Numeracy Level and Performance of Grade 7 Students

NUMERACY LEVEL AND PERFORMANCE OF GRADE 7 STUDENTS’ IN
MATHEMATICS
A RESEARCH PROPOSAL
PRESENTED TO
CASANAYAN NATIONAL HIGH SCHOOL
CASANAYAN, PILAR, CAPIZ
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR
RESEARCH REPORT
GELO B. BELGA
LOUIE M. DE LOS SANTOS
JOCEL G. ROSS
ABEGAIL M. TURAO
MARCH 2018
MATHEMATICS
A RESEARCH PROPOSAL
PRESENTED TO
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR
PRE-CALCULUS AND BASIC CALCULUS
GELO B. BELGA
LOUIE M. DE LOS SANTOS
JOCEL G. ROSS
ABEGAIL M. TURAO
MARCH 2018
Republic of the Philippines
Casanayan, Pilar, Capiz
Grade XII STEM
APPROVAL SHEET
Research Title: Numeracy Level and Performance of Grade 7

Students’ in Mathematics
Casanayan National High School, Pilar, Capiz
Research Students: Louie M. de los Santos
: Gelo B. Belga
: Jocel G. Ross
: Abegail M. Turao
Track : Academic Track
Strand : STEM
Advisory Committee:
MARY JEAN S. JOPILLO
STEM Adviser
JOCEL D. MAGALLANES
Research Report Adviser
Recommending Approval:
RHODORA V. TENORIO
SHS Coordinator
Approved:
AIDA F. VILLANUEVA Ph.D.
Principal III
Grade XII STEM
ACCEPTANCE SHEET
In partial fulfillment of the requirements for Research

Report, Pre-calculus and Basic Calculus, this action research
entitled “Numeracy Level and Performance of Grade 7 Students’
in Mathematics” for school year 2017-2018. Prepared and
submitted by Belga, Gelo, de Los Santos, Louie, Ross, Jocel,
Turao, Abegail has been examined and recommended for approval
and acceptance.
Adviser
Approved by the advisory/Examining Committee with a
grade of on .
Advisory Committee:
MARY JEAN S. JOPILLO JOCEL D. MAGALLANES

STEM Adviser Research Report Adviser
Recommending Approval:
RHODORA V. TENORIO
SHS Coordinator
Accepted as a partial fulfillment of the requirements
for the Research Report, Pre-calculus and Basic Calculus.
AIDA F. VILLANUEVA, Ph.D.
Principal III
ACKNOWLEDGMENTS
In every students endeavor, there are people who have

extended invaluable support who made this piece of work a
success.
With sincere and profound gratitude the researchers

express their indebtedness to many people who made it possible
to finish this academic study.
To Ma’am Relyn Fructuso, who let us have a copy of their

action research so that we have formats to follow.
Mr. and Mrs. Jose Fructuso and family who accommodate

and gave relentless support in order for this work to be
successful.
Ma’am Rhodora V. Tenorio and Ms. Ailyn Boy for

grammatical correction you two had made which helped in the
improvement of the manuscript.
Mrs. Rhea Arceo, Rey March Ross and Bernavilla

Billones for financial support to make this study successful.
Ma’am Odenna T. Siano, their statistician for

extraordinary ability for assisting the researchers in the
statistical analysis of the data.
Aida F. Villanueva, Ph.D., Principal III of Casanayan

National High School, who permitted us to conduct the said
study to the grade 7 students.
Our adviser Mary Jean S. Jopillo for guidance and

encouragement on the conduct of this study and for the
enhancement of our research study.
Mrs. Jocel D. Magallanes their English critic for the
sincerity and willingness in checking the technicalities of
this study.
The Grade 7 students of Casanayan national high school,

who provided the needed data for this research study.
Special acknowledgement to Mr. and Mrs. Arcangel Belga,

Mr. and Mrs. Ernesto de los Santos, Mr. and Mrs. Felicito
Ross and Mr. and Mrs. Pablito Turao, family, friends, special
love ones, for their generosity in giving in sights about
research, prayers, understanding and trust. Thank you very
much for the unconditional support.
Above all to Almighty God the source of all things, for

giving them courage, wisdom, guidance and protection to made
possible this research study, despite of those times of
uncertainties in finishing this study.
TABLE OF CONTENTS
PRELIMINARIES PAGE
Title Page
Approval Sheet
Acceptance Sheet
Acknowledgments
Table of Contents
List of Tables
List of Appendices
Abstract
CHAPTER
I. INTRODUCTION
Background and Theoretical Framework of the Study
Statement of the Problem
Objectives of the Study and the Hypotheses
Significance of the Study
Definition of Terms
Delimitation of the Study
II. REVIEW OF RELATED LITERATURE
III. RESEARCH DESIGN AND METHODOLOGY
Purpose the Study and Research Design
Method
Participants
Procedure
Statistical Data Analysis
IV. RESULTS AND DISCUSSION
Descriptive Data Analyses
Age and Gender
Parents Educational Attainment
Family Income
Personal Factors
V. SUMMARY, CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS
Summary of the Problems, Methods and Findings
Conclusions
Recommendation
REFERENCES
APPENDIXES
Appendix A
Appendix B
CURRICULUM VITAE
CHAPTER I
Introduction to the Study
Chapter I is made up of five parts, namely: (1)

Background and Theoretical Framework of the Study, (2)
Statement of the Problem and the Hypotheses, (3) Significance
of the Study, (4) Definition of Terms, and (5) Delimitation
of the Study.
Part one, Background and Theoretical Framework of the

study, presents the introduction, discusses the rationale for
conducting the investigation and presents the theoretical
framework, which serves as the study’s frame of reference.
Part two, Statement of the Problem and the Hypotheses,

gives the main problem and the specific questions the study
seeks for an answer. It also presents the hypotheses to be
tested.
Part Three, Significance of the Study, provides

explanation on what benefit each stakeholder will have on the
research results.
Part four, Definition of terms, gives the meaning of the

important terms used in the study conceptually and
operationally.
Part five, Delimitation of the Study, sets the scope of

the research in terms of research design, participants,
sample size, and sampling procedures, locale, data-gathering
instruments, and statistical tools employed in the analysis
of data.
Background and Theoretical Framework of the Study
We live in a mathematical world. Whenever we decide on

a purchase, choose an insurance or health plan, or use a
spreadsheet, we rely on mathematical understanding.
Mathematics becomes a part of our life, not only in our
academic subject, but in all part of our integral life. We
don’t see that even in simple conversation mathematics takes
place. In our transportation it also occurs, and in our daily
living it is definitely applied (Cunningham, 2005).
Many factors prevent students from achieving

satisfactory numeracy levels, including the teaching methods,
students’ background knowledge, the number of students in a
class needing support, readiness to learn, and disruptions of
learning time (Westwood, 2008).
To improve educational outcomes for students of
mathematics, it is essential to have a renewed focus on
improving what is happening in numeracy for students in the
middle years (Kemmis & Grootenboer, 2008).
Numeracy of the students may be contrasted with
competitive and individualistic learning. The key difference
between these teaching approaches is the way students
learning goals are structured. The goal structure specifies
the ways in which students’ will interact with each other and
the teacher during the instructional session. Within
cooperative situations, individuals seek outcomes that are
beneficial to themselves and beneficial to all other group
members. In competitive learning students work against each
other to achieve an academic goal such as a grade of “A” that
only one or few students can attain. Finally, in
individualistic learning students work by themselves to
accomplish learning goals unrelated to those of the other
students. In numeracy and individualistic learning, student
efforts are evaluated on a criteria-referenced basis while in
competitive learning teacher’s grade in a norm – referenced
basis (wikipedia.org).
This study is anchored on the ideas of Alberto Bandura
and Frank Pajares. According to Pajares (2002), human
functioning is influenced by many factors. The success or
failure that people experience as they engage the myriad task
that comprise their life naturally influence the many
decision they make.
On the other hand, Bandura (1997) contends that
people’s level of motivation, affective states, and actions
are based more on what they believed than on what is
objectively true. Furthermore, this research is also linked
to the theory of “locus of control” a term which refers to
the distinction between how different people perceived the
cause of events in their lives.
Those whose locus of control is external in orientation
will tend to think of their failures or successes as being
the result of forces outside themselves: the actions of
others, the influence of their environment, or just plain
luck. On the other hand, people with an internal orientation
tend to attribute their achievements to factors within
themselves: their own effort and abilities (Philippine
Journal of Education, 2003).
In this study, age, sex, family income, parents
educational attainment are variables presupposed to affect
students’ numeracy level.
Conceptual Framework
The variable relationship in the study is shown in Figure 1
Independent Variable Dependent Variable

Students Personal Profile
Students’
 Age Performance
 Sex
 Family income
 Parents Educational
Numeracy Level
Attainment
 Numeracy Test
Figure 1. Numeracy level and performance of students in

Mathematics.
Statement of the Problem and the Hypotheses
This study seek to ascertain the numeracy level of grade

7 students of Casanayan National High School for school year
2017-2018. More specifically, it attempts to provide answers
to the following questions:
1. What is the numeracy level of grade 7 students’ as an

entire group and when classified as to sex, family income
and parents educational attainment?
2. What is the performance level of grade 7 students’ as an
3. Are there significant differences in the perceive
numeracy level of grade 7 students’ when classified as
to sex, family income and parents educational
attainment?
4. Are there significant difference in the numeracy level
of grade 7 students’ when classified as to sex, family
income and parent’s educational attainment?
5. Is there a significant relationship between students’
numeracy level and their performance in mathematics?
The following hypotheses are:
1. There are no significant difference in the perceive

numeracy level of grade 7 students’ when classified as
attainment.
2. There are no significant difference in the numeracy
level of grade 7 students when classified as to sex,
family income and parents’ educational attainment.
3. There is a significant relationship between students’
numeracy level and their performance in mathematics.
Significance of the Study
This study would generate information about students’

numeracy level and an impact on their performance in
mathematics which may be beneficial to the following:
Students. The findings may be valuable to the students

for they will be aware on their numeracy level and performance
in school such awareness may motivate them to find effective
ways on how to overcome their performance in mathematics.
Teachers. The findings of this study will give

background information to the teachers that will make them
understand their students.
Parents. The result of this study may give parents

realization/understand their children’s behavior on their
academic learning’s specifically in mathematics whether it
affects their children positively or negatively.
Administrators. This study will be used as basis for

implementing the raised curriculum and on how to entrance the
learning process of 21st generation of learners.
Future Researcher. The outcome of the study may give the

future researchers basis that a new theory in learning will
arise.
Definition of Terms
Age - the period contemporary with a person's lifetime or

with his or her active life (Merriam Webster Dictionary).
 In this study, it refers to the number of years the

students’ live.
Educational attainment - is defined as the highest grade

completed within the most advanced level attended in the
educational system of the country where the education was
received (https://stats.oecd.org).
 In this study, it is classified into elementary level,

