Geary Chapter 1 To 5 Repaired Corrected

CONFIDENCE IN TEACHING AND STUDENTS’ CONTENT MASTERY
IN MATHEMATICS DURING PANDEMIC
Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts
in Education Major in Mathematics to the Faculty of the Graduate Studies
College of Teacher Education
Isabela State University
Cabagan, Isabela
GEARY M. GALANG
April 2022
1
APPROVAL SHEET
The thesis attached hereto entitled “CONFIDENCE IN TEACHING AND

STUDENTS’ CONTENT MASTERY IN MATHEMATICS DURING PANDEMIC”
prepared and submitted by GEARY M. GALANG, in partial fulfilment of the
requirements for the degree of MASTER OF ARTS IN EDUCATION major in
MATHEMATICS is hereby recommended for acceptance and approval.
NILDA T. AGGABAO, Ph.D.

Adviser
Accepted by the PANEL OF EXAMINEES
Approved in partial fulfilment of the requirements for the degree of MASTER OF ARTS
IN EDUCATION major in MATHEMATICS.
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BIBLIOGRAPHICAL SKETCH
The researcher is a native Cabagueno who was born on January 24, 1994 and
presently residing with his better half Joyce C. Galang at Cubag, Cabagan, Isabela. He is
the eldest of the two children of Rodolfo de Guzman Galang and Arlene Marayag Galang.
His parents knew the difficulty of not having a diploma so they were determined to work
just to send him and his sister to school.
He finished his primary education at Cubag Elementary School (now Cubag
Integrated School) as salutatorian and later went to Regional Science High School (RSHS)
of Region 02 for his secondary education. When he was in high school, he began to feel
the pressure on his studies especially knowing the capabilities of the learners of RSHS. He
just took on the pressure and graduated with a positive outlook on life overcoming the
struggles and challenges brought by the school environment. He was very lucky to
graduate in a school with a footnote of excellence.
Moreover, the researcher enrolled BS Accountancy at University of Saint Louis
Tuguegarao and unfortunately shifted to Bachelor of Secondary Education major in
Mathematics due to the mental trauma he suffered. In the first few months being an
Education student, it was also hard but with sheer determination and prayer, his wish was
granted and became both in a President‟s list and in Dean‟s list of scholars. It was a relief
on his parent‟s part because the tuition fee is free if you are included in the said list
considering that the school is a private school. The only expenses his parents were the
monthly personal expenses.
The researcher is currently affiliated to with the Department of Education Schools
Division of Isabela stationed at Alfreda Albano National High School Masipi Annex as
Teacher III.
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He used to see himself with his own family and fortunately married Joyce and they
got their beautiful daughter Lian. Despite the constraints of being a working parent, he
managed to continue his master‟s degree after his wife finished hers in 2018.
Now that he is about to finish his Master‟s degree, he can say another milestone
was achieved and at the same time, another level of endeavor awaits. Thus, the researcher
wanted to pursue Law School and enrolled it at the University of the Cagayan Valley
hoping someday, he becomes a Lawyer.
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ACKNOWLEDGMENT
The researcher is indeed blessed and precious in the eyes of God because He had
always been there with him during his struggles in accomplishing this study. He is also
delighted and inspired for the gift of the following persons who walked along with him in
his journey and who shared with his mature grasp of wisdom in his own simple way.
His deepest gratitude to Jesus Christ, the Lord and Savior, for giving him the
wisdom, strength support and knowledge in exploring things; for the guidance in helping
him surpass all the trials that he encountered and for giving him the determination to
pursue this study and to make this possible;
Dr. Nilda T. Aggabao, his adviser, whose door is always open whenever he had a
question about his study. Her guidance and knowledge helped him in writing this thesis;
Dr. Ambrose Hans G. Aggabao, Dr. Virginia B. Manguba and Dr. Boyet L. Batang,
members of the panel, for sharing their expertise in improving this study;
Dr. Jose Rosario, dean of the College of Teacher Education for his unending
support and encouragement to pursue this endeavor.
To Dr. Madelyn L. Macalling, OIC-Schools Division of Isabela, for her quick
response to the letter of request to float questionnaires within the district.
To the school heads, teachers and students of AANHS-Main, DAHS-Main and
CRNHS for their unselfish support during the conduct of this study. No amount of tribute
can be given to compensate their kindness and generosity;
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His wife, Joyce, and daughter, Lian, for their ever burning and undying love for
him;
His parents, Rodolfo and Arlene, and his sister, Karen, his in-laws, Bentijoy and
Gladys, and his Aunt Carol who worked hard and endured a lot of sacrifices so that his
dreams to have a brighter future will be realized.
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ABSTRACT
This study aimed to determine the teachers‟ level of confidence in teaching and
students‟ level of mastery on competencies in the K to 12 mathematics Curriculum at the
District of Cabagan. Specifically, the study assessed the standards or competencies in
Mathematics do the teachers find confidence and not confidence to teach, the self-reported
explanations and problems of teachers for being confident and not confident in teaching
mathematics concepts. In addition, the level of mastery of competencies in mathematics of
the students when grouped according to grade level, the least mastered competencies of
students in mathematics, the self-reported reasons or problems of students for the least
mastered competencies in mathematics and the levels of cognition of competencies
(remembering, understanding, applying, analyzing, evaluating and creating) of students in
mathematics were also investigated.
There were 88 student respondents and 26 teachers involved in the study. Suitable
questionnaires via Google forms were used to gather data and pieces of information to
achieve the objectives of the study. A four-point scale was used to measure the level of
confidence of teachers in teaching the standards or competencies. Grade 7 and 10 teachers
are highly confident while the general mathematics teachers are moderately confident in
teaching the subject. Overall, the Secondary Mathematics teachers in Cabagan District
were moderately confident in teaching the Mathematics during the pandemic. The mastery
level of grade 7, grade 10 and general mathematics learners is at “average mastery”. Thus
the level of mastery of competencies of the mathematics students is at average mastery.
