needs pupils with excellent academic instruction in a steady, reinforcing climate

with all the facets of a specialied curriculum. /hrough this program they can help

the students who are having problems or difficulties to understand the basics of

subject.

Each student is different when it comes in learning ability, academic

standards, classroom learning and academic performance. #n implementing

opportunity classes or remedial classes in every school, teachers can provide

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Taguig City Universityactivities to develop students! abilities and needs. %ith the help of this program,

they can strengthen the confidence of each student, to enhance the basic

knowledge in different subjects and to master it. -pportunity class is a systematic

training for each student to develop their skills, self+management, self+learning

including interpersonal relationship and independent thinking.

#n opportunity class, there are no legal re0uirements for their class sies. s

much as possible classes are kept relatively small to effectively provide each

students to fully understand the concept of the basic knowledge. #f the classes are

large, it should have an instructional support from a team teacher to fully

accommodate each student.

/he goal of this study is to assess the learning of the selected grade 1

students who experienced joining opportunity classes. #n determining their

progress towards solving math problems. /he researchers are able to assess the

students by observing their scores in the activity, their grades in mathematics and

the impact of opportunity class in enhancing their knowledge, skills and attitude as

a student of signal village national high school.

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Taguig City University

Background of the Study

Mathematics is a very challenging subject but many find it difficult. #t is an

important component of the school curriculum. Math skills are necessary in

everyday life. 2aily routines such as measuring, telling time and counting money

are all based on mathematics. #t has become a big concern of our country and

educators. #t has bothered badly because of the low understanding level

accompanied by discouraging achievements of the pupils in Mathematics. #t cannot

be denied that most of the prospective college pupils are unprepared for learning

higher Mathematics cademic performance refers to how pupils deal with

their studies and how they cope with or accomplish different tasks given to them by

their teachers. #t is the ability to study and remember facts and the capability to

communicate ac0uired knowledge verbally or down on paper, which are commonly

measured by means grades.

/he researchers believe that those individuals with strong mathematics skills

have a higher chance in succeeding post+school activities and career. 3ecause of

this, the importance of gaining these skills into children while they are young

should be stressed highly enough. /he pupil having problems in this area needs a

teacher to emphasie the importance, and bringing about competence and a sense

of accomplishment in each child. Sometimes learners need remedial to understand

certain Math concepts. Many of them struggle with Mathematics. /hey may need

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Taguig City Universityintervention to enable to understand the basic Mathematical skills in order to

progress.

/he 2epartment of Education and its allied stakeholders are responding to

the urgent and critical need to improve the 0uality of basic education in the

hilippines through a major education reform known as 4 to )', which means

4indergarten, the six years of elementary and the six years of secondary

education. ccording to department of education the result of national achievement

test last 5une (', '((6 indicate that a very large portion of those who enter high

school have not yet mastered most of the elementary education curriculum and are

unprepared for learning the secondary level curriculum. 7eed for remedial

instruction early in the high school cycle for the least ready entrants remains

substantial, urgent and essential. /he department of education is therefore

mandating that all public high school organie and provide the following remedial

instruction programs to increase the chances that all their students complete high

school with sufficient mastery of its coverage. 2ivision8 city superintendents are

instructed to make sure that each high school takes the appropriate measure to

establish the necessary remedial instruction.

mathematics teacher needs to incorporate remediation to address any

deficiencies in pupils learning to prevent them from falling behind in their

education. #f a pupil does not know how to multiply numbers, then that certain pupil

will have difficulty in solving math problems in later unit. 3efore a pupil reaches the

point of failure, the teacher must identify the problem and help the master the

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Taguig City Universityobstacles. 3ecause math concepts build upon each other, remediation holds the

key to any successful math classroom.

Theoretical Framework

/he researcher!s use the conceptual framework of mathematics education in

the hilippines which contain of 6 learning theories to determine the effectiveness

of opportunity classes and to assess the grade 1 high school students, these are

constructivist theories, 2iscovery learning, cooperative learning, experiential

learning, reflective learning.

Constructivist theories. are based on the belief that children construct their

own knowledge and conceptual understanding through their own activity. iaget!s

theories underlie much of constructivist thought. 9sing iaget!s theories, it is the

teacher!s role to establish a mathematical environment to enable students to

construct this mathematical knowledge. /his environment would provide students

with opportunities to hypothesie, test out their thinking, manipulate materials, and

communicate their understanding in order to build mathematical knowledge.

#t is the teacher!s role to facilitate student learning, through setting up

problems, monitoring student exploration, and negotiating meaning and

understanding with the student. /he teacher guides the direction of student in0uiry

and encourages new patterns in thinking. Students are given a great deal of

autonomy in a constructivist classroom. re+set lessons are not taught, since

classes depend on the direction of the student!s explorations.

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Taguig City University/here is wide variation of thinking among those who are proponents of a

constructivist theory. /his continuum ranges from radical constructivists to social

constructivists, though all hold the common view that children construct their own

knowledge and understanding through their own activity.

:onstructivism is basically a theory based on observation and scientific study

about how people learn. #t says that people construct their own understanding and

knowledge of the world, through experiencing things and reflecting on those

experiences. %hen we encounter something new, we have to reconcile it with our

previous ideas and experience, maybe changing what we believe, or maybe

discarding the new information as irrelevant. #n any case, we are active creators of

our own knowledge. /o do this, we must ask 0uestions, explore and assess what

we know.

#n the classroom, the constructivist view of learning can point towards a

number of different teaching practices. #n the most general sense, it usually means

encouraging students to use active techni0ues &experiments, real+world problem

solving* to create more knowledge and then to reflect on and talk about what they

are doing and how their understanding is changing. /he teacher makes sure she

understands the students$ preexisting conceptions, and guides the activity to

address them and then build on them. n old adage states;

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Taguig City UniversityExline, #n0uiry implies involvement that leads to understanding. =urthermore,

involvement in learning implies possessing skills and attitudes that permit you to

seek resolutions to 0uestions and issues while you construct new knowledge.

iscovery learning. an active process of in0uiry+based instruction that

encourages learners to build on prior knowledge through experience and to search

for new information and relationships based on their interests. 2iscovery learning in

practice

/ypically, the educational goals of discovery learning include promoting a

>deep? understanding@ developing meta+cognitive skills@ and encouraging a high

level of student engagement. ccording to 7adira Saab, et al., discovery learning is

a process of inductive in0uiry where learners conducting experiments, a theory

which closely resembles the scientific process. =irst, learners identify variables,

collect data, and interpret data. /hen learners generate hypotheses in order to

better describe and understand relationships between concepts. =inally, the

continuous cyclical process of learning re0uires learners to interpret the data, reject

hypotheses, and make conclusions about information.