elementary graduate, high school level, high school
graduate, college level, college graduate and graduate
degrees.
Family Income - money that is earned from work, investments,

business, etc. (www.learnersdictionary.com).
 In this study, it is classified into low (below P5,000),

average(P5-15,000) and high (more than P15,000).
Numeracy - the ability, confidence and willingness to

engage with quantitative and spatial information to make
informed decisions in all aspects of daily living
(https://education.alberta.com).
 In this study, it refers to ability of the students to

perform mathematical operations accurately.
Performance - the action or process of carrying out or

accomplishing an action, task, or function (google.com).
 In this study, it refers to the way the students’ act

during their mathematics subject.
Sex - either of the two major forms of individuals that
occur in many species and that are distinguished
respectively as female or male especially on the basis of
their reproductive organs and structures (Merriam Webster
Dictionary).
 It is similarly used in this study.
Delimitation of the Study
This descriptive-correlational study is conducted to

ascertain the numeracy level of grade 7 students among the
132 randomly selected grade VII students enrolled in
Casanayan National High School, Casanayan, Pilar, Capiz for
school year 2017-2018. The data needed for the study were
gathered using the researchers-made instrument- Numeracy Test
Questionnaire.
The dependent variables of this study are the students’

performance and numeracy level and the independents variable
are students’ demographic profile; age, sex, family income,
parents educational attainment and numeracy test.
The factors considered in the study were male and female

for sex; low (below P5,000), average(P5-15,000) and high
(more than P15,000) for family income; elementary level,
elementary graduate, high school level, high school graduate,
college level, college graduate and graduate degrees for
educational attainment of parents; and par time ,
contractual, and permanent for employment status.
The statistical tool use in data analyses were frequency
count, percentage, mean, standard deviation, t test, One-way
ANOVA and Pearson’s r. all inferential test is set at .05
alpha.
CHAPTER II
Review of the Related Literature
This chapter is a discussion of the literature and the

results of other related researches to which the present
proposed study is related or have some bearing or similarity.
This will give the author enough background in understanding
the study.
Chapter is divided into four parts: (1) Nature of

Mathematics, (2) Numeracy Level, (3) Performance in
Mathematics, involving Algebra and (4).
The first topic, The Nature of Mathematics, presents the

general characteristics Mathematics as a subjects. It also
discusses the significance of this subject in every people’s
lives, especially, for students who study it.
The second topic, Numeracy Level, is a discussion of

related literatures to determine the importance of being
numerates among students.
The third topic, The Performance in Mathematics, is a

discussion or related literatures and studies on students’
performance in Mathematics.
Nature of Mathematics
Mathematics relies on both logic and creativity, and it

is pursued both for a variety of practical purposes and for
its intrinsic interest. For some people, and not only
professional mathematicians, the essence of mathematics lies
in its beauty and its intellectual challenge. For others,
including many scientists and engineers, the chief value of
mathematics is how it applies to their own work. Because
mathematics plays such a central role in modern culture, some
basic understanding of the nature of mathematics is requisite
for scientific literacy. To achieve this, students need to
perceive mathematics as part of the scientific endeavor,
comprehend the nature of mathematical thinking, and become
familiar with key mathematical ideas and skills
(www.project2061.org).
Mathematics is the science of patterns and

relationships. As a theoretical discipline, mathematics
explores the possible relationships among abstractions
without concern for whether those abstractions have
counterparts in the real world. The abstractions can be
anything from strings of numbers to geometric figures to sets
of equations. In addressing, say, "Does the interval between
prime numbers form a pattern?" as a theoretical question,
mathematicians are interested only in finding a pattern or
proving that there is none, but not in what use such knowledge
might have(www.project2061.org).
A central line of investigation in theoretical

mathematics is identifying in each field of study a small set
of basic ideas and rules from which all other interesting
ideas and rules in that field can be logically deduced.
Mathematicians, like other scientists, are particularly
pleased when previously unrelated parts of mathematics are
found to be derivable from one another, or from some more
general theory. Part of the sense of beauty that many people
have perceived in mathematics lies not in finding the greatest
elaborateness or complexity but on the contrary, in finding
the greatest economy and simplicity of representation and
proof. As mathematics has progressed, more and more
relationships have been found between parts of it that have
been developed separately—for example, between the symbolic
representations of algebra and the spatial representations of
geometry. These cross-connections enable insights to be
developed into the various parts; together, they strengthen
belief in the correctness and underlying unity of the whole
structure (www.project2061.org).
Mathematics is also an applied science. Many

mathematicians focus their attention on solving problems that
originate in the world of experience. They too search for
patterns and relationships, and in the process they use
techniques that are similar to those used in doing purely
theoretical mathematics. The difference is largely one of
intent. In contrast to theoretical mathematicians, applied
mathematicians, in the examples given above, might study the
interval pattern of prime numbers to develop a new system for
coding numerical information, rather than as an abstract
problem. Or they might tackle the area/volume problem as a
step in producing a model for the study of crystal behavior
(www.project2061.org).
Mathematics is a methodical application of matter. It

is so said because the subject makes a man methodical or
systematic. Mathematics makes our life orderly and
prevents chaos. Certain qualities that are nurtured by
mathematics are power of reasoning, creativity, abstract
or spatial thinking, critical thinking, problem-solving
ability and even effective communication skills.
Mathematics is the cradle of all creations, without which
the world cannot move an inch. Be it a cook or a farmer,
a carpenter or a mechanic, a shopkeeper or a doctor, an
engineer or a scientist, a musician or a magician, everyone
needs mathematics in their day-to-day life. Even insects
use mathematics in their everyday life for existence.
Snails make their shells, spiders design their webs,

and bees build hexagonal combs. There are countless
examples of mathematical patterns in nature's fabric
(m.timesofindia.com).
Mathematics can be compared to a pyramid. On the top of

the pyramid are applications of mathematics to health,
weather, movies and mobile phones. However the top of this
pyramid would not be so high if its base were not so wide.
Only by extending the width of the base can we eventually
build the top higher. This special feature of mathematics
derives from its internal structure. A good modern
application of mathematics can typically draw from
differential equations, numerical analysis and linear
algebra. These may very well draw from graph theory, group
theory and complex analysis. These in turn rest on the firm
basis of number theory, topology and geometry. Going deeper
and deeper into the roots of the mathematics, one ends up
with such cornerstones of logic as model theory and set
theory.
It is clear that mathematics is heavily used in large
industrial projects and in the ever-growing electronic
infrastructure that surrounds us. However, mathematics is
also increasingly infiltrating smaller scale circles, such as
doctors' reception rooms, sailboat design and of course all
kinds of portable devices. There has also been a change in
the way mathematics penetrates our society. The oldest
applications of mathematics were probably in various aspects
of measurement, such as measuring area, price, length or time.
This has led to tremendously successful mathematical theories
of equations, dynamical systems and so on. In today's world,
we already know pretty accurately for example the make-up of
the human genome, yet we are just taking the first steps in
understanding the mathematics behind this incredibly complex
structure of three billion DNA base pairs. Our understanding
of the mathematics of the whole universe of heavenly bodies,
even going back in time to the first second of its existence,
is better than our understanding of the mathematics of our
own genes and bodies (https://ercim-news.ercim.eu).
Mathematics is the queen of science and the language of

nature. Its importance should be clear to any reasonable
person. It is easy however to diminish the value of certain
areas of research because they’re currently thought as having
little practical use. Evolutionary needs brought our mind to
prefer knowledge that can be employed for the solution of
specific problems in the real world, rather than deeply
abstract ones. It is an understandable and even excusable
fallacy that there are useful fields of math and useless ones,
based on the perception of their applied or theoretical
nature. But it’s still a misconception. Each theorem and
discovery is a little piece of a larger puzzle that we
conveniently categorize into aptly labeled macro-areas.
Discoveries and mathematical ideas that are perceived as
“useful” today because they are applicable to engineering,
for example, were at a certain point in time considered
absolutely abstract and useless, or at least derived or
intrinsically connected to some that were. Mathematics
matters; all of it (Ciango, 2008).
One of the skills needed to be successful in the 21st

century, elementary math is becoming an increasingly
important part of early childhood education.
According to the National Association for the Education of

Young Children, the math skills that students learn at a
young age build a foundation for future learning endeavors
and can be a good indicator of whether or not young people
will be able to meet and overcome new challenges as they
mature (Dreambox Learn, 2013).
Numeracy Level
We use math in every aspect of our lives at work and

in practical everyday activities at home and beyond. We use
math when we go shopping or plan a holiday, decide on a
mortgage or decorate a room. Good numeracy is essential to
us as parents helping our children learn, as patients
understanding health information, as citizens making sense
of statistics and economic news. Decisions in life are so
often based on numerical information: to make the best
choices, we need to be numerate (numeracy.org).
Basic number concepts and skills (numeracy) generally

emerge before school entry. It is important to promote the
development of these competencies in young children and to
know the best learning methods, as these skills are often
predictive of children’s future school achievement
(Encyclopedia, 2011).
Being numerate means having the confidence and skill

to use numbers and mathematical approaches in all aspects
of life - at work, in practical everyday activities at home
and beyond, as consumers, in managing our finances, as
parents helping our children learn, as patients making
sense of health information, as citizens understanding the
world about us. We have worked with experts to define these
as the Essentials of Numeracy (National Numeracy, 2014).
Numeracy complements literacy and is sometimes called