The least mastered competencies in Mathematics 7 includes representation of the
absolute value of a number on a number line, describing principal roots and tells whether
they are rational or irrational, illustration of the different subsets of real numbers,
multiplication and division of polynomials and finding the solution of linear equation or
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inequality in one variable. The least mastered competencies in Mathematics 10 were
deriving inductively the relations among chords, arcs, central angles and inscribed angles,
proving theorems related to chords, arcs, central angles and inscribed angles, illustrating
the center-radius form of the equation of a circle and determining the center and radius of
a circle given its equation and vice versa. The least mastered competencies in General
Mathematics includes solving problems involving functions, representing real-life
situations using exponential functions, solving exponential equations and inequalities,
finding the domain and range of an exponential function and determining the intercepts,
zeroes and asymptotes of an exponential function. Students‟ level of cognition is at
Understanding stage with a mean percentage of 61.31%. This was interpreted as 61.31% of
the students understand the competencies in mathematics.
Results of this study clearly point out that the main reason why teachers‟ confidence
level is at “Moderate Confidence” is their lack (little) interest in teaching due to this
pandemic period. The main reason why the students‟ level of mastery is at “average
mastery” is their difficulty in understanding Math problems.
With the results of this study, teachers should devise other ways to communicate to
their students using the various online digital tools no matter how hard it is to reach the
learners. Also, attending seminars regarding Educational Technology Tools, either
conducted by the Department of Education or not, is one of the key elements in mitigating
the least mastered competencies in Mathematics. Teachers should boost more their passion
in teaching in the new normal because the learners are still dependent to their teachers
especially face-to-face classes are prohibited. Constant monitoring for teachers is also a
factor for the students not hesitant to reach to them for clarifications regarding their topics
and for the teachers to create learning interventions for the students to cope with the
lessons.
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CHAPTER I
INTRODUCTION
Background of the Study
Teaching and understanding Mathematics is a significant concern in any
educational system. Largish efforts are made by various researchers to find out the causes
of students‟ performance in the subject. Despite every one of these endeavors, issues still
endure. The study aimed to find out the self-reported explanations of teachers for having
and not having confidence in teaching and for students‟ least mastered competencies in
mathematics. Lastly, it sought to find out the level of cognition of competencies of
students in mathematics.
The study was conducted within the three main public schools in Cabagan namely:
Delfin Albano High School, Alfreda Albano National High School, and Cabagan Riverside
National high School.
With regards to mathematics education specifically, there were concerns that learning
mathematics away from the school environment may undermine inquiry based approaches
to learning mathematics in several ways. First, as noted by Sullivan et al. (2020), explicit
explanations followed by repeated practice are conducive to the use of video technology,
specifically instructional videos that can be prepared in advance and shared through a web
link. By contrast, inquiry-based approaches to learning mathematics require student-
centered, mathematically rigorous discussions that are built around students‟ experiences
of working on tasks. Such post-task discussions provide teachers with opportunities to
highlight connections between mathematical ideas that emerge (Stein, Engle, Smith, &
Hughes, 2008), as well as opportunities for students to learn from one another‟s strategies
(Russo & Hopkins, 2017). Such a discourse intensive approach to learning mathematics is
9
likely to be dependent on synchronous in-class facilitation. Second, teachers may either
anticipate or respond to (potential) negative attitudes towards mathematics and
mathematics learning held by some adults in the home environment, and therefore be less
willing to pursue tasks that are open-ended, involve students taking risks, and/ or having to
navigate the “zone of confusion” (Clarke, Roche, Cheeseman, & have received recent
empirical support. Specifically, Russo, Bobis, Downton, Livy, and Sullivan (2021) found
that primary teachers who had participated in a professional learning program focused on
inquiry-based approaches to learning mathematics tended to be reluctant to allow
productive struggle in remote learning settings. The two main reasons given for this
reluctance were the absence of a teacher-facilitated, synchronous, learning environment
and parents‟ negative attitudes towards struggle when learning mathematics. As previously
mentioned, students from disadvantaged backgrounds are likely to be more at risk of
falling behind during remote learning. Results from PISA in 2018 (Thomson, 2020)
compared the home learning environments of low and high socioeconomic status (SES)
15-year-olds in Australia. While 88% of 15- year-olds reported having a quiet place to
study at home, this varied from 78% for low SES to 96% for advantaged students.
Similarly, 84% of disadvantaged students reported they had a computer at home to use for
schoolwork as compared to 99% for advantaged students. These data did not take into
account whether parents and siblings were now working or studying at home, and
therefore putting extra strain on students and families to negotiate access to potentially
limited devices in the home. Further, parent beliefs and values around the use of
technology at home, or students‟ „screen time‟, may add to the complexity of access to
devices.
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Statement of the Problem
This study was conducted to find out the teachers‟ level of confidence in teaching
and students‟ level of mastery on competencies in the K to 12 mathematics Curriculum at
the District of Cabagan. Specifically, it sought to answer the following:
1. What standards or competencies in Mathematics do the teachers find
confidence and not confidence to teach?
2. What are self-reported explanations and problems of teachers for being
confident and not confident in teaching mathematics concepts/topics?
3. What is the level of mastery of competencies in mathematics of the students
when grouped according to grade level:
a. Grade 7 Mathematics
b. Grade 10 Mathematics
c. General Mathematics
4. What are the least mastered competencies of students in mathematics?

