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Examining Academic Achievement: Investigating the Performance of Grade 10 Students Within Different Programs in Mathematics through Statistical Analysis










Davao City National High School


F. Torres St., Davao City
_________________________
A mini-research presented to
Niño Lito R. Salvan
Math Adviser
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In Partial Fulfillment of the Requirements in
Mathematics 10
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Researchers:
Adlawan, Mauver John Sarif L.
Bacharpa, Justine T.
Cabigas, Mathew Aaron L.
Delos Santos, Kean Dominic G.
Durangparang, Gabriel L.
Libranza, Steven Edward T.
April 2024



CHAPTER 1
The Problem and Its Scope

Academic achievement in mathematics is a crucial aspect of a student's educational journey, with implications for future academic and professional success. Understanding the factors that influence student performance in mathematics is essential for educators, policymakers, and stakeholders in the field of education. There are different programs at Davao City National High School, each with different special skill sets — such as SPA, STE, SPS, SPFL, Honors, and general sections.
These programs may vary in their emphasis on core subjects like mathematics, the depth of mathematical content covered, and the instructional methodologies employed.  For instance, a college preparatory program might prioritize advanced mathematical concepts and rigorous problem-solving techniques, while a career and technical education program might focus on practical math applications relevant to specific vocational fields.
While the rationale behind program differentiation is sound, it raises a crucial question:  Do these program variations translate into disparities in student achievement within mathematics?  Existing research suggests a potential link between program type and academic performance, with studies highlighting the influence of factors such as curriculum rigor, instructional approaches, and student motivation.


Statement of the Problem

This research aimed to assess students' capabilities from Davao City National High School and gain insights into their academic performance in Grade 10 Mathematics. In particular, this study aims to address the following inquiries:

1. What is the lower Quartile of Grade 10 Students' grades in Mathematics?
2. What is the upper Quartile of Grade 10 Students' grades in Mathematics?
3. What percentage of students are Failed, Passed, Satisfactory, and
Outstanding?






Significance of the Study

Examining the academic performance among Grade 10 students in different mathematics programs is of great importance to numerous stakeholders in the education sector, such as educators, policymakers, researchers, students, and parents. The results of this study can provide valuable information for making evidence-based decisions, influencing educational policies and practices, and eventually improving student achievements in mathematics education. 

Scope and Limitation

This study aims to provide insight into the intricate correlation between the type of academic program and students' performance in mathematics. Although this research shows great potential, it is important to recognize both the extent of its coverage and the inherent constraints in its design. This study will stick to a quantitative approach and use statistical analysis. Students in the tenth grade who belong to various academic programs at Davao City National High School will be the primary focus of our attention. While acknowledging the study's limitations, such as the considerations of data reliability, privacy of one’s individuality, and self-selection.  


Review of Related Literature
Understanding the factors influencing the math performance of Grade 10 students in special sections is crucial for optimizing educational approaches. This review examines existing research on this topic, highlighting the varying outcomes reported across studies.
Several studies suggest that the design of special sections can impact math performance. Research by Salde (2023) indicates that students with learning disorders or those enrolled in integration programs may benefit from increased exposure to foreign languages. Their findings demonstrate that such students exhibited greater math competence than their counterparts in traditional curriculum classes. This suggests a potential link between enriched learning environments and improved math skills.
However, other studies present contrasting perspectives. Hegedűs and Sebestyén (2023) investigated the impact of segregated classrooms for special admissions students. Their research found no significant difference in math performance between students in separate sections and those integrated into regular classes. This challenges the notion that segregation necessarily leads to improved outcomes.
Furthermore, the influence of extracurricular activities on academic performance warrants consideration. A study by Brothen (2012) explored the impact of a special sports program on student-athletes' academic achievements. While the study focused primarily on overall grades, it revealed that student-athletes performed satisfactorily, potentially suggesting a positive influence on subjects like math (Brothen, 2012). This finding highlights the potential benefits of holistic education programs that integrate physical activity. 
These findings call for further research that delves deeper into specific program structures, instructional methods, and student characteristics within special sections. Additionally, longitudinal studies tracking student progress over time would provide valuable insights into the long-term effectiveness of various approaches. By understanding the nuances of how different special sections impact math performance, educators can tailor programs to optimize student learning and achievement.

Methodology
In this chapter, the researcher presents the methods and procedures employed
in this study. The following were discussed in detail: research design, research
respondents, research instruments, data gathering procedure, and data analysis.

Research Design
The researchers used a survey research design—a data collection method by answering questions in a survey form. The survey was distributed to Grade 10 students in Davao City National High School to gather data about their mathematics performance.

Research Respondents
The researchers utilized purposive sampling for this study—a technique used to select respondents based on the study’s requirements. The respondents for this study are the students of Grade 10 Luna(SPS), Rizal(STE), Ichiyou(SPFL), Datu Bago(Honors), Ponce(SPJ), Magsaysay(SPA), and Alonzo(Gen. Sec.). Each section belongs to various programs, fulfilling the requirements of this study.