‘mathematical literacy’. Both skills are needed in order to
function fully in modern life (National Numeracy, 2014).
Being numerate means being able to reason with numbers

and other mathematical concepts and to apply these in a
range of contexts and to solve a variety of problems. Being
numerate is as much about thinking and reasoning logically
as about 'doing sums' (National Numeracy, 2014).
Performance in Mathematics
Students’ performance in mathematics is influenced

by the teaching and learning methods and students’
cultural backgrounds. Teaching methods are such as
teacher centered method, students’ centered method and
type of homework assignments offered to students.
Learning methods are such as group discussions when
solving problems and individual work as provided by
the teacher or as in textbooks. The relationship between
teachers and students, the way students are punished
and homework assignments might influence student’s
performance in mathematics (Sitko, 2013).
According to Maganga (2013), as he made a study on Plato

and Socrates work, he found that the knowledge of geometry
have been in possession even before the birth of a child.
Thus according to Plato it is known that the ideas
or general concept behind the concrete entities were
experienced through senses, by means of questions set
that awaken knowledge or understanding of such ideas
behind concrete phenomena. This implies that students
could become good in mathematics as teachers give them
more questions to awaken their knowledge and
understanding on mathematics concepts. It was declared
that ideas must have existed in our mind even before
our birth. Such knowledge is termed a priori, that
means knowledge which is their prior to and independent
of any experience. Therefore questions came on how
teachers keep in mind that their learners had concepts
or ideas that they should help them develop such ideas
and cultivate what is in their experience as they
immerse in the module or topic under study.
Freire was insisting on the use of dialogue

method whereby teachers should discuss with their
students about their learning environments. The
methods involve students discussing together or
conversing, rather than using written books and
syllabuses in a curriculum of study as what Paul
Freire called banking education. Banking system of
education the one that teachers deposit knowledge to
the students (Maganga, 2013)
Bartlett (2008), as he learned from Freire’s

work, banking education is a relationship of
domination in which the teacher has knowledge that
he/she deposits in the heads of the passive objects
of assistance, his/her students. In contrast to
banking education, Freire proposed a problem posing
education that encourages students to become active
in thinking. Problem posing education relies upon
dialogue and critical consciousness, democratic
teacher-student relationships, the concretion of
knowledge through interaction, and a curriculum
grounded in students’ interests and experiences.
The study made by Tshabalala & Ncube (2013),

revealed that student’s performance in mathematics was
mainly affected by teaching methods, material
resources, teacher behavior, grounding in the subject
at lower levels as well as their fear of the
subject. The mediating variables such as attitudes
towards mathematics, perceived importance of
mathematics and time spent on mathematics homework
were influential predictors of student’s performance in
mathematics. Ali, et al. (2010), identified in her
study that many students were considered
underachievers in mathematics. Students were average
or above average in their intelligence but their
actual performance in mathematics did not coincide
to their intellectual capabilities. Several factors
had been identified (Suan, 2014) which seems to be
the reason for student’s underachievement in mathematics.
First was teacher factor, such as teaching styles,
mastery of the subject matter, instructional
techniques and strategies, classroom management,
communication skills, and personality. Second was
student factor like study habits, time management,
attitude and interests towards mathematics. Third was
environmental factor such as parents’ values attitudes,
classroom settings and peer group.
Mtitu, (2014), have made an assessment on the

implementation of learner centered teaching approaches
as directed by the 2005 competence based curriculum.
Though his study was specifically in Geography
subject, but the method was recommended to be applied
in teaching all subjects including mathematics.
However in this study it was observed that teachers
in their teaching practices in classrooms, teachers
dominated most of their instructional practices. When
teachers assigned students into group activities,
effective guidance and facilitation of students’
group activities was notably absent.
However, the study made by Ali et al. (2010), came

out with findings that problem solving method could
help students perform better in mathematics than
those taught by traditional method. The methods
exposed students to take responsibility of their own
with the teacher acting as the facilitator. This
resembles to what Mtitu termed as learner centered
teaching.
In the syllabus (URT, 2010 & Mtitu, 2014) it
is emphasized that teaching methods in mathematics
should be learner-centered but the materials available
in schools, especially the textbooks, do not reflect
this approach of teaching. According to Kafyulilo
, Innocent & Ikupa (2012), in their study done at

Mbeya, they found that, teachers claimed to have
high ability to implement competency-based teaching.
Teachers were able to properly state the competency
based objective and able to properly state the
teachers’ activities, students’ activities and
assessment plans. But their conclusion was that
competency based teaching approaches were not well
implemented in Tanzania schools and teachers have
limited ability to demonstrate it. This showed that
competency based teaching approach is superficially
implemented and hypothetical rather than practical
to the extent students fail examination in important
subjects like basic mathematics.
CHAPTER III
Research Design and Methodology
This chapter is composed of three parts: (1) Purpose of

the Study and Research Design, (2) Method and (3) Statistical
Data Analysis Procedure.
Part one, Purpose of the Study and Research Design,

elaborates the purpose of the study, describes the research
design and specifies one after another the variables used in
this study.
Part Two, Method, describes the participants, the data

gathering instruments, and the research procedure employed in
this study.
Part Three, Statistical Data Analysis Procedure,

provides the list of statistical tools to be used in the
analyses of descriptive and inferential data.
Purpose of the Study and Research Design
The main purpose of the study is to ascertain the

numeracy level and performance in mathematics of grade 7
students. The data will be gathered using the researchers –
made instrument –Numeracy Test Questionnaire and their
Performance in Mathematics are based on their second
quarterly grades.
The descriptive-correlational method of the research is

employed in this study. Descriptive-correlational research
combines both the descriptive and correlation designs (Gay,
1976). Also David (2002) contends that a descriptive research
describes a situation or given state of affairs in terms of
specified aspects or factor.
Correlation research on the other hand, attempts to

determine whether, and to what degree, a relationship exists
between two or more quantifiable variables. The purpose of a
correlation research is to establish relationships or to use
relationships in making predictions. Relationships
investigations typically study a number of variables believed
to be related to a major or complex variable.
The dependent variables in this study are the grade 7

students’ performance and numeracy level and the independent
variables are age, sex, family income, parents’ educational
attainment and numeracy test.
The descriptive statistics use are the frequency count,

percentage, mean, and standard deviation; the inferential
statistics is t-test.
Method
Participants
The participants of the study are the 132 randomly

selected grade 7 students enrolled in Casanayan National High
School, Casanayan, Pilar, Capiz for school year 2017-2018.
The stratified random sampling is used in the selection

of students-participants. This mean that the total number of
grade 7 students enrolled in Casanayan National High School
is determine including their names in their respective
adviser. Only randomly selected students will serve as the
participants of the study. In determining the desired sample
size, the number of grade 7 enrollees in Casanayan National
High School are determined and subjected to the sample size
formula by Sloven (David, 2002)
Sloven’s Formula
n=N/1+Ne2
where:
N = total population of respondents
n = sample size
e = margin of error (0.05)
To determine the sample size per section we used the

formula (Ferguso and Tanake, 1989):
Where:
N = population of the section

Ni= population of the section
ni = sample size of the section
N = total population of respondents
Table 1. Distribution of Respondents by Section
Section Ni ni
Camia 50 34
Daisy 46 31
Rose 49 33
Sampaguita 51 34
Total 196 132
The table of random numbers will be use in the selection

of the students-participants in grade 7. All students in grade
7 will be assigned respective numbers taken from Walpole’s
(1997) table of random numbers. The researchers randomly
selected the starting point for the row and column. This is
the basis for the assignment of the three-digits random
numbers for each participant. When this is done, the random
numbers assigned to each participant is arranged from lowest
to highest. Those participants whose assigned random number
of samples per section became the participants of the study.
The profile of the participants is shown in Table 2.
Table 2 shows the personal profile of the students.

Result shows that out of 132 students 65 or 49.20 percent are
males and 67 or 51.80 percent are female. Result also shows
that 2 or 1.50 percent are on ages 11 years old, 36 or 27.30
percent are on ages 12 years old, 62 or 47.00 percent are on
ages 13 years old, 19 or 14.40 percent are on ages 14 years
old, 8 or 6.10 percent are on ages 15 years old, 2 or 1.50
percent are on ages 16 years old, 2 or 1.50 percent are on
ages 17 years old and 1 or 0.80 percent is on age 18 years
old.
In terms of family income 86 or 65.20 percent have a low

monthly family income of below Php5,000.00, 40 or 30.30
percent have an average monthly family income of Php5,000.00—
Php15,000.00 and 6 or 04.50 percent have a monthly family
income of more than Php15,000.00.
In the distribution of the students according to their

mother’s educational attainment 15 or 11.40 percent of
students’ mother are elementary level, 9 or 6.80 percent of
students’ mother are elementary graduate, 35 or 26.50 of
students’ mother are high school level, 40 or 30.30 of
students’ mother are high school graduate 7 or 05.30 of
students’ mother are college level,22 or 16.70 percent of
students’ mother are college graduate and 4 or 03.00 percent
of students’ mother are post graduate.
Lastly, the distribution of the students’ according to

their father’s educational attainment 37 or 28.00 percent of
students’ father are elementary level, 18 or 13.60 percent of
students’ father are elementary graduate, 22 or 16. 70 of
students’ father are high school level, 24 or 18.20 of
students’ father are high school graduate, 8 or 06.10 percent
of students’ father are college level, 20 or 15.20 of
students’ father are college graduate and 3 or 02.30 percent
of students’ father are post graduate.
Table 2. Profile of the Participants
Category f %
A. Entire Group 132 100.00
B. Sex
Male 65 49.20
Female 67 50.80
C. Age
11 yrs. Old 2 1.50
12 yrs. Old 36 27.30
13 yrs. Old 62 47.00
14 yrs. Old 19 14.40
15 yrs. Old 8 6.10
16 yrs. Old 2 1.50
17 yrs. Old 2 1.50
18 yrs. Old 1 0.80
D. Family Income
Low(below Php5,000.00) 86 65.20
Average(Php5,000.00-Php15,000.00) 40 30.30
High(more than Php15,000.00) 6 04.50
E. Mother’s Educational Attainment
Elementary Level 15 11.40
Elementary Graduate 09 06.80
High School Level 35 26.50
High School Graduate 40 30.30
College Level 7 05.30
College Graduate 22 16.70
Postgraduate 4 03.00
F. Father’s Educational Attainment
Postgraduate 3 02.30
Data-gathering Instruments
One instrument is constructed by the researchers for use

in the study. This is Numeracy Test Questionnaire, and to
determine their Performance in Mathematics we get their
grades for the 2nd grading. The personal information sheet
about the participants’ personal data is attach to the
instruments.
Performance in Mathematics. In determining the students’

performance in Mathematics, we, the researchers get their
second quarterly grades as the basis of their performance.
Prior to the use of the instrument in gathering the data,

this is from the advice of our teachers.
The students performance is interpreted using the scale

of means below:
Description Grading Scale
Outstanding 90-100
Very Satisfactory 85-89
Satisfactory 80-84
Fairly Satisfactory 75-79
Did Not Meet Expectation below 75

Numeracy Test Questionnaire. In gathering the data that
will determine if the students is numerates or non-numerates,
20-item question is constructed. Items are divided into four
fundamentals of Mathematics: Addition, Subtraction,
Multiplication and Division.
For statistical purposes, the following respective

numerical weights are assigned to the responses:
Description Scale
Numerates 16 above
Non-numerates below 16
For content validation of the instrument, our STEM adviser

Ms. Mary Jean S. Jopillo are the one who check and validate
our instrument
Procedure
Permission to conduct the study is secured from the

office of the Principal of Casanayan National High School,
Casanayan, Pilar, Capiz for school year 2017-2018.
The researchers administer the questionnaire personally

to the target participants.
Upon the retrieval of the accomplished copies of the

test. The data will be tallied, computer-process and
interpreted.
Statistical Data Analysis Procedure

Frequency Counts and Percentages. These are use to
determine the number of observations in each category and its
corresponding percentage.
Mean. This is use in determining the level of students’

numeracy and performance in mathematics.
Standard deviation. This test is use to determine the

homogeneity or heterogeneity of the variance in terms of
students’ numeracy level and performance in mathematics
subject.
T-test for independent samples. This test, set at 0.05

alpha level is use to determine the significance of the
differences between the two compared groups of students
participants.
One-way ANOVA. This test set at 0.05 alpha level, is use

to determine the significant differences among three or more
compared groups.
Pearson’s r. set at 0.05 alpha level, this test is use

to determine the significance of the relationship between
students’ numeracy level and performance in mathematics.
CHAPTER IV
Results
Chapter 4 presents the results of this investigation.