5. What are self-reported reasons or problems of students for the least mastered
competencies in mathematics?
6. What are the levels of cognition of competencies of students in mathematics?
6.1 Remembering
6.2 Understanding
6.3 Applying
6.4 Analyzing
6.5 Evaluating
6.6 Creating
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Significance of the Study
The findings of this study will be beneficial to teachers most especially to
Mathematics teachers, school administrators and principals and curriculum developers.
The findings about the least mastered concepts/topics in mathematics of students
will enlighten teachers on what interventions will they consider in planning of instruction
to unlock the difficulties of students. It will also help the teachers and curriculum
developers to create an intervention material to address the needs of teachers and students.
School administrators and principals can gain insights as to what trainings and
standard operating procedures should be provided to teachers for proper implementation of
the curriculum particularly on identifying appropriate teaching procedure for the least
mastered competency. The findings can also be used as a platform to enhance teachers‟
confidence level in teaching and to address their self-reported reasons for not being
confident in teaching. Students can find essential feedback and information as regards their
competency level, which could provide guidance and direction on better mathematical
thinking ability and for a more improved competence. The findings of this study will also
benefit the teachers, the students, and the schools. Teachers may apply the recommended
approach derived from the findings of the study in improving their teaching pedagogies. In
turn, students' online mathematics self-concept may be improved and students'
mathematics learning may be achieved. Consequently, students' attrition to mathematics
online learning courses may be lessened.
Lastly, the findings of the study could provide meaningful data useful for other
research enthusiasts. Hopefully, more replicate studies along this line of concern can be
done to further ascertain the best practices in teaching Mathematics.
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Scope and Delimitation
This study focused on determining the students‟ level of mastery of learning
competencies in Mathematics and the teachers‟ confidence level in teaching these
competencies as well as to the teachers‟ explanations and problems for being confident or
not in teaching and to the students‟ least mastered competencies. More so, it will seek to
find out the reason why learners find some competencies difficult to master. Also, it
sought to find out the students‟ level of cognition of competencies.
The study was conducted within the three main public schools in Cabagan namely:
Delfin Albano High School, Alfreda Albano National High School, and Cabagan Riverside
National high School. The topics in Mathematics 7 and 10 covered in this study were the
first and second quarter lessons of the school year 2020-2021. For the Grade 11 Students
were the topics covered during the first semester of school year 2020-2021.
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CHAPTER II
REVIEW OF RELATED LITERATURE
The main purpose of this chapter is to provide the literature relevant to the present
study. For this purpose, the chapter begins with the discussion of legal bases, followed by
related literature and studies, which give a broader insight and background of the study.
Mathematics Competency
At the most general level, competency in mathematics is characterized both in
terms of content (what mathematics students should know) and process (how students
should go about doing and understanding mathematics). This distinction is reflected in the
organization of the document Principles and Standards for School Mathematics (National
Council of Teachers of Mathematics [NCTM], 2000), which includes both content
standards and process standards for students of mathematics in K-12. The standards are
grounded in research and have a long history of development and revision (the original
version, Curriculum and Evaluation Standards for School Mathematics, was released in
1989). The content standards include (a) numbers and operations, (b) algebra, (c) geometry
and measurement, and (d) data analysis and probability; the process standards include (a)
problem solving, (b) reasoning and proof, (c) communication, (d) connections, and (e)
representation. All of these standards are central to the study and practice of mathematics,
and all have been the subject of research (though different sources use different
terminology, and some areas have been much more heavily researched than others). The
purpose of this section is to summarize cognitive psychology and mathematics education
research findings on both the content and process aspects of mathematical competency.
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Problems Encountered by Teachers in teaching Mathematics
Problems in Math are the problems that arise from a large portion of Science and
other sciences, that the problems in education are usually the outcome of the ever-
changing needs of the society. Teachers are the first people who can identify the problems
that are arising inside the classroom because they have direct contact to the students.
Science and Mathematics teachers have the same sentiments regarding the students‟
attitude to the said subjects. These subjects are regarded as difficult and require a lot from
the students.
The following are the various problems/ worries of teachers in teaching
Mathematics according to Roxas (2018);
1. The students‟ knowledge on the previous grade level Teachers will face difficulty if the
students do not have the prerequisite knowledge on the previous level they had because
that will serve as the foundation of learning to the current setting of the teaching-
learning process. Teachers cannot teach algebra if the students did not master the four
fundamental operations in Mathematics.
2. The students do not see the relevance of Mathematics to their day-to-day living. Failure
to connect Mathematics to life may create big impact to the students‟ motivation to
learn numbers. Teachers must make a way to encourage the students to realize the
importance of math to human life.
3. Students who are blocking or refusing to learn Math; students who struggle a lot from a
difficult subject may have the tendency to accept the fact that they are just no good in
Mathematics and block the subject right away. Teachers may help the students by
giving activities that may boost the confidence of the students.
4. Frequent absences of the students from the class is one of the perennial problems in
education which really needs a serious attention. Students who are afraid of the subject
15
will be unmotivated to attend the class, thinking that they are stupid because they
cannot grasp what the teachers are teaching. Teachers must work hand in hand with the
parents to encourage their children to attend their classes and tell them that is not how
fast they learn but what they learned from the school.
5. Students have different learning abilities and teachers may design lesson plans with
different strategies and techniques suited to the learning styles of the students to address
this concern. Teachers may utilize different approach that will cater diverse learners.
Furthermore, teachers may utilize different approach that will cater diverse learners.
Teachers‟ collaboration is a great help to address some problems encountered in teaching
