ASSOCIATION OF STUDENTS’ PERFROMANCE AND SEX

College of Advanced Studies

BOHOL ISLAND STATE UNIVERSITY

Main Campus, Tagbilaran City

MARVIN G. BONGATO

October 2018
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ABSTRACT

The main thrust of this study was to find out the connection
concerning the students’ performance in learning geometric
sequence using a media and the sex of Grade 10 students of Anda
High School during the Second Grading of School Year 2018-2019.
Specifically, the study aimed to describe the sex profile of the
respondents involved in the study. The posttest performance on
solving geometric sequence of the students using a media was also
revealed. Lastly, the relationship between the posttest
performances on learning geometric sequence of students taught
using media and their sex was analyzed. The study used
experimental-descriptive design. The group is composed of 60
students who were taught of geometric sequence using media. The
researcher made questionnaire which focused on geometric sequence
and finding its solutions. It was used posttest material of the
study. The questions were validated through pilot testing and
consultation to the other Mathematics teachers. There were equal
number of male and female respondents. There were 30 males and 30
females comprising the 60 total number of respondents. There are
24 out of 60 or 40% of the students handled using media, which are
the highest percentage scores of each group, were described as
“Very Satisfactory”. On the other hand, the lowest percentage score
of performance falls under ‘Fair” and “Poor” description with 2
out of 60 or 3%. Generally, the average score of the students
handled using media is 17.23 which was described as “Very
Satisfactory”. The performance of the respondents implies that the
students had increased their performance with the use of media.
This implies that using media helped the learning of respondents
in Geometric sequence. There is no significant relationship
between the posttest performance on learning geometric sequence of
the students taught using media and their sex because the null
hypothesis was accepted since the computed chi-square value of
2.868 is within the tabular chi-square value of 9.488. This implies
that the sex of the students cannot affect their performance. Based
on the findings of the study, the researchers concluded that using
media is also a good strategy of teaching students about geometric
sequence. On the other hand, sex does not affect students;
performance level who were taught using media. Sex cannot be used
as predictor a student will perform well or not.
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Name: MARVIN G. BONGATO October 10, 2018

Activity 4

Chi-Square Test

THE PROBLEM

Statement of the Problem

The main purpose of this investigation was to determine the

association between the students’ performance in learning

geometric sequence using media and the sex of Grade 10 students of

Anda High School Academic Year 2018 – 2019.

It will answer the following specific problems:

1. What is sex profile of the respondents?

2. What is the posttest performance in solving geometric sequence

of students using the media?

3. Is there a significant relationship between the posttest

performance on solving geometric sequence of students taught

using media and their sex?

Statement of Null Hypothesis

There is no significant relationship between the posttest

performance on solving geometric sequence of students taught using

media and their sex?

Statistical Treatment

Frequency and percentage was used to determine the profile of

the respondents in terms of sex.

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𝑓
𝑃= 𝑋 100
𝑁

Where:

𝑃 = percentage

𝑓 = frequency of responses

𝑁 = number of cases

In determining the mean score performance of the posttest of

the respondents, the mean formula was used:

x 
x
N

Where: x = arithmetic mean

∑ 𝑥 = summation of the scores of the respondents

N = number of cases

The result of the computed arithmetic mean was interpreted

according to the following scale:

Numerical Value Interpretation Interpretation

The level of performance
20.00 - 25.00 Excellent
was 100% favorable.
The level of performance
15.00 - 19.99 Very Satisfactory
was 79% favorable.
The level of performance
10.00 – 14.99 Satisfactory
was 59% favorable.
The level of performance
5.00 – 9.99 Fair
was 39% favorable.
The level of performance
0 – 4.99 Poor
was 19% favorable.

To determine if there is significant relationship between the

posttest performance in learning geometric sequence of students

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taught using media and their sex, the researcher used the chi-

square test for independence with the formula:

(𝑂−𝐸)2
x2= ∑
𝐸

where:

x2 = is the Chi-square value from the computation

O = is the Observed value from the data gathered

E = is the Expected Value using the formula

(∑ 𝑟1) 𝑥 (∑ 𝑐1 )
E= 𝐺𝑟𝑎𝑛𝑑 𝑇𝑜𝑡𝑎𝑙

The result of the computation is interpreted with the use of

alpha level 0.05.

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Chapter 2

PRESENTATION, ANALYSIS AND PRESENTATION OF DATA

This chapter covers with the presentation, analysis and

interpretation of the gathered data on the performance in learning

geometric sequence of Grade 10 students taught using media and

their sex.

Table 1 below shows the profile in terms of sex of Grade 10

students taught using media.