The data needed for this descriptive-correlational study are
gathered using the Numeracy Test Questionnaire, a copy of the
respondents second quarter grade and the personal data sheet
filled up by the student-participants.
Below is the presentation and interpretation of

descriptive and inferential data.
Descriptive Data Analyses
Numeracy Level as Perceive by the Students
Table 3 shows the result of the Mean and Standard

deviation of both male and female.
Male (M = 9.88, SD = 3.23) and female (M = 10.63, SD =

4.57) are “non-numerates” students.
In terms of age, students who are 11 years old(M = 5.50,

SD = 7.78), 12 years old ( M = 11.19, SD = 3.74), 13 years
old (M = 10.63, SD = 3.98), 14 years old (M = 9.58, SD =
3.53), 15 years old ( M = 8.25, SD = 3.85), 16 years old (M
= 5.00, SD = 1.41), 17 years old (M = 8.50, SD = 3.54) and 18
years old (M = 6.00, SD = 0.00)are non-numerates students.
Table 3
Mean , Standard deviation and Description of Students’

Numeracy Level
Category Mean Description SD
Entire Group 8.52 Non-numerates 3.56
Sex
Male 9.88 Non-numerates 3.23
Female 10.63 Non-numerates 4.57
Age
11 yrs. Old 5.50 Non-numerates 7.78
Performance of Students in Mathematics
The performance of students in Mathematics is also

determined in this study. The result is shown in Table 4.
Male students have “fairly satisfactory”(M = 78.26, SD

= 5.55) and female students have “satisfactory” (M = 82.88,
SD = 6.42).
In terms of age, 11 years old (M = 75.50, SD = 2.12)

have “fairly satisfactory”, 12 years old (M = 81.39, SD =
6.20) have “satisfactory”, 13 years (M = 81.45, SD = 7.09)
have “satisfactory”, 14 years old (M = 78.68, SD = 4.98)
“fairly satisfactory”, 15 years old (M = 77.36, SD = 4.47)
have “fairly satisfactory”, 16 years old (M = 80.00, SD =
2.83) have “satisfactory”, 17 years old (M = 79.50, SD = 9.19)
have “fairly satisfactory” and 18 years old (M = 76.00, SD =
0.00) have “fairly satisfactory”.
Category Mean Description SD
Entire Group 79.10 Fairly Satisfactory 4.89
Sex
Male 78.26 Fairly Satisfactory 5.55
Female 82.88 Satisfactory 6.42
Age
11 yrs. Old 75.50 Fairly Satisfactory 2.12
12 yrs. Old 81.39 Satisfactory 6.20
Inferential Data Analyses
Differences in the Students’ Numeracy Level
Male (M = 9.88, SD = 3.23) and female (M = 10.63, SD =

4.57), t (130) = 4.417, p > .05 in their numeracy level.
The result is reflected in Table 5.
Table 5
t-test result on the difference in the Students’ Numeracy

Level
Category Mean SD t-value df Sig. (2-tailed)

Sex
Male 9.88 3.23 1.085n.s 130 .280
Female 10.63 4.57
On the other hand, the result on the Analysis of Variance
(ANOVA) in Table 6 do not show significant difference in the
It is found out that family income did not influence

significant difference, F (2,129) = 4.064, p > .05 in the
However, parents educational attainment, mother F

(6,125) = 4.746, P < .05 and father F (6,125) = 2.482, P <
.05 contribute significant difference in the students’
numeracy level.
Table 6
ANOVA Results on the Differences in the Numeracy Level of

Students when Classified as to Family Income, Mothers’ and
Fathers’ Educational Attainment.
Category Sum of df Mean F Sig

Squares Square
Family Income
Between Groups 23.028 2 11.514 .727 .486
Within Groups 2044.214 129 15.847
Total 2067.242 131
Mothers’ Educational
Attainment
Between Groups 383.543 6 63.924 4.746 .000
Within Groups 1683.699 125 13.470
Total 2067.242 131
Fathers’ Educational
Attainment
Between Groups 220.062 6 36.677 2.482 .027
Within Groups 1847.181 125 14.777
Total 2067.242 131
Differences in the Performance of Students’ in Mathematics
The students’ sex-male(M = 78.26, SD = 5.55) and female

(M = 82.88, SD = 6.42) affect t(130) = 4.417, p > .05 their
performance in Mathematics. Table 7 shows the result.
Table 7
t-test Results on the Differences in the Performance of

Students in Mathematics
Category Mean SD t-value df Sig. (2-tailed)

Sex
Male 78.26 5.55 4.417n.s 130 .000
Female 82.88 6.42
There are significant differences in the students’

performance in Mathematics when classified as to their family
income F(2,129) = 4.064, p < .05, mothers’ educational
attainment F(6,125) = 3.628, p < .05 and fathers’ educational
attainment F(6,125) = 2.240, p < .05.
Table 8
ANOVA Results on the Differences in the Performance of

Students in Mathematics when Classified as to Family Income,
Mothers’ and Fathers’ Educational Attainment.
Category Sum of df Mean F Sig

Squares Square
Family Income
Between Groups 319.684 2 159.842 4.064 .019
Within Groups 5073.832 129 39.332
Total 5393.515 131
Mothers’
Educational
Attainment
799.882 6 133.314 3.628 .002
Between Groups
4593.633 125 36.749
Within Groups
5393.515 131
Total
Fathers’
Educational
Attainment
Between Groups 523.631 6 87.272 2.240 .044
Within Groups 4869.884 125 38.959
Total 5393.515 131
Relationship Between Students’ Numeracy Level and Performance

in Mathematics
The relationship between students numeracy level and

their performance in Mathematics is determined in the study.
Table 9 shows the result.
Math performance of the students is significantly
related, r = .365**, p < .05 to their numeracy level.
Table 9
Result of Pearson’s r on the Relationship Between Students

Numeracy Level and Performance in Mathematics
Variable Performance in Mathematics

r-value Sig. (2-tailed)
Numeracy Level .365** .000
p < .05 – significant at 5% level
CHAPTER V
Summary, Conclusions, Implications, and Recommendations
Chapter 5 is made up of four parts , namely: (1) Summary

of the Problems, Methods and Findings; (2) Conclusions; (3)
Implications for Theory and Practices; and (4)
Recommendations.
Part One, Summary of the Problems, Methods, and

Findings, presents the summary, methods and findings obtained
from the study.
Part Two, Conclusions, presents the generalization that

have been formulated after results and the findings have been
analyzed and interpreted.
Part Three, Implications for Theory and Practice,

discusses the speculations and interpretations about major
findings of the study in relation to previous research and
into practice in the classroom and theoretical implication.
Part Four, Recommendations, offers different suggestions

on the implications of findings of the study. It also presents
possible areas for future research that maybe undertaken by
interested entities.
Summary of the Problems, Methods and Findings
The descriptive-correlational study is conducted to

determine the students’ numeracy level and performance in
Mathematics among the 132 randomly selected participants in
Casanayan National High School for school year 2017-2018.
Specifically, the study seek to answer the following
question:
1. What is the numeracy level of Grade 7 students’ as an

2. What is the performance level of Grade 7 students’ as an
3. Are there significant differences in the perceive
numeracy level of Grade 7 students’ when classified as
attainment?
4. Are there significant difference in the numeracy level
of Grade 7 students’ when classified as to sex, family
income and parent’s educational attainment?
5. Is there a significant relationship between students’
numeracy level and their performance in mathematics?
The participants of the study are the 132 randomly

selected Grade 7 students in Casanayan National High
School for school year 2017-2018. The stratified random
sampling procedure are employed in the selection of
participants. The personal data sheet, Numeracy Test
Questionnaire and a copy of their second quarter grades
are the tools used in gathering the data needed. The
data obtained from the study are subjected to computer-
processed statistics using Statistical Package for
Social Sciences (SPSS) software. Frequency count,
percentage, mean, standard deviation, t-test for
independent samples, One-Way ANOVA, and Pearson’s r are
the descriptive and inferential statistical test used in
the analyses of data. All inferential test are set at
.05 alpha level.
The major findings of the study are:
1. In general Grade 7 are “non-numerates”. Both male and

female and those who are in ages, 11 years old, 12
years old, 13 years old, 14 years old, 15 years old,16
years old, 17 years old and 18 years old.
2. Grade 7 students have “fairly satisfactory”
performance in Mathematics. Those who are male and
those who are in ages 11 years old, 14 years old, 15
years old, 17 years old and 18 years old have “fairly
satisfactory” performance in Mathematics except
those who are female and those who are in ages 12
years old, 13 years old, and 16 years old have
“satisfactory” performance in Mathematics.
3. There are no significant difference in the Numeracy
Level of Students when classified as to sex, family
income except for parents educational attainment-in
favor to those whose parents are elementary level,
elementary graduate, high school level, high school
graduate, college level, college graduate and post
graduate.
4. There are significant differences in the students’
performance in Mathematics when classified as to,
family income, mothers’ and fathers’ educational
attainment.
5. There is a significant relationship in the Students’
Numeracy Level and Performance in Mathematics.
Conclusions
In the view of the foregoing findings, the following
conclusions are drawn:
1. Grade 7 students’ have a “low” level of numeracy level.