Mathematics. Their experiences and expertise on different problems may help each other
to encourage students to love Mathematics. Thus, teachers’ collaboration is a great help to
address some problems encountered in teaching Mathematics.
Problems Encountered by Students in learning Mathematics
The following are the problems and difficulties encountered by students towards
mastering learning competencies in mathematics according to the study conducted by
Ganal (2014);
1. Most of the respondents encountered personal problems relating to money, lack
of interest, negative attitude, poor study habits, and homesickness. Only few have
problems on involvement in school activities, not creative, having poor grammar and not
being resourceful.
2. In general, the emotional problems encountered are stress, low self-esteem, and
poor relationship with family, classmates and board mates.
3. Generally, the teachers have overlooked the implementation of the principles of
teaching and learning.
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4. The problems and difficulties with school adjustment relate to adjustment to
college life such as inability to do tasks well and poor relationship with school personnel
and board mates.
5. The problems with regard to adjusting to classmates and board mates are
acceptance, winning the esteem, confidence and respect, and insecurity with other
classmates or board mates.
6. With regard to problems arising from over-extended schedule/workloads for
practice in different competitions, the problems relate to many academic and non-
academic tasks, projects, and home/family responsibilities.
7. There is a need to prepare a program of activities to insure an organized and
systematic participation of students to help them manage the problems and difficulties
encountered in Mathematics.
Mathematics Performance in the Philippines
The K to 12 education program in the Philippines addresses the defects of the
country basic education curriculum. As claimed by the proponent of the K12 program, the
curriculum is seamless, ensuring the smooth transition between grade levels and
continuum of competencies. It is also relevant and responsive, enriched and learner-
centered curriculum (SEAMEO INNOTECH, 2012). There was a total of more than a little
more than one million students in grade 11, (first year in SHS). Around 60.6% were
enrolled in the academic track while only 39% were in tech-voc curriculum and less than
0.5% chosen the sports, arts and design curriculum (DepEd).
According to results of the Program for International Student Assessment (Pisa) by
the Organization for Economic Cooperation and Development (OECD), Filipinos fared
worst among 79 countries in reading literacy and second lowest in both mathematical and
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scientific literacy.
The Philippines participated what was essentially an educational achievement test through
Pisa for the first time in 2018. The assessment is administered to 600,000 15-year-old
students from participating countries in a two-hour computer-based test. It is conducted in
the countries‟ medium of instruction, which, for the Philippines, is English.
The country‟s average score in math was 353 compared to the global average of
489, and was the second lowest score in the subject. The score was at par with Panama and
only higher than the Dominican Republic.
Chinese students topped the assessment with a score of 555 in reading, 591 in
math, and 590 in science.
Of the nine other partners of the Philippines in the Association of Southeast Asian
Nations (Asean), Singapore scored the highest, placing second place with 549 points in
reading, 569 in math, and 551 in science. Indonesia ranked 74, just a few rungs above the
Philippines.
The DepEd recently pivoted its policy focus from raising enrollment numbers to
improving the quality of education with its nationwide “Sulong Edukalidad” campaign.
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Conceptual Framework
Teaching mathematics is not an easy task and so with learning it. Today, the whole
world is suffering from a pandemic thus teaching and learning mathematics in the era of
Covid-19 will be more challenging. It required Deped officials to restructure the learning
competencies and they arrived with what they called the “Most Essential Learning
Competencies”. The Deped experts literally sliced-off a big chunk (of about 40%) of the
learning competencies thus making it less congested.
The challenge for teachers nowadays is the approach on how to teach during the pandemic.
The objective of this study is to determine whether the teachers‟ confidence in teaching
will affect learners‟ mastery of competencies in mathematics or not. In addition, the
underlying objectives will be the self-reported explanations of teachers for being confident
and not confident to teach and for the students‟ mastery of the topics/concepts. The level
of cognition of the students will also be determined according to the revised Blooms‟
Taxonomy of objectives.
Research Paradigm
Figure 1
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Definition of Terms
The following terms are defined in the light of the present study.
Least Mastered Competencies - refer to knowledge and skills acquired by the students as
indicated by average percent score of least mastered concepts in mathematics
Teachers’ confidence in teaching - refers to their confidence in teaching as
indicated/measured by the average percent rating on competencies they find difficulty in
delivery of instruction in mathematics.
Students’ mastery level of competencies – refer to content mastery of students as
indicated by their average score in the researcher-made achievement test.
Level of cognition of the students – refers to the cognitive level of the students in terms
of remembering, understanding, applying, analyzing, evaluating and creating.
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CHAPTER III
METHODOLOGY
This chapter presents the research methodology that will be employed in this study.
It will describe the research design, samples, instruments, data analysis, and statistical
treatment of data.
Research Design
This study made use of the descriptive –survey research design to determine the
current status of students‟ content mastery and the level of teachers‟ confidence in teaching
during pandemic.
The researcher gathered data through a digital-based method of asynchronous data
collection. The researcher used a digitized survey tool using social media as a platform of
communication during this pandemic. The tools consisted of self-administered
questionnaire for teachers and achievement tests for students as regards to mastery of
learning competencies and least mastered competencies.
Sources of Data
The respondents in this study were the randomly selected grade 7, grade 10 and
general mathematics teachers and students from the secondary schools in Cabagan,
namely: Delfin Albano High School-Main, Cabagan Riverside National High School
(Delfin Albano High School-San Juan Annex), and Alfreda Albano National High School-
Main, enrolled during School Year 2020-2021. The students were randomly selected
wherein the researcher administered the questionnaires through a letter to the principal
down to the advisers. Unfortunately due to the current situation, the respondents were
selected through the random response of the students.
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The following are the tables of distribution of teacher and student respondents in
each school.
Table 1: Distribution of Learner Respondents
LEARNER RESPONDENTS GRADE 7 GRADE 10 GRADE 11 TOTAL