Table 1

Mathematics performance of the students before and after

exposure to Conventional Teaching and Using of Media
N = 60

Frequency Percentage
Sex (f) (%)
Male 30 50
Female 30 50
Total 60 100

The table shows that there are 30 male respondents who were

involved in the study. Moreover, there are also same number of 30

female respondents who were involved in the study. This implies

that there are fair number of respondents.

Table 2 presents the profile of respondents of the posttest

performance in learning geometric sequence of the Grade 10 students

taught using media.

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Table 2

Posttest Performance of Grade 10 Students in

Learning Geometric Sequence
N = 60

Range Frequency Percentage

Description (f) (%)
Score
20 - 25 Excellent 21 35
15 - 19 Very Satisfactory 24 40
10 – 14 Satisfactory 11 18
5 – 9 Fair 2 3
0 – 4 Poor 2 3
Mean Score 17.23
Description Very Satisfactory

It shows that 24 out of 60 or 40% of the students handled

using media, which are the highest percentage scores of each group,

were described as “Very Satisfactory”. On the other hand, the

lowest percentage score of performance falls under ‘Fair” and

“Poor” description with 2 out of 60 or 3%.

Generally, the average score of the students handled using

media is 17.23 which was described as “Very Satisfactory”. The

performance of the respondents implies that the students had

increased their performance with the use of media. This implies

that using media helped the learning of respondents in Geometric

sequence.

Table 3 presents the analysis of the relationship between the

students’ performance level and the sex of the Grade 10 students.

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Table 3
Relationship Between the Students' Performance and Sex
N=60

Chi- Chi-
Sex
Student's Row Square Square Deci- Inter-
Performance Male Female Total Test Table sion pretation
Value Value
Excellent 10.500 10.500
12 9 21
0.214 0.214

Very 12.000 12.000

Satisfactory 13 11 24
0.083 0.083

Satisfactory 5.500 5.500

3 8 11
Do not
1.136 1.136 Insigni-
2.868 9.488 Reject
ficant
Fair 1.000 1.000 Ho
1 1 2
0.000 0.000

Poor 1.000 1.000

1 1 2
0.000 0.000

Column Total
30 30 60

The table revealed that there is no significant relationship

between the posttest performance on learning geometric sequence of

the students taught using media and their sex because the null

hypothesis was accepted since the computed chi-square value of

2.868 is within the tabular chi-square value of 9.488. This implies

that the sex of the students cannot affect their performance.

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Chapter 3

SUMMARY, CONCLUSIONS AND REOMMENDATIONS

This chapter covers the summary of the study and the findings.

It also includes the conclusions and recommendations which were

also based on the findings of the study. This will also serve as

a useful reference of future researchers who have similar area of

investigation.

Summary

This study was conducted to find out the connection concerning

the students’ performance in learning geometric sequence using a

media and the sex of Grade 10 students of Anda High School during

the Second Grading of School Year 2018-2019.

Specifically, the study aimed to describe the sex profile of

the respondents involved in the study. The posttest performance on

solving geometric sequence of the students using a media was also

revealed. Lastly, the relationship between the posttest

performances on learning geometric sequence of students taught

using media and their sex was analyzed. The study used

experimental-descriptive design. The group is composed of 60

students who were taught of geometric sequence using media.

The researcher made questionnaire which focused on geometric

sequence and finding its solutions. It was used posttest material

 10

of the study. The questions were validated through pilot testing

and consultation to the other Mathematics teachers.

Finally, the gathered data were treated, tabulated using the

chi-square test to draw conclusions based on the findings of the

study.

Findings

The following are the findings based upon the data obtained:

1. Sex Profile of the Respondents

There were equal number of male and female respondents.

There were 30 males and 30 females comprising the 60 total

number of respondents.

2. Performance Level of the Respondents

There are 24 out of 60 or 40% of the students handled

using media, which are the highest percentage scores of each

group, were described as “Very Satisfactory”. On the other

hand, the lowest percentage score of performance falls under

‘Fair” and “Poor” description with 2 out of 60 or 3%.

Generally, the average score of the students handled using

media is 17.23 which was described as “Very Satisfactory”. The

performance of the respondents implies that the students had

increased their performance with the use of media. This implies

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that using media helped the learning of respondents in

Geometric sequence.

3. Relationship Between the Student’s Performance Level and Sex

There is no significant relationship between the

posttest performance on learning geometric sequence of the

students taught using media and their sex because the null

hypothesis was accepted since the computed chi-square value

of 2.868 is within the tabular chi-square value of 9.488.

This implies that the sex of the students cannot affect their

performance

Conclusion

Based on the findings of the study, the researchers concluded

that using media is also a good strategy of teaching students about

geometric sequence. On the other hand, sex does not affect

students; performance level who were taught using media. Sex cannot

be used as predictor a student will perform well or not.