This may be the result of teachers’ use of teaching
strategies and methodologies that are not suitable for
students’ feeling which discourage them to participate
in Mathematical lessons, makes the students’ difficult
in learning and can increase their mathematics anxiety.
As a result, the students numeracy level is poor because
of this it is hard for them to deal with numbers.
2. Students’ interest in learning the subject, lack of
basic mathematical concepts in order learn in
Mathematics, lack of coherence of previous Mathematics
subjects taken may have resulted to students’
“unsatisfactory performance”. This may seem to indicate
that students need to learn more on Mathematics in order
to achieve better performance. They need to have a
“focus” on learning the four fundamentals of
Mathematics. In addition, they need to exert more
efforts in the subjects taught in Mathematics. However,
students differences in their performance in Mathematics
may be the result of individual goals that they have set
for themselves in learning the subjects.
3. The students’ numeracy level is directly related to
their performance in Mathematics. This means that the
lower the students’ numeracy level, the lower will be
their performance in Mathematics. The negative feeling
and perspective of students’ towards a particular
subject as well as the attitude they have manifested in
learning may contribute to their performance. As a
results, students may not be driven to like the subject,
thus, it may have negative impact on their performance.
Based on the aforementioned findings and conclusions, the

following recommendation are presented:
Students should try to do their best to improve their

numeracy level by actively responding and participating in
the classroom discussion and activities. They should not
be hesitant in asking question in their discussion so that
it may be clarified or given necessary enlightenment to be
able for them to understand the lessons fully.
There is a need for the students to refrain from

copying answers of their classmates and should not be
dependent on their classmates when activity is given to be
accomplished or an assignment to work on. It is good for
them to be dependent on their own selves and be able to
learn on their own means.
Students must lean to eradicate the notion that

Mathematics is a difficult subject in school, instead think
positive about it and they would be able to handle it.
Teachers are recommended to improve their skills in

teaching Mathematics, they should be willing to prepare
instructional materials, be sensitive to their students’
needs and weaknesses they need to provide an affable
atmosphere in the classroom that will make a conducive
place of learning. Specifically, for those students who
have a low numeracy level and negative perspective in
Mathematics subject, planning and implementation of the
remedial classes in Mathematics for those students will be
necessary.
Teachers are recommended to be patient enough dealing

with their students’. Show that Mathematics teacher are
not that hard to deal with like Mathematics in any way, as
what mostly been said. Encourage students to like
Mathematics and show that it is important in every aspects
of our life.
School administrators must encourage their teachers

to attend workshops, seminars or other trainings for them
to gain additional and current strategies in teaching and
learning Mathematics subject. They should also encourage
them to study in graduate school and doctorate degree to
develop more of their professional skills and not to be
left behind with the latest trends in teaching.
School administrators needs to be aware and be guided

with the stands of his/her teachers with their respective
students so that there would be coordination among them on
how they would be able to solve the prevailing situation
they had.
Parents are highly recommended to find time in

following up their children in their home and in school.
They must not think that the teachers have the sole
responsibility in teaching their children but them also.
Therefore, it is necessary to check if their children have
made their assignment and be informed on what is happening
to their children or child in school.
Parents must encourage to increase their income so

that they can provide the needs of their children’s health
and schooling.
References:
 Cangiano,A.(2008) On the Importance of Mathematics.

Retrieve from: https://mathblog.com/on-the-importance-
of-mathematics/
 Dreambox Learn (2013) Learning Math Early on is
Important for Student Success. Retrieve from:
http://www.dreambox.com/blog/learning-math-early-on-
is-important-for-student-success
 Encyclopedia (2011) Encyclopedia on Early Childhood
Development Retrieve from: http://www.child-
encyclopedia.com/numeracy
 https://www.aaas.org/program/project2061
 https://www.google.com.ph/amp/s/m.timesofindia.com/cit
y/guwahati/The-importance-of-maths-in-everyday-
life/amp_articleshow/48323205.cms
 Kafyulilo, A. C., Rugambuka, I. B. & Moses, I.
(2012). The implementation of competency based
teaching approaches in Tanzania: The case of pre-
service teachers at Morogoro teacher training
college. Dar es Salaam: Dar es Salaam University
College of Education.
 Maganga, C. K. (2013). Evolution of Philosophical
Discourses on Education: A Clarification. Tanzania
Open School and Publishing House: Dar es Salaam.
 Mtitu, E. A. (2014). Learner-centered teaching in
Tanzania: Geography teachers’ perceptions and
experiences. Victoria University of Wellinres, Frank,
Overview of Social Cognitive Theory and Self – efficacy
(2002)
 Numeracy.org (2018) Why Numeracy is Important?. Retrieve
from: https://www.nationalnumeracy.org.uk/why-numeracy-
important
 Sitko, N. J. (2013). Designing a Qualitative
Research Project: Conceptual Framework and Research
questions. Indaba Agricultural Policy Research
Institute (IAPRI).
 Suan, I. (2014). A Critical Review of Leadership
Styles on the Performance of Public Secondary
Schools in National Examinations in Tana River County.
Kenya.
 Tshabalala, T. & Ncuba, A. C. (2013). Causes
of Poor Performance of Ordinary Level Pupils in
Mathematics in Rural Secondary Schools in Nkayi
District: Learner’s Attributions. Nova Explore
Publications: Zimbabwe
 URT-MOEVT, (2010). The United Republic of Tanzania,
Ministry of Education and Vocational Training: Basic
Mathematics Syllabus for Secondary Schools – form
I to IV (2nd edition). Tanzania Institute of
Education (TIE): Dar es Salaam.
Appendixes
Department of Education
January 15, 2018
Principal III
Ma’am:
Greetings!
We, the Grade 12 STEM students of this school, are presently

conducting a research study entitled “NUMERACY LEVEL AND
PERFORMANCE OF GRADE 7 STUDENTS’ IN MATHEMATICS” as a partial
requirement in Pre-Calculus, Basic Calculus and Research Report.
The respondents are the grade 7 students’ of Casanayan National
High School for school year 2017-2018.
Relative to this, please allow us to administer the questionnaire
to them. Strict confidentiality of this record will be assured.
We, the undersigned, are anticipating for favorable approval to
this request.
Respectfully yours,
GELO BELGA
LOUIE DE LOS SANTOS
JOCEL ROSS
ABEGAIL TURAO
Noted:
STEM Adviser
JOCEL D. MAGALLANES
Research Report Adviser
RHODORA V. TENORIO
SHS Coordinator
Approved:
Principal III
NUMERACY LEVEL AND PERFORMANCE OF GRADE 7
STUDENTS’ IN MATHEMATICS
S.Y. 2017-2018
PERSONAL DATA SHEET
Direction: Please answer each question by filling in the

blank or by putting a check (✓) on the space provided.
Name :( Optional___________________ Age: _______
Sex: Civil Status:
Male Single
Female Married
Parents Educational Attainment
Father Mother
Elementary level Elementary level
Elementary Graduate z
Elementary Graduate
High School Level High School Level
High School Graduate High School Graduate
College Level College Level
College Graduate College Graduate
Post Graduate Post Graduate
Family Income:
Below Php5, 000.00
Average Php5, 000.00-Php15, 000.00
More than Php15, 000.00
MATHEMATICS
S.Y. 2017-2018
NUMERACY TEST
Direction: Compute the following:
ADDITION:
1. 32 + 66 =
2. – 74 + (-23) =
3. 728 + (-324) =
4. – 568 + 13 546 =
5. 23 098 + 75 870 =
SUBTRACTION:
1. 89 – 26 =
2. 634 – (-562) =
3. -3 588 – 256 =
4. – 567 – (- 321) =
5. 0 – (- 118) =
MULTIPLICATION:
1. 17 × ( - 6) =
2. – 31 × 246 =
3. 313 × 224 =
4. – 132 × (-144) =
5. – 4 978 × 0 =
DIVISION:
1. 456 ÷ 4 =
2. – 1598 ÷ 2 =
3. 360 ÷ 45 =
4. 121÷ (-11) =
5. - 4560 ÷ ( - 20) =
GET
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Frequencies
Notes
Output Created 07-MAR-2018 20:22:47
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Active Dataset DataSet1
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Statistics
Family Father's Educational Mother's Educational
Sex Age Income Attainment Attainment
N Valid 132 132 132 132 132
Missing 0 0 0 0 0
Minimum 1.00 11.00 1.00 1.00 1.00
Maximum 2.00 18.00 3.00 7.00 7.00
Frequency Table
Sex
Cumulative
Frequency Percent Valid Percent Percent
Valid Male 65 49.2 49.2 49.2
Female 67 50.8 50.8 100.0
Total 132 100.0 100.0
Age
Cumulative
Valid 11.00 2 1.5 1.5 1.5
12.00 36 27.3 27.3 28.8
13.00 62 47.0 47.0 75.8
14.00 19 14.4 14.4 90.2
15.00 8 6.1 6.1 96.2
16.00 2 1.5 1.5 97.7
17.00 2 1.5 1.5 99.2
18.00 1 .8 .8 100.0
Total 132 100.0 100.0
Family Income
Frequency Percent Valid Percent Cumulative Percent

Valid Below 5,000.00 86 65.2 65.2 65.2
Average 5,000.00-15,000.00 40 30.3 30.3 95.5
More than 15,000.00 6 4.5 4.5 100.0
Total 132 100.0 100.0
Father's Educational Attainment

Valid Elementary Level 37 28.0 28.0 28.0
Elementary Graduate 18 13.6 13.6 41.7
High School Level 22 16.7 16.7 58.3
High School Graduate 24 18.2 18.2 76.5
College Level 8 6.1 6.1 82.6
College Graduate 20 15.2 15.2 97.7
Post Graduate 3 2.3 2.3 100.0
Total 132 100.0 100.0
Mother's Educational Attainment

Valid Elementary Level 15 11.4 11.4 11.4
Elementary Graduate 9 6.8 6.8 18.2
High School Level 35 26.5 26.5 44.7
High School Graduate 40 30.3 30.3 75.0
College Level 7 5.3 5.3 80.3
College Graduate 22 16.7 16.7 97.0
Post Graduate 4 3.0 3.0 100.0
Total 132 100.0 100.0
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Syntax FREQUENCIES VARIABLES=MathP
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Statistics
Math Performance Numeracy Level

N Valid 132 132
Missing 0 0
Minimum 67.00 .00
Maximum 96.00 19.00
Frequency Table
Math Performance
Cumulative
Valid 67.00 1 .8 .8 .8
68.00 2 1.5 1.5 2.3
69.00 1 .8 .8 3.0
71.00 2 1.5 1.5 4.5
72.00 7 5.3 5.3 9.8
73.00 5 3.8 3.8 13.6
74.00 9 6.8 6.8 20.5
75.00 6 4.5 4.5 25.0
76.00 8 6.1 6.1 31.1
77.00 8 6.1 6.1 37.1
78.00 5 3.8 3.8 40.9
79.00 5 3.8 3.8 44.7
80.00 7 5.3 5.3 50.0
81.00 9 6.8 6.8 56.8
82.00 6 4.5 4.5 61.4
83.00 5 3.8 3.8 65.2
84.00 6 4.5 4.5 69.7
85.00 7 5.3 5.3 75.0
86.00 9 6.8 6.8 81.8
87.00 5 3.8 3.8 85.6
88.00 4 3.0 3.0 88.6
89.00 2 1.5 1.5 90.2
90.00 4 3.0 3.0 93.2
91.00 1 .8 .8 93.9
92.00 4 3.0 3.0 97.0
93.00 1 .8 .8 97.7
94.00 1 .8 .8 98.5
96.00 2 1.5 1.5 100.0
Total 132 100.0 100.0
Numeracy Level
Cumulative
Valid .00 1 .8 .8 .8
3.00 4 3.0 3.0 3.8
4.00 6 4.5 4.5 8.3
5.00 5 3.8 3.8 12.1
6.00 8 6.1 6.1 18.2
7.00 10 7.6 7.6 25.8
8.00 8 6.1 6.1 31.8
9.00 10 7.6 7.6 39.4
10.00 15 11.4 11.4 50.8
11.00 22 16.7 16.7 67.4
12.00 4 3.0 3.0 70.5
13.00 18 13.6 13.6 84.1
14.00 6 4.5 4.5 88.6
15.00 2 1.5 1.5 90.2
16.00 2 1.5 1.5 91.7
17.00 3 2.3 2.3 93.9
18.00 2 1.5 1.5 95.5
19.00 6 4.5 4.5 100.0
Total 132 100.0 100.0
T-TEST GROUPS=SEX(1 2)
/MISSING=ANALYSIS
/VARIABLES=MathP NUMERLEVEL
/CRITERIA=CI(.95).
T-Test
Notes
Comments