Research Instruments
The researchers utilized surveys. The survey consisted of questions regarding their program and their mathematics performance that will be categorized into 4 groups:  Failed, Passed, Satisfactory, and Outstanding.

Data Gathering Procedure
Before conducting the study, the researchers first consulted their study and survey forms to their adviser for approval. The researchers used Google Forms to be their survey as it can be distributed more easily and more efficiently. The survey was then sent to the students of Grade 10 Luna(SPS), Rizal(STE), Ichiyou(SPFL), Datu Bago(Honors), Ponce(SPJ), Magsaysay(SPA), and Alonzo(Gen. Sec.). The survey consisted of questions about their section and program, as well as their mathematics grade during the third quarter. The data gathered was tallied according to the goal of this study.

Data Analysis
The data gathered were analyzed using the measures of positions for grouped data of 5 groups: 75-79,80-84,85-89,90-94,95-99. The data is placed in a table format categorizing class interval, frequency, lower boundaries, and cumulative frequency. Additionally, The researchers will make a different table to determine the percentage of each program in certain intervals. The data will be shown through tables.

Results and Discussion


This chapter provides a comprehensive examination and interpretation of the data collected from the study. The researcher's primary objective was to determine the lower and higher Quartiles of the mathematics grades of grade 10 pupils. Additionally, they aimed to ascertain the percentage of respondents who fell into moderately satisfactory, satisfactory, very satisfactory, and outstanding categories. The data presented in this study was obtained from the participants. The researchers guaranteed the confidentiality and secure storage of their data.







Table 1. Frequency Table for Grade 10 Students’ grades in Mathematics                        

Class Interval
(i = 5)
Frequency
(n = 80)
Lower Boundaries
Cumulative Frequency
Positions
95-99
37
94.5
80
Outstanding
90-94
34
89.5
43
Outstanding
85-89
6
84.5
9
Very Satisfactory
80-84
3
79.5
3
Satisfactory
75-79
0
74.5
0
Fairly Satisfactory

The researchers solved for the lower Quartile of the students' Mathematics grades during the third quarter using this formula:
Qk=LB + (kN4-cfbfQk)i
Q1 = kN4 = 1(80)4 = 20
Q1=89.5 + (20-934)4
Qk=90.8  91 (1st Quartile is rounding up)

Therefore, 21% of the Grade 10 Students in Davao City National High School got a grade of less than or equal to 91. The results indicate that 21% of Grade 10 Students in Davao City National High School aren’t and are at the outstanding level, showing a commendable level of understanding and competence in the subject. This indicates a solid understanding of mathematical concepts and a promising academic performance. These students exhibit competence without necessarily occupying the highest academic positions within their class. This insight sheds light on the diverse range of abilities within the student body, highlighting that excellence in academics can manifest in various forms beyond just being at the top of the class. This information underscores the importance of recognizing and nurturing the potential of students across different proficiency levels, fostering a supportive learning environment where all students can thrive and reach their full potential in mathematics and other subjects. According to Cabuquin and Abocejo, these students show a solid grasp of mathematical concepts and are likely performing well academically without necessarily being at the very top of their class.

The researchers solved for the upper Quartile of the students’ Mathematics grades, using the
formula used above:

Q3 = kN4 = 3(80)4 = 60 
Q3=94.5 + (60-4337)4
Qk=96.3  96 (3rd Quartile is rounding off)
Therefore, 19% of the Grade 10 students in Davao City National High School got a grade of greater than or equal to 96. The results indicate that 19% of the students achieving such a high average indicate a strong understanding and proficiency in mathematics. It is important to recognize and appreciate their dedication and hard work in achieving this level of success (Ma and Kishor, 1997). The findings reveal a substantial portion of Grade 10 students at Davao City National High School achieved exceptional grades in Mathematics, with 19% getting a grade 96 or above. This indicates a notable cohort of students demonstrating a robust understanding and proficiency in mathematical concepts. Such high achievement likely reflects not only individual aptitude but also the effectiveness of teaching methodologies and support systems within the school. It's encouraging to see students excelling in a core subject like mathematics, as proficiency in this area often correlates with success in various academic and professional pursuits. Moreover, recognizing and celebrating these students' accomplishments can motivate their peers and contribute to a culture of academic excellence within the school community. This highlights the importance of not only acknowledging high achievers but also providing resources and encouragement to support all students in reaching their academic goals.













Table 2. Table of the percentage of students in each program within different intervals

Programs
75-79
80-84
85-89
90-95
96-99
GENERAL SECTION
-
33.3%
33.3%
33.3%
-
HONORS
-
-
-
73.3%
26.6
SPA
-
-
8%
54%
38%
STE
-
-
9%
43%
48%
SPS
-
-
-
100%
-
SPJ
-
-
-
43%
57%
SPFL
-
-
-
60%
40%


The table provides a breakdown of Mathematics grades for other programs at Davao City National High School segmented into various score ranges. Analyzing this data reveals interesting student performance patterns and insights across different programs.

Firstly, looking at the General Section, The researchers observe an even distribution of grades across the 80-89 score range, with each category representing approximately one-third of the students. This suggests a consistent level of achievement within this program, with a significant portion of students attaining scores within the average to above-average range. However, there needs to be more students grading in the highest range (96-99), indicating a potential area for improvement or a lack of representation of exceptionally high achievers within this program.