Similarly, =aye 3orthick and 2onald 5ones suggest, >#n discovery learning,

participants learn to recognie a problem, characterie what a solution would look

like, search for relevant information, develop a solution strategy, and execute the

chosen strategy.?

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Taguig City University/racy 3icknell+Holmes and aul Hoffman explain that discovery learning has

three main characteristics; exploration and problem+solving@ student+centered

activities based on student interest@ and scaffolding new information into students!

funds of knowledge.

5oyce :astronova identifies five characteristics of discovery learning that

differentiates it from traditional learning models. =irst, learning is active and

students must participate in hands+on and problem+solving activities rather than

knowledge transfer. Secondly, :astronova suggests that discovery learning

emphasies the process instead of the end product, thus encouraging mastery and

application. /hirdly, the lessons learned from failure within this model of instruction

encourage the student to continue to search for solutions. :astronova also

suggests that feedback is an essential part of the learning process and that

collaboration and discussion allows students to develop deeper understandings.

=inally, discovery learning satisfies natural human curiosity and promotes individual

interests.

Cooperative learning!is a teaching strategy that mixes students of different

ability levels and assigns them a single task to complete as a group. #t is typically

used in educational environments. #t reinforces the notion that all group members

share the same responsibility and fate. #t also teaches students the importance of

group work because the poor performance of one student in a cooperative learning

task can impact the performance of the entire group. :ooperative learning also

helps develop students$ social skills, promotes self+satisfaction and a sense of

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Taguig City Universityachievement, and can improve race relations among multicultural groups of

students.

#t places a greater importance on interpersonal communication and small

group skills, along with group processing of information. #n a team, one or two

members may be assigned a task and work together to complete that task, whereas

in cooperative learning, all of the team members work together at the same pace

and learn information together instead of individually.

"#periential learning! is learning by doing, because it involves absorbing

knowledge by conducting an activity rather than by reading about or memoriing the

concept. Such learning activities, while they have drawbacks, can help children and

adults alike absorb knowledge in a way that wouldn$t be possible in a classroom.

Experiential learning allows you to absorb knowledge naturally rather than by

forcing the brain to memorie something, which leads to better retention of

information. #t can also help in other areas@ for example, people in higher education

can better ascertain what they want to do as a career and train themselves for a

future job by taking on an internship, rather than simply by learning about the job

and its responsibilities secondhand.

/o implement experiential learning, a teacher must create an environment

where a student does not merely receive information but is actively involved in it.

/he teacher should facilitate an environment where students are encouraged to

collaborate, multitask and exchange ideas. Aather than using traditional classroom

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Taguig City Universitymethods for teaching, the teacher should use concrete experiences and interaction

with the subject instead of standard, straightforward lectures on abstract concepts.

$eflective %earning!#t is not sufficient simply to have an experience in order

to learn.%ithout reflecting upon this experience it may 0uickly be forgotten,or its

learning potential lost. #t is from the feelings and thoughts emergingfrom this

reflection that generaliation!s or concepts can be generated.nd it is

generaliation!s that allow new situations to be tackled effectively.! &Bibbs )CDD*

eople who have a reflective learning style absorb new information best

through passive rather than active curriculum. Educators can utilie their knowledge

of the reflective learning style to plan and implement activities that encourage

analysis and personal exploration.

/he reflective learning style consists of absorbing, rather than acting on, new

information. reflective learner re0uires time to think through an idea and its

ramifications, while an active learner prefers to jump in and test theories

immediately. Aeflective learners often enjoy working independently, at least before

doing a group activity. 7ote that reflective learners are not passive learners in the

sense that they only want to receive information. -n the contrary, they wish to

cognitively process and reason with educator input so that it conforms to their

particular intellectual framework.

/he mathematics curriculum allows for students to learn by asking relevant

0uestions and discovering new ideas. 2iscovery and #n0uiry+based learning

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Taguig City University&3runer, )C)* support the idea that students learn when they make use of personal

experiences to discover facts, relationships and concepts.

Conceptual Framework

/he researchers use the input, process and output model. /he input consists of

the respondents profile in terms of age, gender and section as well as the effect of

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Taguig City Universitythe opportunity class in terms of students! behavior and academic performance. /he

process consists of respondents! collection of data in terms of administer survey,

distribution and retrieval of the survey 0uestionnaire, analysis, statistical treatment

and interpretation. /he output is a proposal to enhance -pportunity :lass rogram.

%

Statement of the Problem

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OutputProcessInput

1. Profile of the

respondents:1. Gender

2. Age

3. Section2. What is the effect of

Opportunity Class to the

folloing:2.1. Student!s "eha#ior

2.2. Acade$icPerfor$ance

%ata Gathering

1. Sur#ey2. Analysis

3. Statistical

treat$ent

4. Interpreta

tion

&nhance

Opportunity

Class

Progra$

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Taguig City University/his study aims to determine the effectiveness of mathematics remediation to

the grade 1 students of signal village national high school. /his study will seek to

answer the following 0uestions;

). %hat is the demographic profile of the grade 1 students in terms of;

). Bender

'. ge

F. Section

'. %hat is the effect of -pportunity :lass to the following;'.) Students! 3ehavior'.' cademic erformance

F. #s there significant difference in the perception of the respondents on opportunity

class when grouped according to profile"

G. 3ased on the findings, what recommendations can be provided"

Scope and %imitations of the Study

/his study will be conducted at signal village national high school specifically

in the Secondary 2epartment. /he respondents are limited to grade 1 high school

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Taguig City Universitystudents. #t uses descriptive research design and utilies tests in gathering the

data. /he remediation has three phases which are motivational games, the school+

based tutorial session and the computer+based tutorial session. /he performance

after the remediation is not based on their score in the periodical examination in

the fourth grading period but to the activities that were provided by the opportunity

class instructors. /he researchers ac0uired an approval from the principal of signal

village national high school to conduct the study. /hen, a set of guide 0uestions

were formulated based on the statement of the problem and integrated in the

researcher!s theoretical perspectives. n #nterview was then conducted at the

signal village national high school. /hen, the participants were asked about their

experiences in attending their opportunity class. rivacy and conduciveness was

maintained in the entire interview.

/he researchers used the :olaii!s henomenological nalysis in analying

and interpreting the data. #n the :olaii!s henomenological nalysis, the first

step is that the researchers reviewed the collected data and became familiar with

it. /hrough this process they get to understand the language of the co+researcher.

Second, reduction took place, the researcher returned to the data and focused on

those aspects that are seen as most important to the phenomena being studied.

/hird, the researcher took each significant statement and formulated the meanings

in the context of the subject!s own terms. =ourth, is the transformation or

imaginable variation to produce a consistent intersubjective agreement and lastly is

the synthesis and integration of insights expressed in the symbolic representation.