AANHS 4 30 9 43
CRNHS 18 4 2 24
DAHS 5 7 9 21
TOTAL 27 41 20 88
Table 2: Distribution of Teacher Respondents
TEACHER RESPONDENTS GRADE 7 GRADE 10 GRADE 11 TOTAL

AANHS 3 3 3 9
CRNHS 2 3 2 7
DAHS 2 2 5 9
TOTAL 7 8 10 25
Research Instrument
A researcher-made questionnaires were employed to determine the following: (a)
concepts/topics that teachers find confident and not confident to teach; (b) self-reported
explanations of students for their least mastered competencies in mathematics and (c)
teachers‟ self-reported explanations for them having or not having confidence to teach
these competencies in mathematics. Item-analysis procedure is meant for identifying the
strengths and difficulties of learners. Also, the questionnaires were checked and validated
by some Mathematics Master teachers in Cabagan District. The researcher also conducted
the test retest reliability of the questionnaires particularly using the one tailed t-test. The
results in the p-values of the different grade levels were statistically insignificant, meaning
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the difference of the two scores were too small; 1. Grade 7 = 0.36, Grade 10 = 0.27 and
Grade 11= 0.27 which are all greater than the 0.05 level of significant difference.
Data Gathering Procedure
Permission sought from the school heads of the three target schools to float
questionnaires online using google forms- an online survey platform. The researcher
conducted an online video orientation with the teacher respondents and the student
respondents to ensure the reliability of the data gathered. To ensure the full cooperation
and complete attendance of the student respondents, the researcher administered the
questionnaires during major examinations. Based on the objectives of the lessons indicated
in the curriculum guide issued by the Department of Education, the researcher will
personally formulate the questionnaire to be answered by both the teachers and students.
The Math coordinator and two teachers of Mathematics validated this. Questionnaires will
be collected, verified, collated after which the information and data contained in the said
questionnaires will be tabulated for analysis and interpretation.
Data Analysis
The data were analyzed using frequency, mean and percentage distribution, to determine
the level of confidence of teachers in teaching mathematics as well as to the self-reported
explanations of both teacher and student respondents on how they teach and master the
competencies respectively. Item analysis was used to determine the least mastered learning
competencies of the students.
Moreover, the level of mastery of competencies of the students will be determined
using a five-point scale.
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Percentage Description
81-100 Very high mastery
61-80 High mastery
41-60 Average mastery
21-40 Low mastery
0-20 Very low mastery
Likewise, a four-point scale were used to measure the level of confidence of
teachers in teaching the standards or competencies.
Scale Mean Range Description
3 2.25 – 3.00 High Confidence
2 1.50 – 2.24 Moderate Confidence
1 0.75 – 1.49 Slight Confidence
0 0.00 – 0.74 No Confidence
In addition, frequency counts were used to measure the level of cognition of
students in mathematics: remembering, understanding, applying, analyzing, evaluating and
creating. Self-reported explanations and problems for being confident and not confident of
teacher respondents were collected and analyzed based on the response given by the
teachers.
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CHAPTER IV
RESULTS AND DISCUSSION
This chapter presents the results, findings, discussions and interpretation of data
gathered.
Likewise, a four-point scale was used to measure the level of confidence of
teachers in teaching the standards or competencies.
Table 1.0: Weighted Mean on the Level of Confidence of Grade 7 teachers in teaching
the competencies in Mathematics
The teachers were assessed on their level of confidence in teaching the various
competencies in mathematics 7 during the first and second quarter of the school year 2020-
2021.
LEARNING COMPETENCY MEAN RATING DESCRIPTION
1. Illustrates well-defined sets, subsets, universal 2.43