Filter <none>
Weight <none>
Split File <none>
N of Rows in
132
Working Data File
Missing Value Definition of
User defined missing values are treated as missing.
Handling Missing
Cases Used Statistics for each analysis are based on the cases with no missing
or out-of-range data for any variable in the analysis.
Syntax T-TEST GROUPS=SEX(1 2)
/MISSING=ANALYSIS
/CRITERIA=CI(.95).
Group Statistics
Sex N Mean Std. Deviation Std. Error Mean
Math Performance Male 65 78.2615 5.55168 .68860
Female 67 82.8806 6.41618 .78386
Numeracy Level Male 65 9.8769 3.23317 .40102
Female 67 10.6269 4.57210 .55857
Independent Samples Test
Levene's
Test for
Equality of
Variances t-test for Equality of Means
Sig. 95% Confidence

(2- Mean Std. Error Interval of the
tailed Differenc Differenc Difference
F Sig. t df ) e e Lower Upper
Math Equal
- - -
Performanc variance 2.20 .14
4.41 130 .000 -4.61906 1.04566 6.6877 2.5503
e s 5 0
7 6 5
assumed
Equal
- - -
variance 128.34
4.42 .000 -4.61906 1.04336 6.6834 2.5546
s not 7
7 8 4
assumed
Numeracy Equal
- -
Level variance 6.48 .01
1.08 130 .280 -.74994 .69113 2.1172 .61737
s 3 2
5 6
assumed
Equal
- -
variance 118.97
1.09 .278 -.74994 .68762 2.1115 .61162
s not 6
1 0
assumed
Notes
Comments

Filter <none>
Weight <none>
Split File <none>
N of Rows in
132
Working Data File
Handling Cases Used Statistics for each analysis are based on cases with no missing
data for any variable in the analysis.
Syntax ONEWAY MathP NUMERLEVEL BY AGE
/MISSING ANALYSIS
/POSTHOC=SCHEFFE ALPHA(0.05).
MEANS TABLES=MathP NUMERLEVEL BY AGE

/CELLS=MEAN STDDEV COUNT MEDIAN.
Means
Notes
Comments

Filter <none>
Weight <none>
Split File <none>
N of Rows in
132
Working Data File
Missing Value Definition of For each dependent variable in a table, user-defined missing values
Handling Missing for the dependent and all grouping variables are treated as missing.
Cases Used Cases used for each table have no missing values in any
independent variable, and not all dependent variables have missing
values.
Syntax MEANS TABLES=MathP NUMERLEVEL BY AGE
/CELLS=MEAN STDDEV COUNT MEDIAN.
Case Processing Summary

Cases
Included Excluded Total
N Percent N Percent N Percent
Math Performance * Age 132 100.0% 0 0.0% 132 100.0%
Numeracy Level * Age 132 100.0% 0 0.0% 132 100.0%
Report
Age Math Performance Numeracy Level
11.00 Mean 75.5000 5.5000
Std. Deviation 2.12132 7.77817
N 2 2
Median 75.5000 5.5000
12.00 Mean 81.3889 11.1944
N 36 36
Median 81.0000 11.0000
13.00 Mean 81.4516 10.6290
N 62 62
Median 83.0000 11.0000
14.00 Mean 78.6842 9.5789
N 19 19
Median 79.0000 10.0000
15.00 Mean 77.3750 8.2500
N 8 8
Median 76.0000 8.0000
16.00 Mean 80.0000 5.0000
N 2 2
Median 80.0000 5.0000
17.00 Mean 79.5000 8.5000
N 2 2
Median 79.5000 8.5000
18.00 Mean 76.0000 6.0000
Std. Deviation . .
N 1 1
Median 76.0000 6.0000
Total Mean 80.6061 10.2576
N 132 132
Median 80.5000 10.0000
ONEWAY MathP NUMERLEVEL BY FAMIIN

/MISSING ANALYSIS
Oneway
Notes
Comments

Filter <none>
Weight <none>
Split File <none>
N of Rows in
132
Working Data File
Definition of Missing User-defined missing values are treated as missing.
Missing Value Cases Used Statistics for each analysis are based on cases with no missing
Handling data for any variable in the analysis.
Syntax ONEWAY MathP NUMERLEVEL BY FAMIIN
/MISSING ANALYSIS
ANOVA
Sum of Squares df Mean Square F Sig.

Math Performance Between Groups 319.684 2 159.842 4.064 .019
Within Groups 5073.832 129 39.332
Total 5393.515 131
Numeracy Level Between Groups 23.028 2 11.514 .727 .486

Within Groups 2044.214 129 15.847
Total 2067.242 131

Multiple Comparisons
Scheffe
95% Confidence
Mean Interval
Dependent (I) Family (J) Family Difference (I- Std. Lower Upper
Variable Income Income J) Error Sig. Bound Bound
Math Below 5,000.00 Average
Performance 5,000.00- -.78895 1.20027 .806 -3.7614 2.1835
15,000.00
More than
7.01938* 2.64815 .033 .4614 13.5774
15,000.00
Average Below 5,000.00 .78895 1.20027 .806 -2.1835 3.7614
5,000.00- More than
7.80833* 2.74566 .020 1.0089 14.6078
15,000.00 15,000.00
More than Below 5,000.00 -7.01938* 2.64815 .033 -13.5774 -.4614
15,000.00 Average
5,000.00- -7.80833* 2.74566 .020 -14.6078 -1.0089
15,000.00
Numeracy Below 5,000.00 Average
Level 5,000.00- -.84651 .76186 .541 -2.7332 1.0402
15,000.00
More than
-1.04651 1.68088 .824 -5.2091 3.1161
15,000.00
Average Below 5,000.00 .84651 .76186 .541 -1.0402 2.7332
5,000.00- More than
-.20000 1.74278 .993 -4.5159 4.1159
15,000.00 15,000.00
More than Below 5,000.00 1.04651 1.68088 .824 -3.1161 5.2091
15,000.00 Average
5,000.00- .20000 1.74278 .993 -4.1159 4.5159
15,000.00
*. The mean difference is significant at the 0.05 level.
Post Hoc Tests

Homogeneous Subsets
Math Performance
Scheffea,b
Subset for alpha = 0.05
Family Income N 1 2
More than 15,000.00 6 73.6667
Below 5,000.00 86 80.6860
Average 5,000.00-15,000.00 40 81.4750
Sig. 1.000 .943
Means for groups in homogeneous subsets are displayed.

a. Uses Harmonic Mean Sample Size = 14.757.
b. The group sizes are unequal. The harmonic mean of the group sizes is used.
Type I error levels are not guaranteed.
Numeracy Level
Scheffea,b
Subset for alpha =
0.05
Family Income N 1
Below 5,000.00 86 9.9535
Average 5,000.00-15,000.00 40 10.8000
More than 15,000.00 6 11.0000
Sig. .775

b. The group sizes are unequal. The harmonic mean of the group
sizes is used. Type I error levels are not guaranteed.
ONEWAY MathP NUMERLEVEL BY EDUCATTFA

/MISSING ANALYSIS
Oneway
Notes
Comments

Filter <none>
Weight <none>
Split File <none>
N of Rows in
132
Working Data File
Syntax ONEWAY MathP NUMERLEVEL BY EDUCATTFA
/MISSING ANALYSIS
ANOVA

Within Groups 4869.884 125 38.959
Total 5393.515 131
Numeracy Level Between Groups 220.062 6 36.677 2.482 .027