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Taguig City University/his chapter presents the procedure followed in the research. #t discusses the

research design, its setting, the respondents, the data gathering procedure, and

the statistical tools to be used.

Significance of the Study

/he findings of this study would be beneficial to teachers most

especially to Mathematics teachers, School, school administrators, upils,

arents, =uture Aesearchers, principals and curriculum developers.

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Taguig City UniversitySchool &dministration. School administrators and. principals can gain

insights as to what trainings and standard operating procedures should be

given to teachers for the proper implementation of the new curriculum. /he

results of the study may guide the school administrator to improve teaching

techni0ues in Mathematics since providing expertise in teaching pupils is their

prime concern. =indings may provide school administrators and teachers with

insight into professional development opportunities. /he test results may

provide a basis for adapting instruction to the different needs of individual pupil

and for identifying pupils needing tutorial sessions.

Teachers!/hrough this study, teachers will be more aware of the possible

problems &or difficulties* they are most likely to face when an adoption of a new

curriculum takes place, thus, making them more prepared. /he study may

hopefully give the teachers a clear picture of their strength and weaknesses and

may also provide their competencies in mathematics. /he study can assist teacher

attitudes and perceptions of interventions, and in their understanding of how

interventions can assist students with learning difficulties. /his would help the

teachers extend time for tutorial sessions to pupils who have low performance in

mathematics so that they will be able to achieve the learning outcomes and

achievement indicators identified in 4 to )'.

Future $esearchers!/his may aid them to secure related information and

may serve as a good reference which may help and contribute ideas for the

development of their pupils having similar topics in their researches. /he results

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Taguig City Universityfrom this study will provide educators an opportunity to examine one intervention in

mathematics and help them in assessing their performance as well as the

students.

Pupils!/he results and findings of this study may boost their uni0ue interest,

abilities, and needs in mathematics. /he pupils will be given more opportunity to

improve in their math performance.

Parents!/he output of the study may directly benefit the parents and may

encourage them to provide relative scaffold to the development of critical thinking

and solving skills of their children at home

efinition of Terms

/he terms used in this study are operationally defined for clearer

understanding;

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Taguig City University&ssessment!/he process of gathering and discussing information from multiple

and diverse sources in order to develop a deep understanding of what students

know, understand, and can do with their knowledge as a result of their educational

experiences@ the process culminates when assessment results are used to

improve subse0uent learning.

&ssistance! Aemedies the instructor used to help students faced the subject.

Constructivist theories. 3ased on the belief that children construct their own

knowledge and conceptual understanding through their own activity.

Cooperative learning. /eaching strategy that mixes students of different ability

levels and assigns them a single task to complete as a group. #t is typically used in

educational environments.

Coping Strategy!Aefers to the way the 7ursing students deal with their learning

difficulties.

Curriculum! #s broadly defined as the totality of student experiments that occur in

the educational process. /he term often refers specifically to a planned se0uence

of instruction, or to a view of the student$s experiences in terms of the educator$s or

school!s instructional goals.

iscovery learning. n active process of in0uiry+based instruction that

encourages learners to build on prior knowledge through experience and to search

for new information and relationships based on their interests.

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Taguig City University"#periences!Aefer to the outlooks that the nursing students perceived during

Aemedial :lass.

"#periential learning! earning by doing, because it involves absorbing

knowledge by conducting an activity rather than by reading about or memoriing

the concept. Such learning activities, while they have drawbacks, can help children

and adults alike absorb knowledge in a way that wouldn$t be possible in a

classroom.

Intervention!/his refers to the reinforcement of knowledge taught to the pupil in a

form of small group lecture.

In'uiry based learning. Mainly involving the learner and leading him to

understand. #n0uiry here implies on the possessing skills and attitude of yours,

which allows you to ask 0uestions about new resolutions and issues while you are

gaining new information.

( to 1) *athematics Curriculum. Aefers to curricular innovation in

Mathematics Education in the hilippines that focused on critical thinking and

problem solving.

%earning ifficulties. classification that includes several areas of functioning in

which a person has difficulty learning in a typical manner, usually caused by an

unknown factor.

Performance. /his refers to the score obtained in the diagnostic test.

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Taguig City UniversityProblem. #t referred to a problem or any situation that caused the teacher

some troubles or hindered him from giving an effective teaching of the lesson.

$eflective learning!:onsists of absorbing, rather than acting on, new information.

reflective learner re0uires time to think through an idea and its ramifications,

while an active learner prefers to jump in and test theories immediately.

$emedial class!Aefers to special class given to a group of students to enhance

their knowledge.

$emediation &pproach! #t is an approach used by the teachers in enhancing and

reinforcing the learning by giving tutorial classes.

$emedial class. Aefers to special class given to a group of students to enhance

their knowledge.

Solution. #t referred to the instant method made used by the teacher to solve

the difficulty he encountered with regards to the problems met.

&cronyms

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Taguig City University9niversity of the hilippines 7ational #nstitute of Science and Mathematics

2evelopment&97#SME2*

Mathematics Society of the hilippines &MS*

Mathematics /eachers ssociation of the hilippines &M/*

Mathematics /eachers Build &M/B* of the hilippines

2epartment -f Education &2epEd*

7ational :ouncil of /eachers of Mathematics &7:/M*

Chapter )

$eview of related literature and studies

Mathematics is said to be the 0ueen of all sciences, but it is not everybody!s

cup of tea. %hy" 3ecause during the child!s crucial learning stage, most children

ac0uire a dislike for the subject. /he researchers, as a student teacher!s now, have

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Taguig City Universityrealied that when students! 0ueries are not answered at the right time or when

they remain unanswered, a phobia for mathematics begins to develop. 7o matter

how hard you try later on, a lot of the students are unable to recover the initial

enthusiasm they may have had for the subject. Students fall below their expected

level of mathematics achievement for a variety of reasons. %hen asked why they

were not as successful in learning mathematics, many people reply that they

>never understood math,? or >never liked it because it was too abstract and did not

relate to them.? /hese reasons and others can be categoried, in general, as

environmental or personal, individualied factors. #n this chapter, the researchers

provide some related literature of local and foreign from published materials like

books, newspapers magaine and web pages for the research of this thesis. =or

related studies, the researcher!s will provide some studies from local and foreign

using unpublished materials like thesis, research and surveys.

Foreign literature

#n the article SE2 S &/he Specific earning 2ifficulties ssociation of South

ustralia* of nne 3ayetto, a ecturer in Education at =linders 9niversity

:lassroom educators already know that there is a wide range of student abilities

within a year level and with this come significant planning and programming

issues. :ommenting on mathematics teaching, Elkins &'((6* notes there has been

a move away from the transmission model of content delivery for all, or what has

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Taguig City Universitybeen referred to as you watch what I do, and then you do it, to a focus on

conceptual understanding that is supported by constructivist teaching approaches.