In contrast, the Honors program demonstrates a clear trend toward higher grades, particularly in the 90-95 and 96-99 grade ranges. A significant majority of students in this program achieved grades in these upper ranges, showcasing solid performance and proficiency in mathematics. These results suggest that the Honors program effectively cultivates academic excellence and provides students with the resources and support needed to excel in the subject.

The Special Program in the Arts (SPA) and Special Program in Journalism (SPJ) also exhibit notable distributions of grades, with a considerable proportion of students having grades in the 90-95 and 96-99 ranges. This indicates that these specialized programs attract students with a strong aptitude for mathematics, who can thrive and achieve high scores. Additionally, the SPA program stands out for its significant representation in the 85-89 range, suggesting a balanced distribution of performance across different proficiency levels.

Meanwhile, the Science Technology and Engineering Program (STE) and Special Program in Sports (SPS) showcase varying patterns. While both programs have a substantial portion of students having a grade in the 90-95 range, the STE program demonstrates a higher concentration of students in the 96-99 range than the SPS program. This might reflect the different focuses and academic demands of these programs, with the STE program potentially placing greater emphasis on academic excellence in mathematics.

Overall, the table generalizes the diversity of performance across different programs at Davao City National High School, highlighting both areas of strength and potential areas for improvement. Understanding these variations can inform targeted interventions and support mechanisms to ensure that all students have the opportunity to excel academically in mathematics and beyond.



Summary, Conclusion, and Recommendation

Summary
The study aimed to assess the mathematical performance of Grade 10 students in different academic programs at Davao City National High School, such as the General Section, Honors, SPA (Special Program in the Arts), STE (Science, Technology, and Engineering), SPS (Special Program in Sports), SPJ (Special Program in Journalism), and SPFL (Special Program in Foreign Language). Surveys were conducted, and data was gathered to assess students' academic performance. The analysis focused on determining the distribution of students' performance levels across predefined achievement categories, namely Failed, Passed, Satisfactory, and Outstanding, as well as the lower Quartile and upper Quartile.

The results demonstrated a significant disparity in performance among the various academic programs. Significantly, the study discovered that:

The lower Quartile (Q1) of grades was approximately 91, suggesting that 21% of students achieved a grade equal to or lower than this. This indicates a substantial proportion of students with a solid foundation of understanding.
The upper Quartile (Q3) result indicated that 19% of students attained grades of 96 or above, highlighting a subgroup of students with outstanding mathematical aptitude.
Analysis by the program showed a marked distinction in performance levels, with the Honors, SPA, and STE programs displaying a notably higher distribution of grades in the outstanding range.
The General Section displayed a fair distribution of scores within the range of 80-89, but there was a noticeable absence of high achievers, indicating a need for improved instructional emphasis.

Conclusion

The in-depth investigation conducted in this study showed significant differences in mathematics performance among Grade 10 students participating in different academic programs at Davao City National High School. The findings highlight the significant achievements within specialized programs—Honors, STE, and SPA—where a greater percentage of outstanding competence in mathematics was observed. These programs are characterized by their focused curriculum and personalized teaching methods, which likely contribute to the elevated levels of performance observed.

On the other hand, while achieving a balanced performance distribution, the General Section lacked representation in the highest achievement categories. This indicates that the specialized programs might have different accessibility or yield of materials, teaching depth, or student engagement strategies.

The recognition of these differences in performance points out the critical influence of systematic educational approaches and the environment provided to students. It highlights the crucial function of the development of programs of study, teacher mastery, as well as encouragement methods to influence students’ attainment of academic achievement in mathematics, which, by implication, influences their overall academic performance and potential.

Thus, the study concludes that precise changes in educational materials and instruction, particularly within less specialized programs, are important for improving mathematical achievement across all learners. Moreover, it recommends a broader implementation of the beneficial components identified within specialized programs that promote a more consistently high level of mathematical proficiency among all Davao City National High School students.

Recommendations
This study has investigated each program’s mathematics performance by determining their grades in Mathematics in the 3rd quarter. However, numerical grades are not the most accurate way to determine their performance. The researchers suggest achieving a higher response amount for a more accurate and broader data range for future progress. Additionally, the researchers suggested figuring out different methods such as interviewing the mathematics teacher or observing the students during their math class for a more accurate result than comparing the student’s numerical grades.


References
1. Salde, Y. S. (2023). Mathematical proficiency of Grade 10 students. International Journal of Social Science and Human Research, 06(03). https://doi.org/10.47191/ijsshr/v6-i3-53 

2. Hegedűs, R., & Sebestyén, K. (2023). Focus on 10th grade students with learning problems: What influences their achievements? Hungarian Educational Research Journal, 13(3), 385–404. https://doi.org/10.1556/063.2022.00168 

3. Brothen, T. (2012). Should special program students be placed in separate course sections. SciSpace - Paper. https://typeset.io/papers/should-special-program-students-be-placed-in-separate-course-5dpv0ogk6a 
Appendices