Within Groups 1847.181 125 14.777
Total 2067.242 131

Post Hoc Tests
Scheffe
95% Confidence
(I) Father's (J) Father's Mean Interval
Dependent Educational Educational Difference Std. Lower Upper
Variable Attainment Attainment (I-J) Error Sig. Bound Bound
Math Elementary Elementary
-.87087 1.79369 1.000 -7.3459 5.6042
Performance Level Graduate
High School
.71499 1.68042 1.000 -5.3512 6.7811
Level
High School
-3.35698 1.63592 .649 -9.2625 2.5485
Graduate
College Level -4.02365 2.43369 .840 -12.8090 4.7617
College
-3.39865 1.73231 .697 -9.6521 2.8548
Graduate
Post Graduate 5.01802 3.74691 .936 -8.5080 18.5440
Elementary Elementary
.87087 1.79369 1.000 -5.6042 7.3459
Graduate Level
High School
1.58586 1.98375 .996 -5.5753 8.7470
Level
High School
-2.48611 1.94620 .949 -9.5117 4.5395
Graduate
College Level -3.15278 2.65222 .964 -12.7270 6.4215
College
-2.52778 2.02789 .955 -9.8483 4.7927
Graduate
Post Graduate 5.88889 3.89240 .890 -8.1623 19.9401
High School Elementary
-.71499 1.68042 1.000 -6.7811 5.3512
Level Level
Elementary
-1.58586 1.98375 .996 -8.7470 5.5753
Graduate
High School
-4.07197 1.84233 .561 -10.7226 2.5786
Graduate
College Level -4.73864 2.57697 .759 -14.0412 4.5640
College
-4.11364 1.92842 .604 -11.0751 2.8478
Graduate
Post Graduate 4.30303 3.84151 .973 -9.5645 18.1705
3.35698 1.63592 .649 -2.5485 9.2625
Graduate Level
Elementary
2.48611 1.94620 .949 -4.5395 9.5117
Graduate
High School
4.07197 1.84233 .561 -2.5786 10.7226
Level
College Level -.66667 2.54817 1.000 -9.8653 8.5320
College
-.04167 1.88977 1.000 -6.8636 6.7802
Graduate
Post Graduate 8.37500 3.82226 .572 -5.4230 22.1730
College Level Elementary
4.02365 2.43369 .840 -4.7617 12.8090
Level
Elementary
3.15278 2.65222 .964 -6.4215 12.7270
Graduate
High School
4.73864 2.57697 .759 -4.5640 14.0412
Level
High School
.66667 2.54817 1.000 -8.5320 9.8653
Graduate
College
.62500 2.61110 1.000 -8.8008 10.0508
Graduate
Post Graduate 9.04167 4.22566 .600 -6.2126 24.2959
College Elementary
3.39865 1.73231 .697 -2.8548 9.6521
Graduate Level
Elementary
2.52778 2.02789 .955 -4.7927 9.8483
Graduate
High School
4.11364 1.92842 .604 -2.8478 11.0751
Level
High School
.04167 1.88977 1.000 -6.7802 6.8636
Graduate
College Level -.62500 2.61110 1.000 -10.0508 8.8008
Post Graduate 8.41667 3.86449 .579 -5.5338 22.3671
Post Graduate Elementary
-5.01802 3.74691 .936 -18.5440 8.5080
Level
Elementary
-5.88889 3.89240 .890 -19.9401 8.1623
Graduate
High School
-4.30303 3.84151 .973 -18.1705 9.5645
Level
High School
-8.37500 3.82226 .572 -22.1730 5.4230
Graduate
College Level -9.04167 4.22566 .600 -24.2959 6.2126
College
-8.41667 3.86449 .579 -22.3671 5.5338
Graduate
Numeracy Elementary Elementary
.69369 1.10470 .999 -3.2942 4.6815
Level Level Graduate
High School
1.66339 1.03494 .857 -2.0726 5.3994
Level
High School
-.59797 1.00753 .999 -4.2351 3.0391
Graduate
College Level -1.59797 1.49886 .979 -7.0087 3.8128
College
-2.52297 1.06689 .475 -6.3744 1.3284
Graduate
Post Graduate -.63964 2.30764 1.000 -8.9700 7.6907
-.69369 1.10470 .999 -4.6815 3.2942
Graduate Level
High School
.96970 1.22175 .996 -3.4407 5.3801
Level
High School
-1.29167 1.19862 .978 -5.6186 3.0352
Graduate
College Level -2.29167 1.63345 .921 -8.1883 3.6049
College
-3.21667 1.24894 .363 -7.7252 1.2919
Graduate
Post Graduate -1.33333 2.39725 .999 -9.9872 7.3205
-1.66339 1.03494 .857 -5.3994 2.0726
Level Level
Elementary
-.96970 1.22175 .996 -5.3801 3.4407
Graduate
High School
-2.26136 1.13465 .680 -6.3573 1.8346
Graduate
College Level -3.26136 1.58710 .647 -8.9906 2.4679
College
-4.18636 1.18768 .061 -8.4738 .1010
Graduate
Post Graduate -2.30303 2.36591 .987 -10.8437 6.2377
.59797 1.00753 .999 -3.0391 4.2351
Graduate Level
Elementary
1.29167 1.19862 .978 -3.0352 5.6186
Graduate
High School
2.26136 1.13465 .680 -1.8346 6.3573
Level
College Level -1.00000 1.56937 .999 -6.6653 4.6653
College
-1.92500 1.16387 .840 -6.1265 2.2765
Graduate
Post Graduate -.04167 2.35405 1.000 -8.5396 8.4562
1.59797 1.49886 .979 -3.8128 7.0087
Level
Elementary
2.29167 1.63345 .921 -3.6049 8.1883
Graduate
High School
3.26136 1.58710 .647 -2.4679 8.9906
Level
High School
1.00000 1.56937 .999 -4.6653 6.6653
Graduate
College
-.92500 1.60812 .999 -6.7302 4.8802
Graduate
Post Graduate .95833 2.60250 1.000 -8.4364 10.3531
College Elementary
2.52297 1.06689 .475 -1.3284 6.3744
Graduate Level
Elementary
3.21667 1.24894 .363 -1.2919 7.7252
Graduate
High School
4.18636 1.18768 .061 -.1010 8.4738
Level
High School
1.92500 1.16387 .840 -2.2765 6.1265
Graduate
College Level .92500 1.60812 .999 -4.8802 6.7302
Post Graduate 1.88333 2.38006 .996 -6.7085 10.4751
.63964 2.30764 1.000 -7.6907 8.9700
Level
Elementary
1.33333 2.39725 .999 -7.3205 9.9872
Graduate
High School
2.30303 2.36591 .987 -6.2377 10.8437
Level
High School
.04167 2.35405 1.000 -8.4562 8.5396
Graduate
College Level -.95833 2.60250 1.000 -10.3531 8.4364
College
-1.88333 2.38006 .996 -10.4751 6.7085
Graduate
Homogeneous Subsets
Math Performance
Scheffea,b
Subset for alpha =
0.05
Father's Educational Attainment N 1
Post Graduate 3 74.3333
Sig. .103

Numeracy Level
Scheffea,b
Subset for alpha =
0.05
Father's Educational Attainment N 1
Sig. .415

ONEWAY MathP NUMERLEVEL BY EDUCATTMO

/MISSING ANALYSIS
Oneway
Notes
Comments

Filter <none>
Weight <none>
Split File <none>
N of Rows in
132
Working Data File
Syntax ONEWAY MathP NUMERLEVEL BY EDUCATTMO
/MISSING ANALYSIS
Scheffe
95% Confidence
(I) Mother's (J) Mother's Mean Interval
Dependent Educational Educational Difference Std. Lower Upper
Variable Attainment Attainment (I-J) Error Sig. Bound Bound
Math Elementary Elementary
2.22222 2.55601 .993 -7.0047 11.4492
Performance Level Graduate
High School
-.53333 1.87080 1.000 -7.2868 6.2201
Level
High School
-2.63333 1.83539 .913 -9.2589 3.9923
Graduate
College Level -.76190 2.77485 1.000 -10.7789 9.2550
College
-6.60606 2.02986 .112 -13.9337 .7216
Graduate
Post Graduate -.33333 3.41133 1.000 -12.6479 11.9813
-2.22222 2.55601 .993 -11.4492 7.0047
Graduate Level
High School
-2.75556 2.26566 .960 -10.9344 5.4232
Level
High School
-4.85556 2.23651 .583 -12.9291 3.2180
Graduate
College Level -2.98413 3.05501 .987 -14.0124 8.0442
College
-8.82828* 2.39868 .042 -17.4873 -.1693
Graduate
Post Graduate -2.55556 3.64287 .998 -15.7060 10.5948
.53333 1.87080 1.000 -6.2201 7.2868
Level Level
Elementary
2.75556 2.26566 .960 -5.4232 10.9344
Graduate
High School
-2.10000 1.40310 .895 -7.1651 2.9651
Graduate
College Level -.22857 2.50995 1.000 -9.2892 8.8321
College
-6.07273* 1.64936 .042 -12.0268 -.1187
Graduate
Post Graduate .20000 3.19957 1.000 -11.3501 11.7501
2.63333 1.83539 .913 -3.9923 9.2589
Graduate Level
Elementary
4.85556 2.23651 .583 -3.2180 12.9291
Graduate
High School
2.10000 1.40310 .895 -2.9651 7.1651
Level
College Level 1.87143 2.48367 .997 -7.0944 10.8372
College
-3.97273 1.60908 .418 -9.7814 1.8359
Graduate
Post Graduate 2.30000 3.17899 .997 -9.1759 13.7759
.76190 2.77485 1.000 -9.2550 10.7789
Level
Elementary
2.98413 3.05501 .987 -8.0442 14.0124
Graduate
High School
.22857 2.50995 1.000 -8.8321 9.2892
Level
High School
-1.87143 2.48367 .997 -10.8372 7.0944
Graduate
College
-5.84416 2.63064 .554 -15.3405 3.6522
Graduate
Post Graduate .42857 3.79962 1.000 -13.2877 14.1448
College Elementary
6.60606 2.02986 .112 -.7216 13.9337
Graduate Level
Elementary
8.82828* 2.39868 .042 .1693 17.4873
Graduate
High School
6.07273* 1.64936 .042 .1187 12.0268
Level
High School
3.97273 1.60908 .418 -1.8359 9.7814
Graduate
College Level 5.84416 2.63064 .554 -3.6522 15.3405
Post Graduate 6.27273 3.29510 .727 -5.6223 18.1677
.33333 3.41133 1.000 -11.9813 12.6479
Level
Elementary
2.55556 3.64287 .998 -10.5948 15.7060
Graduate
High School
-.20000 3.19957 1.000 -11.7501 11.3501
Level
High School
-2.30000 3.17899 .997 -13.7759 9.1759
Graduate
College Level -.42857 3.79962 1.000 -14.1448 13.2877
College
-6.27273 3.29510 .727 -18.1677 5.6223
Graduate
Numeracy Elementary Elementary
3.53333 1.54745 .520 -2.0528 9.1195
Level Level Graduate
High School
1.44762 1.13262 .949 -2.6410 5.5363
Level
High School
-.04167 1.11118 1.000 -4.0529 3.9696
Graduate
College Level 2.67619 1.67994 .863 -3.3882 8.7406
College
-2.60303 1.22891 .612 -7.0393 1.8332
Graduate
Post Graduate -1.46667 2.06528 .998 -8.9221 5.9888
-3.53333 1.54745 .520 -9.1195 2.0528
Graduate Level
High School
-2.08571 1.37167 .887 -7.0373 2.8659
Level
High School
-3.57500 1.35402 .331 -8.4629 1.3129
Graduate
College Level -.85714 1.84955 1.000 -7.5339 5.8196
College
-6.13636* 1.45220 .009 -11.3787 -.8941
Graduate
Post Graduate -5.00000 2.20545 .529 -12.9615 2.9615
-1.44762 1.13262 .949 -5.5363 2.6410
Level Level
Elementary
2.08571 1.37167 .887 -2.8659 7.0373
Graduate
High School
-1.48929 .84946 .798 -4.5558 1.5772
Graduate
College Level 1.22857 1.51956 .995 -4.2569 6.7140
College
-4.05065* .99855 .015 -7.6553 -.4460
Graduate
Post Graduate -2.91429 1.93707 .892 -9.9069 4.0784
.04167 1.11118 1.000 -3.9696 4.0529
Graduate Level
Elementary
3.57500 1.35402 .331 -1.3129 8.4629
Graduate
High School
1.48929 .84946 .798 -1.5772 4.5558
Level
College Level 2.71786 1.50365 .773 -2.7102 8.1459
College
-2.56136 .97416 .336 -6.0780 .9553
Graduate
Post Graduate -1.42500 1.92461 .997 -8.3727 5.5227
-2.67619 1.67994 .863 -8.7406 3.3882
Level
Elementary
.85714 1.84955 1.000 -5.8196 7.5339
Graduate
High School
-1.22857 1.51956 .995 -6.7140 4.2569
Level
High School
-2.71786 1.50365 .773 -8.1459 2.7102
Graduate
College
-5.27922 1.59263 .098 -11.0285 .4700
Graduate
Post Graduate -4.14286 2.30035 .776 -12.4469 4.1612
College Elementary
2.60303 1.22891 .612 -1.8332 7.0393
Graduate Level
Elementary
6.13636* 1.45220 .009 .8941 11.3787
Graduate
High School
4.05065* .99855 .015 .4460 7.6553
Level
High School
2.56136 .97416 .336 -.9553 6.0780
Graduate
College Level 5.27922 1.59263 .098 -.4700 11.0285
Post Graduate 1.13636 1.99491 .999 -6.0651 8.3378
1.46667 2.06528 .998 -5.9888 8.9221
Level
Elementary
5.00000 2.20545 .529 -2.9615 12.9615
Graduate
High School
2.91429 1.93707 .892 -4.0784 9.9069
Level
High School
1.42500 1.92461 .997 -5.5227 8.3727
Graduate
College Level 4.14286 2.30035 .776 -4.1612 12.4469
College
-1.13636 1.99491 .999 -8.3378 6.0651
Graduate
*. The mean difference is significant at the 0.05 level.
ANOVA