-n the book of /eaching learners who struggles with mathematics by Sherman, .#

Aichardson and B.5 Iard &pril F(, '()G* Mathematics instruction must provide

many opportunities for concept building, relevant challenging 0uestions, problem

solving, reasoning, and connections within the curriculum and real+world situations.

Students who are taught in a way that relies too heavily on rote memoriation

isolated from meaning have difficulty recogniing and retaining math concepts and

generaliations. 9sing Spiraling the curriculum provides opportunities for learners

to deal with content developmentally over time. :oncepts can be built upon and

related to previous learning throughout the curriculum as students become more

proficient and experienced in mathematics. However, it is critical that the same

content not be taught year after year, in almost the same manner of delivery.

Students who do not >get it? the first time are not likely to >get it? the next several

times it is taught in the usual manner. Moreover, underachieving students are

fre0uently assigned repetitious and uninteresting skill+and+drill work each year in

order to teach them >the basics.? /his type of work often represents a narrow view

of mathematical foundations and a low level of expectation of students! abilities. #t

limits opportunities to reason and problem solve.

Sage &'()'* say, we don$t believe any child can be written off as being no good at

math. >ccording to 7% :ounselor :onnie lexander >Math is like fingernails on

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Taguig City University%here does this leave one+to+one instruction and drill activities that have long

been the mainstay of many mathematics opportunity class programs" 3efore any

practice is undertaken, a secure understanding of underpinning concepts, where

new learning is linked to previous learning, must be assured. #f not, it may become

a cycle of practice and forget, practice and forget. How often has one heard said, I

taught him/her and its already forgotten? response might be How do you know

he/she understood it in the first place?Sherman, Aichardson and Iard &'((6*

believe that students with learning difficulties are given tedious and boring activities

to develop the basics. /hey go on to remind educators.

ccording to llison 2ooley that >math opportunity class should be taken with

enthusiasm because it helps students actually understand the concepts needed

without the pressure of a faltering B?. Sherman, Aichardson and Iard &'((6, p

F* remind us that mathematics instruction must provide many opportunities for

concept uilding, relevant challenging !uestions, prolem solving reasoning, and

connections within the curriculum and real"world situations . %estwood &'(((* also

reminds us that the educator is the key for ensuring successful learning.

/he 7ational :ouncil of /eachers of Mathematics &7:/M* &'((* states, effective

mathematics teaching re!uires understanding what students know and need to

learn and then challenging and supporting them to learn it well. #n order to work

within curriculum guidelines while accommodating the diversity of students in their

classrooms, educators need to be realistic and systematic in the way they structure

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Taguig City Universitytheir mathematics programed. /he benefits of cross curricular teaching cannot be

overemphasied. #t could well be that use of an engaging, and age appropriate,

theme is the way into developing conceptual knowledge and skills. =or example, a

topic such as patterns could have students exploring patterns not only in

mathematics but also in Health and hysical Education &team games*, Society and

Environment &climate, history*, rts &dance*, and 2esign and /echnology

&measurement processes used when designing and constructing*. However,

/ucker, Singleton and %eaver &'((', p F* suggest that the primary criterion for

#udging an instructional activity is what are the pupils learning during the activity$

%&hat is' the learning o#ective?Educators of students with learning difficulties

must be 0uite clear about intended learning outcomes as they work toward closing

the learning gap. &%estwood '(((, Sherman, Aichardson and Iard '((6*. #t is also

important to remember that there is more than one way to be right and there is

more than one way to be wrongJ student!s sense of satisfaction at having

developed a successful process for solving a problem must be warmly

acknowledged rather than discounted as not being the preferred way.

Some colleges also offer opportunity classes, because they believed that it may

help the students to understand some areas in math. #n '()', 7orth :arolina

underwent a wide scale redesign of their remedial education programs. 3randed

as $Success 7:$, the program$s 2evelopmental Education #nitiative takes steps to

redesign math and reading curricula, move students through remedial courses

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Taguig City Universityfaster and better assess and place students. 7: colleges can now incorporate high

school grades into their course placement decisions. dditionally, starting in '()G,

all colleges will deliver remedial reading K English in F shorter, D week modules for

some students while allowing higher level remedial students to enroll in college+

level English courses with re0uired supplementary English instruction.

#n :anada, the process whereby mature students take secondary school courses

so that they can 0ualify to take post+secondary education is called academic

upgrading. /he %orkers of 7ova Scotia defines academic upgrading as

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Taguig City Universitybefore entering credit programs cceleration rograms in 2evelopmental

Education /his has led to cceleration in 2evelopmental Education with /he

:ommunity :ollege of 3altimore :ounty and the :alifornia :ompletion roject

perhaps the two leading proponents. /hese programs merge &in different ways*

developmental classes with credit classes.

/he literature provides limited evidence for the effectiveness of remedial courses

on outcomes such as; persistence to graduation, 0uality of performance in

subse0uent courses, drop+out, and grade point average. Many researchers claim

that very little researchhas been conducted to investigate the effectivenessof

opportunity or developmental education and that researchconcerning the

effectiveness of opportunity education programs has been sporadic, underfunded,

and inconclusive and has serious methodological flaws. Aecently, efforts have

been made to use more rigorous research designs to evaluate opportunity

effectiveness and suggest that post+remediation classroom composition moderates

developmental education

Effectiveness efforts. ccording to 5ennifer 2e2onato Mathematics can be a

difficult subject to teach. -ften students will get frustrated if they do not understand

a concept and declare they are

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Taguig City Universitydepartment chair, believes it is still important to take math classes with a positive

attitude, even for students who do not want a career in the mathematical field.

%ocal literature

. /he study of :abatay et al. &'())* attested that Mathematics is learned because

of many reasons. =irstly, the mastery of basic Mathematics skills is needed in order

to cope with the demands in life. Such demands include being numerically literate,

gaining tools for future employment, developing the prere0uisites for further

education, and appreciating the relationship between mathematics and technology.

Secondly, mathematics is the language of the sciences, and many disciplines

depend on this subject as a symbolic means of communication. /hirdly,

mathematics education can play an important part in developing pupil!s general

decision making and problem solving skills.

Secondary education is undergoing significant changes under the 4 to )'

Education rogram. /hese changes are in structure, curriculum and assessment.

-n the other hand, 4 to )' program follows a special approach where in learning is

a process building upon previously learned knowledge.

/here are universities that offer tutorial session in a compulsory manner. /his may

be part of their grade such as that of the 9niversity of :anberra. #n which a

percentage of their final grade is taken on the pupil!s participation in the tutorial

class.