sets, null set, cardinality of sets, union and
intersection of sets and the different of two sets HIGH CONFIDENCE
2. Solves problems involving sets with the use of 2.14 MODERATE
Venn Diagram. CONFIDENCE
3. Represents the absolute value of a number on a 2.43
number line as the distance of a number from 0. HIGH CONFIDENCE
2.57
4. performs fundamental operations on integers. HIGH CONFIDENCE
5. illustrates the different properties of operations 2.57
on the set of integers. HIGH CONFIDENCE
6. expresses rational numbers from fraction form to 2.86
decimal form and vice versa. HIGH CONFIDENCE
2.57
7. performs operations on rational numbers HIGH CONFIDENCE
25
8. describes principal roots and tells whether they 2.71
are rational or irrational. HIGH CONFIDENCE
9. determines between what two integers the 2.57
square root of a number is. HIGH CONFIDENCE
10. estimates the square root of a whole number to 2.43
the nearest hundredth. HIGH CONFIDENCE
11. plots irrational numbers (up to square roots) on 1.86 MODERATE
a number line CONFIDENCE
2.14 MODERATE
12. illustrates the different subsets of real numbers. CONFIDENCE
13. arranges real numbers in increasing or 2.29
decreasing order and on a number line. HIGH CONFIDENCE
14. writes numbers in scientific notation and vice 2.71
versa. HIGH CONFIDENCE
15. represents real-life situations and solves 1.43
problems involving real numbers. SLIGHT CONFIDENCE
16. approximates the measures of quantities 2.57
particularly length , weight/mass, volume, time,
angle and temperature and rate. HIGH CONFIDENCE
17. converts measurements from one unit another 2.57
in both Metric and English systems. HIGH CONFIDENCE
18. solves problems involving conversion of units 1.86 MODERATE
ofmeasurement. CONFIDENCE
19. translates English phrases to mathematical 2.29
phrases an English sentences to mathematics
sentences, and vice versa. HIGH CONFIDENCE
20. Illustrates and differentiates related terms in