Within Groups 4593.633 125 36.749
Total 5393.515 131
Numeracy Level Between Groups 383.543 6 63.924 4.746 .000

Within Groups 1683.699 125 13.470
Total 2067.242 131
Post Hoc Tests
Homogeneous Subsets
Math Performance
Scheffea,b
Subset for alpha =
0.05
Mother's Educational Attainment N 1
Sig. .095

Numeracy Level
Scheffea,b
Subset for alpha = 0.05
Mother's Educational Attainment N 1 2
College Level 7 7.8571 7.8571

High School Level 35 9.0857 9.0857
Elementary Level 15 10.5333 10.5333
High School Graduate 40 10.5750 10.5750
Post Graduate 4 12.0000 12.0000
Sig. .148 .104

b. The group sizes are unequal. The harmonic mean of the group sizes is used.
Type I error levels are not guaranteed.
CORRELATIONS
/VARIABLES=SEX AGE FAMIIN EDUCATTFA EDUCATTMO
/PRINT=TWOTAIL NOSIG
/MISSING=PAIRWISE.
Correlations
Notes
Comments

Filter <none>
Weight <none>
Split File <none>
132
Data File
Handling Cases Used Statistics for each pair of variables are based on all the cases
with valid data for that pair.
Syntax CORRELATIONS
/VARIABLES=SEX AGE FAMIIN EDUCATTFA
EDUCATTMO
/MISSING=PAIRWISE.
Correlations
Father's Mother's
Family Educational Educational
Sex Age Income Attainment Attainment
Sex Pearson -
1 -.090 .065 -.070
Correlation .028
Sig. (2-tailed) .748 .307 .462 .428
N 132 132 132 132 132

Age Pearson -
1 .099 -.132 -.112
Correlation .028
Sig. (2-tailed) .748 .258 .133 .202
N 132 132 132 132 132

Family Income Pearson -
.099 1 .137 .023
Correlation .090
Sig. (2-tailed) .307 .258 .117 .790
N 132 132 132 132 132

Father's Pearson -
.065 .137 1 .471**
Educational Correlation .132
Attainment Sig. (2-tailed) .462 .133 .117 .000
N 132 132 132 132 132

Mother's Pearson - -
.023 .471** 1
Educational Correlation .070 .112
Attainment Sig. (2-tailed) .428 .202 .790 .000
N 132 132 132 132 132

**. Correlation is significant at the 0.01 level (2-tailed).
CORRELATIONS
/MISSING=PAIRWISE.
Correlations
Notes
Comments

Filter <none>
Weight <none>
Split File <none>
132
Data File
Handling Cases Used Statistics for each pair of variables are based on all the cases
with valid data for that pair.
Syntax CORRELATIONS
/MISSING=PAIRWISE.
Correlations
Math Performance Numeracy Level

Math Performance Pearson Correlation 1 .365**
Sig. (2-tailed) .000
N 132 132
Numeracy Level Pearson Correlation .365** 1
Sig. (2-tailed) .000
N 132 132
**. Correlation is significant at the 0.01 level (2-tailed).
REGRESSION
/MISSING LISTWISE
/STATISTICS COEFF OUTS R ANOVA
/CRITERIA=PIN(.05) POUT(.10)
/NOORIGIN
/DEPENDENT NUMERLEVEL
/METHOD=ENTER SEX AGE FAMIIN EDUCATTFA EDUCATTMO MathP.
Regression
Notes
Comments

Filter <none>
Weight <none>
Split File <none>
N of Rows in Working Data
132
File
Handling Cases Used Statistics are based on cases with no missing values
for any variable used.
Syntax REGRESSION
/MISSING LISTWISE
/STATISTICS COEFF OUTS R ANOVA
/CRITERIA=PIN(.05) POUT(.10)
/NOORIGIN
/DEPENDENT NUMERLEVEL
/METHOD=ENTER SEX AGE FAMIIN EDUCATTFA
EDUCATTMO MathP.
Memory Required 5552 bytes
Additional Memory Required
0 bytes
for Residual Plots
Variables Entered/Removeda
Variables
Model Variables Entered Removed Method
1 Math
Performance,
Family Income,
Age, Father's
Educational . Enter
Attainment, Sex,
Mother's
Educational
Attainmentb
a. Dependent Variable: Numeracy Level
b. All requested variables entered.
Model Summary
Std. Error of the
Model R R Square Adjusted R Square Estimate
1 .457a .209 .171 3.61750
a. Predictors: (Constant), Math Performance, Family Income, Age, Father's
Educational Attainment, Sex, Mother's Educational Attainment
ANOVAa
Model Sum of Squares df Mean Square F Sig.
1 Regression 431.452 6 71.909 5.495 .000b
Residual 1635.791 125 13.086
Total 2067.242 131

b. Predictors: (Constant), Math Performance, Family Income, Age, Father's Educational Attainment, Sex,
Mother's Educational Attainment
Coefficientsa
Unstandardized Standardized
Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) -.698 5.924 -.118 .906
Sex -.054 .695 -.007 -.078 .938

Age -
-.570 .285 -.163 .048
1.999
Family Income .941 .562 .137 1.673 .097
Father's Educational Attainment .150 .199 .070 .754 .452
Mother's Educational
.298 .240 .119 1.240 .217
Attainment
Math Performance .194 .057 .313 3.416 .001
Locale of the Study
CURRICULUM VITAE
NAME: Gelo B. Belga
ADDRESS: San Antonio, Pilar, Capiz
DATE OF BIRTH: October 11, 1999
PLACE OF BIRTH: Jesus M. Colmenares District Hospital,

Sitio Malbog, Balasan, Iloilo
FATHER: Arcangel B. Belga
MOTHER: Rossette B. Belga
NATIONALITY: Filipino
EDUCATIONAL BACKGROUND
ELEMENTARY: San Antonio Elementary School
San Antonio, Pilar, Capiz 2006-2012
SECONDARY: Casanayan National High School
Casanayan, Pilar, Capiz 2012-2018

CURRICULUM VITAE
NAME: Louie M. De Los Santos
ADDRESS: Casanayan, Pilar, Capiz
DATE OF BIRTH: September 14, 1999
FATHER: Ernesto B. De los Santos
MOTHER: Isabel D. De los Santos
ELEMENTARY: Casanayan Elementary School

CURRICULUM VITAE
NAME: Jocel G. Ross
ADDRESS: Alipata, Carles, Iloilo
DATE OF BIRTH: September 27, 1999
FATHER: Felicito D. Ross
MOTHER: Erlinda G. Ross
ELEMENTARY: Alipata Elementary School
Alipata, Carles, Iloilo 2006-2012

CURRICULUM VITAE
NAME: Abegail M. Turao
ADDRESS: San Ramon, Pilar, Capiz
DATE OF BIRTH: November 08, 1999
PLACE OF BIRTH: San Ramon, Pilar, Capiz
FATHER: Pablito B. Turao
MOTHER: Rema M. Turao
ELEMENTARY: San Ramon Elementary School
San Ramon, Pilar, Capiz 2006-2012

Numeracy Level and Performance of Grade 7 Students

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Numeracy Level and Performance of Grade 7 Students

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NUMERACY LEVEL AND PERFORMANCE OF GRADE 7 STUDENTS’ IN

CASANAYAN NATIONAL HIGH SCHOOL

CASANAYAN, PILAR, CAPIZ

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR

LOUIE M. DE LOS SANTOS

CASANAYAN NATIONAL HIGH SCHOOL

CASANAYAN, PILAR, CAPIZ

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR

PRE-CALCULUS AND BASIC CALCULUS

LOUIE M. DE LOS SANTOS

Research Title: Numeracy Level and Performance of Grade 7

In partial fulfillment of the requirements for Research

MARY JEAN S. JOPILLO JOCEL D. MAGALLANES

In every students endeavor, there are people who have

With sincere and profound gratitude the researchers

To Ma’am Relyn Fructuso, who let us have a copy of their

Mr. and Mrs. Jose Fructuso and family who accommodate

Ma’am Rhodora V. Tenorio and Ms. Ailyn Boy for

Mrs. Rhea Arceo, Rey March Ross and Bernavilla

Ma’am Odenna T. Siano, their statistician for

Aida F. Villanueva, Ph.D., Principal III of Casanayan

Our adviser Mary Jean S. Jopillo for guidance and

The Grade 7 students of Casanayan national high school,

Special acknowledgement to Mr. and Mrs. Arcangel Belga,

Above all to Almighty God the source of all things, for

Introduction to the Study

Chapter I is made up of five parts, namely: (1)

Part one, Background and Theoretical Framework of the

Part two, Statement of the Problem and the Hypotheses,

Part Three, Significance of the Study, provides

Part four, Definition of terms, gives the meaning of the

Part five, Delimitation of the Study, sets the scope of

We live in a mathematical world. Whenever we decide on

Many factors prevent students from achieving

The variable relationship in the study is shown in Figure 1

Independent Variable Dependent Variable

Figure 1. Numeracy level and performance of students in

This study seek to ascertain the numeracy level of grade

1. What is the numeracy level of grade 7 students’ as an

The following hypotheses are:

1. There are no significant difference in the perceive

Significance of the Study

This study would generate information about students’

Students. The findings may be valuable to the students

Teachers. The findings of this study will give

Parents. The result of this study may give parents

Administrators. This study will be used as basis for

Future Researcher. The outcome of the study may give the

Age - the period contemporary with a person's lifetime or

 In this study, it refers to the number of years the

Educational attainment - is defined as the highest grade

 In this study, it is classified into elementary level,

Family Income - money that is earned from work, investments,

 In this study, it is classified into low (below P5,000),

Numeracy - the ability, confidence and willingness to

 In this study, it refers to ability of the students to

Performance - the action or process of carrying out or

 In this study, it refers to the way the students’ act

 It is similarly used in this study.

Delimitation of the Study

This descriptive-correlational study is conducted to

The dependent variables of this study are the students’

The factors considered in the study were male and female