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Taguig City University%hat is a tutorial session" #n most subjects at the 9niversity of :anberra, the

pupils are re0uired to attend tutorials. 9sually there will be about )6L'( pupils in

the tutorial group. /he nature of tutorial varies from tutor to tutor and subject to

subject.

/utorials may be practical sessions in laboratories or workshops, a chance for the

tutor to explain aspects of the lecture or a chance for pupils to talk about the

subject, with the tutor taking a back seat. Benerally, pupils are expected to

participate actively in tutorials and often a percentage of your final grade depends

on their tutorial participation.

%hat is the point of tutorials" /utorials give pupils an opportunity to practise

analytical thinking, practise problem solving, ask 0uestions, gain a fuller

understanding of the theory, discuss how theory applies to reality, try out ideas by

talking them through with others, and learn from other pupils gain important group

work skills for their professional life. /hrough active discussion the pupils learn that

others understand things differently from other persons. /he pupils gain fresh

perspectives on issues and new strategies for handling problems.

%hat does tutorial participation means" /utorial participation usually means talking

and thinking. Benerally, it!s not about receiving information and taking notes.

/utorial participation does not mean talking all the time. #n fact some pupils talk far

too muchJ However, most tutors will not ask a direct 0uestion, in case they

embarrass the pupil. So it!s really up to the learner to show that he or she desires

to make a contribution. #f the tutor asks the pupils to work in small groups, it!s

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Taguig City Universityparticularly important for each pupil to contribute to the discussion. /he pupil can

contribute to the discussion by giving an example to illustrate what someone else

has said, agreeing, but adding some suggestions, comparing what has been said

to something else they already know about &perhaps something that have been

read*, disagreeingLand giving reasons, asking a 0uestion, and introducing a new

topic.

/he pupils don!t have to talk to participate. /hey can show that they are

participating simply by looking interestedLthat means looking at the person who is

talking, showing by your body language that you belong to the group &e.g. move

your chair to be part of the group, try not to hide behind other people, sit forward

slightly*, and show reactions to what people are saying and in facial expressions

&e.g. smile and nod in agreement, raise an eyebrow or frown slightly if you don!t

agree*. -f course, the most important part of tutorial participation is concentrating

on the topic. /ry to focus on the content and not on feelingJ

ccording to 4arande and 4ulkarni &'((6* that poor school performance is not only

a result from a child having a low esteem, but also causes significant stress to the

parents. -bama &'((G* asserts that parents have the primary responsibility of

instilling the idea of hard work and achievements in their children. 3ruah &'()(*

revealed that mathematics performance of school are positively correlated with &a*

the academic performance of school indicated by school leaving pass percentage

and also &b* with the performance in subjects other than mathematics.

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Taguig City UniversityMath issues and employing early intervention for math pupils is essential for math

success. /eachers can utilie many different methods to instruct elementary pupils

with intervention tools that can reach beyond the subject matter which extends into

other everyday life situations. Sheer &'()F* believed that since math concepts are

cumulative, if a learner doesn!t understand an elementary topic, the learner will

probably have trouble later on. #n math remediation, the teacher can return to the

more elementary concept as a starting point. roblems can be presented in

components to reduce the learners stress.

ombardi &'()'* suggested that the teacher in remediation with a learner should

test the learner often after a new concept is introduced to insure it is understood.

Foreign studies

ccording to 5. Ellis &'())*, at the college level, remedial classes are sometimes

necessary to compensate for different learning standards at preparatory

institutions. 7ot all schools are created e0ual, and college may drop students who

have entirely different educational backgrounds. Aemedial classes are not

necessarily semester or 0uarter length classes. Some institutions offer courses

over a few days or weeks in order to bring students up to speed 0uickly. /hese can

also act as arefresher coursefor students who have taken time off and are

returning to studies after a long absence. /hey can also be used by students who

are concerned that they will not be able to maintain the pace of an upcoming class,

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Taguig City Universityand want to have an understanding of basics before they even begin their real

class.

=urthermore, 3orich, &'())* states that it also provides the learner with the

prere0uisite knowledge, skill, or behavior needed to benefit from the planned

instruction. =or example, you might attempt to lower the anxiety of highly anxious

students with a student centered discussion before another topic, so the

presentation will e0ually benefit all students. /he remediation approach to adaptive

teaching will be successful to the extent that the desired prere0uisite information,

skill, or behavior can be taught within a reasonable period of time. %hen this is not

possible or represents an inefficient use of classroom time, the compensatory

approach to adaptive teaching can be taken. 2enison et.al &'((* agreed that

there is a flexible approach to remediation, which includes diagnosis of the learner

deficits, remedial activities and re+testing

-n the contrary, further research of 5. Ellis &'())* states that researches are

disagreeing against opportunity class points to the potential dangers of students

developing a >deviant identity? /eachers expectations of students decrease, as

does their level of ambition /eachers impressions to the students do not seem to

change over time and most students develop poor self+images and self+esteem.

Students presumed at risk when they start school are likely to be seen that way

during their entire school careers.

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Taguig City UniversityStudents attending opportunity classes have often experienced several

failures both in and outside the classroom &3rodin et.al '((G* the arguments

supporting the establishment of opportunity classes have in the past century fallen

into two main categories. /he first of these is to protect students attending the

opportunity class as it should bring a greater security for them and should support

their self+esteem by protecting them from those who perform better /he second

argument is to protect other students from those transferred to the opportunity

class since the latter take up too much space in the class and prevent other

students from doing their best &2eschenes et.al '(()*.

ccording to arsad et.al &'((F* /rends over the past decades how on that both

two+year and four+year institutions are adopting more strict policies such as limiting

the fre0uency of the students in spending remedial courses at their institution,

placing restrictions on students! simultaneous enrollment in opportunity and credit

courses, and making participation in opportunity courses mandatory for students

whose placement scores classify them as academically underprepared. More than

G( of first+year community college students participate in at least one opportunity

course.

s the number of incoming college freshmen needing opportunity education has

multiplied in recent years, educators have struggled to prepare these learners for

college level courses and to keep them enrolled in college. %hile many traditional

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Taguig City Universitytechni0ues have been employed, only focus on students$ learning styles has

increased academic performance and retention.

ccording to Santrock &'((D*, more students leave colleges prior to graduation

than stay, and the problem is even more pronounced at the community college

level due to students$ inade0uate preparation for college courses. :onse0uently,

many community colleges must invest substantial financial and physical resources

in remedial8developmental programs to assist students in ac0uiring the skills

needed to survive in college and graduate.

-n the contrary, several states are acknowledging the value of opportunity

education programs and recommending the establishment of best practice

methods for providing this education. Subse0uently 3oylan et.al, &'((1* stated that

opportunity courses in colleges and universities provide incoming students with the

preparation to succeed in postsecondary curriculum. Meanwhile, students!

demand for remediation has increased in recent decades. 7ationally, it is estimated

that only one+third of students leave high school at least minimally prepared for

college Breene et.al, &'((F*.