algebra:a. where is a positive integer b.
constants and variables c. literal 2.43
coefficients and numerical coefficients d.
algebraic expressions, terms and polynomials
e. number of terms, degree of the term and degree
of the polynomial. HIGH CONFIDENCE
21. evaluates algebraic expressions for given 2.43
values of the variables HIGH CONFIDENCE
22. evaluates algebraic expressions for given 2.43
values of the variables HIGH CONFIDENCE
2.00 MODERATE
23. derives the laws of exponent. CONFIDENCE
2.29
24. multiplies and divides polynomials. HIGH CONFIDENCE
25. uses models and algebraic methods to find the:
(a) product of two binomials; (b) product of the sum 2.43
and difference of two terms; (c) square of a
binomial; (d) cube of a binomial;(e) product of a
binomial and a trinomial. HIGH CONFIDENCE
26. solves problems involving algebraic 1.86 MODERATE
expressions. CONFIDENCE
27. differentiates algebraic expressions, equations 2.14 MODERATE
and inequalities. CONFIDENCE
28. illustrates linear equation and inequality in one 2.14 MODERATE
variable. CONFIDENCE
29. finds the solution of linear equation or inequality 1.86 MODERATE
in one variable. CONFIDENCE
26
30. solves linear equation or inequality in one 1.71
variable involving absolute value by: (a) graphing; MODERATE
and (b) algebraic methods. CONFIDENCE
31. solves problems involving equations and 1.71 MODERATE
inequalities in one variable CONFIDENCE
2.27
OVERALL RATING MEAN HIGH CONFIDENCE
Table 1.0 shows the weighted mean on the level of confidence of seven grade 7
teachers in teaching the competencies in Mathematics. Based on the results, the teachers
had high confidence in teaching the competencies in mathematics 7 with an overall rating
mean of 2.27. Learning competency number 6 has the highest mean rating with 2.857 out
of 3 while learning competency number 12 has the lowest mean rating of 2.142.
Specifically, expressing rational numbers from fraction form to decimal form and vice
versa had the highest confidence level taught by teachers and the lowest mean rating with a
description still of moderate confidence is on illustrating the different subsets of real
numbers.
Table 1.1: Weighted Mean on the Level of Confidence of Grade 10 teachers in