Recommendations

Based on the drawn conclusions of the study, the researcher

came up with the following recommendations:

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1. The supervisors may integrate in the mapping of curriculum

using media in Mathematics subject specifically in geometric

sequence.

2. The Mathematics teachers specifically those teaching Grade

10 Mathematics may use media in teaching geometric sequence.

3. Future researchers may search for alternative strategies

and make this research as reference.

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Appendix B

QUESTIONNAIRE

1. A geometric sequence is characterized by a constant _________.

A. ratio B. difference C. number of items D. sum
2. Which of the following describes a finite geometric sequence.
A. has infinite number of terms
B. has n terms
C. sum of terms does not exist sometimes
D. set of even integers
2 2
3. Find the 8th term of the geometric sequence 10, 2, 5, 25, …
2 2 2 2
A. B. C. D.
625 15 625 31025 78 125
4.
5.
6.
7.
8.
9.
10.
11.
12.
13
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
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APPENDIX C
CHI-SQUARE TEST COMPUTATION

Chi- Chi-
Sex
Student's Row Square Square Deci- Inter-
Performance Male Female Total Test Table sion pretation
Value Value
Excellent 10.500 10.500
12 9 21
0.214 0.214

Very 12.000 12.000

Satisfactory 13 11 24
0.083 0.083

Satisfactory 5.500 5.500

3 8 11 Do not
Insigni-
1.136 1.136 2.868 9.488 Reject
ficant
Ho
Fair 1.000 1.000
1 1 2
0.000 0.000

Poor 1.000 1.000

1 1 2
0.000 0.000

Column Total 30 30 60

(𝒄𝒐𝒍𝒖𝒎𝒏 𝒕𝒐𝒕𝒂𝒍)(𝒓𝒐𝒘 𝒕𝒐𝒕𝒂𝒍)

Computations of Expected Values ; E =
𝒈𝒓𝒂𝒏𝒅 𝒕𝒐𝒕𝒂𝒍

(𝟑𝟎)(𝟐𝟏) (𝟑𝟎)(𝟐𝟏) (𝟑𝟎)(𝟐𝟏) (𝟑𝟎)(𝟐𝟏)

E1,1 = = 10.500 E1,2 = = 10.500 E2,1 = = 10.500 E2,2 = = 10.500
𝟔𝟎 𝟔𝟎 𝟔𝟎 𝟔𝟎

(𝟑𝟎)(𝟏𝟑) (𝟑𝟎)(𝟏𝟏) (𝟑𝟎)(𝟏) (𝟑𝟎)(𝟏)

E3,1 = = 6.500 E3,2 = = 5.500 E4,1 = = 0.500 E4,2 = = 0.500
𝟔𝟎 𝟔𝟎 𝟔𝟎 𝟔𝟎
(𝟑𝟎)(𝟏) (𝟑𝟎)(𝟏)
E5,1 = = 0.500 E5,2 = = 0.500
𝟔𝟎 𝟔𝟎

(𝑶−𝑬)𝟐
Computations of Cell Chi-Square values ; X2 = 𝑬

(𝟏𝟐−𝟏𝟎.𝟓)𝟐 (𝟗−𝟏𝟎.𝟓)𝟐 (𝟏𝟑−𝟏𝟎.𝟓)𝟐 (𝟏𝟏−𝟏𝟎.𝟓)𝟐

X21,1 = = 0.214 X21,2 = = 0.214 X22,1 = = 0.083 X21,1= = 0.083
𝟏𝟎.𝟓 𝟏𝟎.𝟓 𝟏𝟐 𝟏𝟐

(𝟑−𝟔.𝟓)𝟐 (𝟖−𝟓.𝟓)𝟐 (𝟏−𝟏)𝟐 (𝟏−𝟏)𝟐

X23,1 = = 1.136 X23,1 = = 1.136 X24,1 = = 0 X24,2 = = 0
𝟓.𝟓 𝟓.𝟓 𝟎.𝟓 𝟎.𝟓

(𝟏−𝟏)𝟐 (𝟏−𝟏)𝟐
X25,1 = = 0 X25,2 = = 0
𝟎.𝟓 𝟎.𝟓

(𝑶−𝑬)𝟐
Computations of Cell Chi-Square values ; X2 = 𝑬
X2 = 0.214 + 0.214 + 0.083 + 0.083 + 1.136 + 1.136
X2 = 2.868

Since the computed chi-square value of 2.868 is within

the tabular chi-square value of 9.488, then accept the null
hypothesis.
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APPENDIX E

SCREENSHOTS OF MEDIA USED