-ver the last )( years, a greater focus on remedial education has occurred as

indicated by the recent research on the topic &3yrdet.,al &'((6*.He said that more

students apply for nursing education programs, and with the increasing diversity in

colleges and universities, greater emphasis and need for remedial education that

ade0uately prepares students for successful completion of college courses is

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Taguig City Universityessential. /he numbers of underprepared students continue to grow and

enrollment in remedial education courses at community colleges is expanding.

ccording to the 9.S. 2epartment of Education &'((*

Aemedial education in the community college systems is a major topic in higher

education@ revious studies states that to eliminate remedial education in the)CC(s

are now showing signs of reversal. /he authors cite decreasing financial

resources, higher public expectations, and general negative public opinion which

have led to increasing debates both for and against provision of remedial courses

in colleges and universities.

/he study of 5. Ellis &'())* states that #n many postsecondary institutions, there

are two levels of first year+courses@ a >standard? course in which most students

enroll, and >remedial? course for students who are not academically prepared for

the standard course. -ften >remedial >courses do not carry credit toward satisfying

degree re0uirements. /hese classes will only help you to get a better

understanding of your subject. 3y drilling yourself in the basics, you are making a

smart choice that will lead you to better keep up with advanced classes, and may

teach you better study and learning habits.

/he developmental education has become a major source of debate 3oylan et.al

&'((1* and some critics stress the expense of providing students with remedial

education. dvocates contend there is substantial return on investment to the

institution and the greater society. 3y definition, less+prepared students are more

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Taguig City Universitylikely to be placed in remedial education, and hence, suggest that remediation

might promote early persistence in college, but it does not necessarily help

students on the margin of passing the placement cut+off make long+term progress

toward earning a degree.

s stated by :onboy '((, effective teaching and efficient management of

schools re0uires information as to the causes of failure, one approach to

ac0uiring this information is to improve our understanding of what the students

themselves perceive as the causes of school failure. He further explained the

major factors of failure, according to students, are 0uality of teaching and previous

student preparation for life in a scientific+technological society. culture of high

expectancy on the part of teachers, parents and administrators may be a key to

influencing rates of success. He further mentioned the need for self+ directed

learning8learning by choice among students has e0ual importance. %hile many

strategies may be put forward to reduce high failure rates, a better understanding

of student perceptions of the factors that lead to failure can provide one way of

informing the science education community about what should be done if we want

to increase academic success and reduce the risk of school abandonment.

ikewise the students in this study perceived a lack of previous student

preparation as the major failure factors in academic failure. #t can be interpreted in

terms of motivation and attribution theory; s :ovington &'(((* found, although the

academic and social goals that students bring to class are important as a factor for

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Taguig City Universityachievement, another factor is e0ually important++ the motivating properties of

these goals. n individual student can have goals, can express those goals and

even justify the goals without constructively acting upon them. /his helps explain

the case of those students who want to achieve good grades &the goal* but do not

really work for them &lack of motivating property of the goal*. /he emotional and

motivational component of goals interacts with the cognitive components to

influence learning and the will to continue learning. /his may explain in part why

failure is so fre0uent among science+tracked students in academic.

s previously noted by & 3ehringer et. al, '()(* , the concept about

>remedial?and >developmental? describe a program of study designed for students

considered ill+prepared for college+level coursework. (emedial when applied in

relation to a student, the term implies the need to remedy or correct >specific skill

deficits? #n contrast, developmental, suggests a >process of development, growth,

progress.? /hese two distinct definitions, when applied to either student or

coursework, clearly delineate an orientation or belief system that is either grounded

in a student+deficit framework or one that recognies potential for growth.

/herefore, >Aemedial class? suggests students have not yet ac0uired the

necessary skills for success in academic re0uirement, and, as such, their skill

deficiencies demand a need for practice that is repeated until such a time the drill

works. >2evelopmental? implies an unfinished process of learning@ that is, the

development of students as learners has not yet been fully realied and growth can

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Taguig City Universitybe promoted via assistance. /hus, developmental plan in education aims to

provide a comprehensive remediation of knowledge, and skill deficiency. However,

the lack of additional resources to supplement instruction to enhance the

ac0uisition of critical thinking and analytical skills is an area of concern.

/he impact of remediation program was assessed by &aco Martorell '((1*, it

was found out that this is the most common approach used by colleges to assist

students who possess weak academic skills. Aemedial N also known as

developmental N education consists of courses and other services &such as

tutoring and supervised study* that are designed to foster skills generally ac0uired

in high school. However currently, there is a considerable uncertainty surrounding

the effect of remediation on student outcomes.

/he professors have the responsibility in informing their student regarding

their academic status and professors are in a good position to observe specific

student behavior which can serve as

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Taguig City Universitythan their remediation policies. #n particular, the estimates of the impact of

remediation might be overstated if schools with stricter remediation placement

policies have other features that improve student outcomes &possibly higher

average >student 0uality?*. /hey further gave emphasis that remediation has

positive effects. /his approach, however, assumes that students who participate in

remediation are comparable to students who were referred by staff to take

developmental courses, but chose not to do so. #f this assumption is violated then

the estimates of the effect of remediation could be biased.

s hipps et.al &'(((* points out; >Most remedial students turn out to be simply

those who have the lowest scores on some sort of normative measurement the

standardied tests, school grades, and the like.

Aesearch about the effectiveness of remedial education programs has been

inconclusive. =or instance, a study of )) two+ and four+year colleges and

universities revealed that only a small percentage conducted any systematic

evaluation of their remedial education programs.#t was observed that, because few

states have exit standards for remedial courses, it is unclear whether many states

know whether their programs work.#n addition examining the financial cost of

providing remedial education in higher education, it is helpful to look at the other

side of the coin. More explicitly, what are the financial gains of a successful

remedial education program for a specific institution" remedial education

program that enables a significant proportion of remedial students to continue their

education after completing remedial courses is beneficial for the institutional

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Taguig City Universitybottom line since it enhances revenue that can partially offset costs associated with

providing remediation.#t is important to recognie that not all remediation is

delivered effectively or efficiently. ike any educational process, remedial education

must be continuously examined and revised to meet prevailing conditions and

needs.

ccording to &allas et.al '((1* commented on student!s well+being and

academic success. Emphasis on the school responsibility for a creating favorable

climate where students are encouraged to perceive learning tasks as challenges

and opportunities for self+improvement, leads to constructive coping strategies,

where they are supported by teachers if necessary, and feel psychologically and

physiologically well. -ne must not forget that school climate is to a great degree

under the control of its pedagogical staff. -n the other hand, the effectiveness of

remedial education has been 0uestioned by other papers. 9sing longitudinal

administrative data from /exas and employing an A2 design, Martorell and

Mc=arlin &'()(* find that there is little empirical evidence suggesting that

opportunity courses have a beneficial impact on student outcomes. :alcagno and

ong &'((D* analyse data from 'D community colleges in =lorida and conclude

that, whilst remediation has some benefits in terms of promoting early persistence

in college, it does not have a statistically significant impact on degree completion.

/hey employ an A2 design that exploits the fact that opportunity placement in

=lorida mainly depends on the score obtained in the =lorida :ollege Entry evel

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Taguig City Universitylacement /est &:/*. =inally, the scarce evidence from the 94 seems also to

indicate that the link between remediation and student outcomes is pretty weak.

agerlOf and Selter &'((C* analye the effectiveness of a math opportunity course

attended by a subset of students in the economics department at a 3ritish

university. /heir study, which relies on a difference+in+differences &2i2*

methodology, finds that participation in this remedial course does not have a

significant effect on students! performance in economics subjects. 3y contrast,

secondary school grades in mathematics appear to be strong predictors of student

academic outcomes.

:omplete :ollege merica, a national non+profit working on opportunity education

reform, reports that among opportunity students at two+year colleges '

complete their opportunity course and 'F complete associated college+level

courses in that subject within ' year &for example, complete math remediation and

the college+level math re0uirements for their degree*. -n G+year college

campuses, 1G of students in opportunity courses complete the course, and F1

complete remediation and an associated college+level course in that subject within

' years. /he same report projects that C.6 of two+year :ollege students starting

in remediation will graduate within F years, and F6.) of G+year :ollege students

starting in opportunity courses will graduate within years.

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Taguig City UniversitySimilarly, a nationwide study of two+year college students participating in

opportunity education found G of students referred to opportunity reading and

FF of students in math remediation completed their opportunity se0uence.

substantial portion of these non+completing students N 'C in math and ) in

reading N did so because they did not pass their opportunity course.nother ))

of math students and C of reading students exited college without ever having

failed or completed a opportunity course. Students that enrolled in college and

were placed into a se0uence of F or more opportunity courses were the least likely

to persist to a college+level course. ike in all education pathways, there are many

different points at which opportunity students can step out of education. Aesearch

from the :ommunity :ollege Aesearch :enterat :olombia 9niversity suggests

that many students do not complete their opportunity se0uences or do not enroll in

the first college+level course in that subject.

%ocal Studies

ccording to Sanche &'()'* found out that poor performance in mathematics

may emanate from difficulties in comprehending mathematical competencies@ the

teacher that the way they teach, the covering of competencies and topics in the

syllabus or course outline, lack of family support and mathematical materials, the

0ualification and field study of the teachers, the teaching and assessment of

learners, and the perception of the subject, the teacher preference and homework.

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Taguig City University/he learners suggested that the teacher should spend more time in explaining,

giving more examples, using more teaching and learning materials such as posters

and pictures, and teachers should offer extra classes after school.

aternal and 2inglasan &'()'* revealed that the pupil!s performance plays an

important role in producing best 0uality of graduates who will become great leaders

and manpower of the country, thus, responsible for the country!s economic and

social development. Educational services are often not tangible like offering tutorial

session to the pupil who struggle in math. However, it was found out that one of the

best approach for the lgebra to ease the pupil!s anxiety, along with working a

great deal of examples in an ordered se0uence that shows every single step to get

the answer./eachers must spend time in supporting the pupils for the 0uality of

their academic performance. /he pupils and the parents need to participate in the

remediation like the mastery skills in Mathematics. &reviously tutorial class and

what they do, what makes the present condition what they have conducted, looking

for the gap.*

3ased from the research of :abanatan, :abrera, :rucena, /errobias, entitled

Aemedial :lass; Experiences and earning 2ifficulties, a 7arrative Aeport. /his

study aimed to discover the experiences and learning difficulties of nursing

students in taking remedial classes a total of )( selected nursing students

voluntarily participated in order to determine and understand the experiences and

learning difficulties. /he co+researchers are the level ### and #P 7ursing Students of

San 5uan 2e 2ios Educational =oundation #nc. &:ollege* for the School Iear '()'+

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Taguig City University'()F, who has undergone remedial classes. urposive sampling techni0ue was

used in the selection of the participants. ersonal interviews were conducted and

most of them were given time according to their convenience /he permission of the

participants were re0uested since the interviews will be recorded via a digital

recording device, which was later use in transcribing the verbal data to a written

form for analysis. #n a series of remedial activities, the :abanatan, :abrera,

:rucena, /errobias, found out that most students were involved in the learning and

had great interactions in the relaxing atmosphere, including some more low+

motivated students. 2uring the remedial sessions, learning feedback and

outcomes constantly challenge the students to participate actively contributed to

further understanding the difficulties in their academic performance. #n addition,

this challenge teacher to improve teaching techni0ues

ong &'((D* analye data from 'D community colleges in =lorida and conclude

that, whilst remediation has some benefits in terms of promoting early persistence

in college, it does not have a statistically significant impact on degree completion.

/hey employ an A2 design that exploits the fact that remedial placement in =lorida

mainly depends on the score obtained in the =lorida :ollege Entry evel

lacement /est &:/*. =inally, the scarce evidence from the 94 seems also to

indicate that the link between remediation and student outcomes is pretty weak.

agerlOf and Selter &'((C* analye the effectiveness of a math remedial course

attended by a subset of students in the economics department at a 3ritish

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Taguig City Universityuniversity. /heir study, which relies on a difference+in+differences &2i2*

methodology, finds that participation in this opportunity course does not have a

significant effect on students! performance in economics subjects. 3y contrast,

secondary school grades in mathematics appear to be strong predictors of student

academic outcomes.

3ased on the thesis entitled Effective Solutions in the #mplementation of the 4

to)' Mathematics :urriculum by Melanie /. 3raa and Sweden S. Supapo. /his

study sought some problems and solutions of one rural grade 1 teacher of a public

high school in the hilippines. 3ased on the analysis, the following problem

categories emerged; &)* dministrative+related problems, &'* /eacher+related

problems and &F* Student+related problems. #n the first category8theme, the

findings include; &a* there was lack of trainings, seminars and unclear standard

operating procedures since the teacher still found difficulty in handling classes or

subject matters in relation to the implementation of the 4 to )' Mathematics

curriculum in the hilippines, &b* there was late arrival and lack of modules

provided for the students. #n the second category8theme, the findings are the

following; &a* developing or weak teaching skills and strategies, &b* the teacher

found difficulty in teaching hard subjects or contents and lack of time to tackle the

content efficiently, &c* unavailability or lack of instructional materials. #n the third

category8theme, the problems include; &a* non+mastery of the basic concepts and

skills, &b* poor problem solving and critical thinking skills and &c* indifferent student

behavior. /he solutions to the first problem include sharing of modules or guides

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Taguig City Universityand more research work for the teacher. /he solutions to the second problem

employed by the rural grade 1 Mathematics teacher stated above include;

conducting cooperative learning class, giving extra time for research work, taking

time in the preparation of the lesson, making use of the indigenous materials /he

following are the solutions to the third problem; reviewing basic concepts and

giving examples, motivating and teaching students enthusiastically #t is therefore

concluded that there are indeed problems and immediate solutions encountered by

a rural grade 1 teacher in the implementation of the 4 to )' Mathematics

curriculum in the hilippines.

Chapter +

$esearch *ethodology

/his chapter presents the research design, population and sampling, research

instrument, data gathering procedure and statistical treatment of data.

$esearch *ethod ,sed

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Taguig City University /his study will use descriptive survey method to assess demographic profile

such as sex, age and section of grade 1 high school students at Signal Pillage

7ational High School, school year '()6+'(). descriptive survey is being

selected because it provides an accurate portrayal or account of the characteristics

like opinions, beliefs, abilities and knowledge of a particular individual or group.

)escriptive research is a purposive process of data gathering, analying,

classifying, and tabulating data about the performance of the students in the

-pportunity :lass and then ade0uate and accurate interpretation such data with

aid of statistical treatment.

ccording to 3urns and Brove &)CC1+''6*, the design of a study is the end

result of a series of decisions made by the researcher concerning how the study

will be conducted.

Population and Sample of the Study

#n this study, one hundred &)((* is the overall population of grade 1 students

attending -pportunity :lass at Signal Pillage 7ational High School.

/o get the respondents, the researchers will use urposive Sampling or also

known as judgmental, selective or subjective sampling which is a type of non+

probability. /he purpose of collecting data is to perform a group research@ the

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Taguig City University0uestionnaire will administer to collect data which was the standard survey

collection method.

/he researchers determined the sample sie to get the number of the

respondents of the study. /he sampling procedure was done through the use of

Slovin!s formula in determining the sample sie, as follows;

=ormula;

n= N

1+N e2

%here;

nQ number of sample

7Q total population

eQ error tolerance8margin of error &6*

)Q constant value

%herein;

n= N

1+N e2

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Taguig City University0.05

1+100

n=100

n= 100

1+(100)(0.0025)

n= 100

1+0.25

n=100

1.25

n= D(

/he total population of students taking opportunity class in grade 1 is

)(( and only D( will be the number of respondents of our study.

$esearch Instrument

/he instrument to be used is a researcher+made 0uestions checklist to gather

the needed data for the student!s profile. 0uestionnaire is chosen as data

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Taguig City Universitycollection instrument. 0uestionnaire is a printed self+report from designed to elicit

information that can be obtain through the written responses of the subjects. /he

information obtained through a 0uestionnaire is similar to that obtained by an

interview, but the 0uestions tend to have less depth &3urns K Brove )CCF; FD*.

/wo 0uestionnaires were needed to use to collect data. -ne was for the

teachers who are responsible in -pportunity classes and the other one was for all

of the grade 1 students in -pportunity :lass. /he 0uestionnaire consisted of

closed+ended 0uestions and an open+ended 0uestion. #n the open+ended

0uestions, the subjects were re0uired to respond in writing, whereas closed+ended

0uestions had options which were determined by the researcher &3urns K Brove

)CCF;F1(*. -pen+ended 0uestions were included because they allow subjects to

respond in their own words and provide more detail. -pen+ended options were

provided to accommodate to free formatted views related to the topics and issues.

#n this way, the instrument is authoried to obtain valid responses of the teachers.

:losed+ended 0uestions were included because they are easier to administer and

analye. /hey are also more efficient in the sense that a respondent is able to

complete more closed+ended items in a given period of time &olit K Hungler )CCF;

'(F*.

ata -athering Procedure

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Taguig City University/o start the study, the researchers will send a letter of re0uest to Mathematics

2epartment Head of Signal Pillage 7ational High School to conduct a survey.

/hen, a set of guide 0uestions will be formulated based on the statement of the

problem and integrated in the researchers! theoretical perspectives. /hen, the

participants will be ask about their experiences in attending their opportunity class.

rivacy and conduciveness will be maintained in the entire interview.

ata Processing Procedure

/he researchers will use the :olaii!s henomenological nalysis in

analying and interpreting the data. #n the :olaii!s henomenological nalysis,

the first step is that the researchers will review the collected data and became

familiar with it. /hrough this process they get to understand the language of the co+

researcher. Second, reduction will take place, the researcher returned to the data

and will focus on those aspects that can be seen as most important to the

phenomena being studied. /hird, the researcher take each significant statement

and formulate the meanings in the context of the subject!s own terms. =ourth, is

the transformation or imaginable variation to produce a consistent intersubjective

agreement and lastly is the synthesis and integration of insights expressed in the

symbolic representation.

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Taguig City University#nformation and response of the students will be processed and subjected to

statistical treatment. /he findings will be extracted and analyed based on the

processed data.

Aesponses to the 0uestionnaire by high school students will be statistically

analyed with the data re0uirements of the study. Students will be statistically

analyed with the data instruments of the study. 2escriptive statistics such as

fre0uency count, mean, percent and rank will be considered.

/o know if there is a correlation between the independent and dependent

variables earson roduct Moment of :orrelation will be utilied with (.(6 level of

significance.

Statistical Treatment of ata

/he statistical treatments of data used in this study are the following;

1! Fre'uency! #s the number of times the data value occurs.

)! Percentage istribution! /his refers to a graph or data organied to show the fre0uency

of occurrence of each possible outcome of a repeatable event observed. /his will be used to

determine the fre0uency and percentage distribution of the respondents.

=ormula;

P=f

nx 100

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Taguig City University%here;

Q percentage

R Q fre0uency

n Q number of respondents

)(( Q :onstant value

+! .eighted *ean!Aefers to the average computed by giving different weights to some of the

individual values. /his formula will be used to determine the satisfaction rate of the graduates

in terms of Monthly Salary, :ompany 3enefits, Management, and %orking :ondition.

=ormula;

xw=fw /N

%here;

xw Q weighted mean

Q summation

= Q fre0uency

w Q weight

7 Q total number of respondents

4. &/0&! /he one+way analysis of variable is used to determine whether

there are any significant differences between the means of two or more

independent &unrelated* groups. #t compares the means between the

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Taguig City Universitygroups you are interested in and determines whether any of those means

are significantly different from each other.

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