teaching the competencies in Mathematics
competencies in mathematics 10 during the first and second quarter of the school year
2020-2021.
LEARNING COMPETENCY MEAN DESCRIPTION
1. generates patterns. 2.50 HIGH CONFIDENCE
2. illustrates an arithmetic sequence 2.50 HIGH CONFIDENCE
3. determines arithmetic means and nth term of an

arithmetic sequence.*** 2.38 HIGH CONFIDENCE
27
4. illustrates a geometric sequence. 2.38 HIGH CONFIDENCE
5. differentiates a geometric sequence from an arithmetic

sequence. 2.38 HIGH CONFIDENCE
6. determines geometric means, nth term of a geometric
sequence and sum of the terms of a given finite or infinite
geometric sequence 2.50 HIGH CONFIDENCE
7. solves problems involving sequences. 2.50 HIGH CONFIDENCE
8. performs division of polynomials using long division and

synthetic division. 2.50 HIGH CONFIDENCE
9. proves the Remainder Theorem, Factor Theorem and

the Rational Root Theorem. 2.25 HIGH CONFIDENCE
10. factors polynomials. 2.25 HIGH CONFIDENCE
11. illustrates polynomial equations. 2.25 HIGH CONFIDENCE
12. solves problems involving polynomials and polynomial

equations. 2.25 HIGH CONFIDENCE
13. illustrates polynomial functions. 2.38 HIGH CONFIDENCE
14. understand, describe and interpret the graphs

polynomial functions. 2.25 HIGH CONFIDENCE
15. solves problems involving polynomial functions. 2.38 HIGH CONFIDENCE
16. derives inductively the relations among chords, arcs,

central angles, and inscribed angles. 2.00 MODERATE CONFIDENCE
16. derives inductively the relations among chords, arcs,

central angles, and inscribed angles. 2.25 HIGH CONFIDENCE
17. proves theorems related to chords, arcs, central

angles, and inscribed angles. 2.25 HIGH CONFIDENCE
18. illustrates secants, tangents, segments, and sectors of

a circle. 2.13 MODERATE CONFIDENCE
18. illustrates secants, tangents, segments, and sectors of

a circle. 2.63 HIGH CONFIDENCE
28
19. proves theorems on secants, tangents, and segments. 2.50 HIGH CONFIDENCE
20. solves problems on circles. 2.25 HIGH CONFIDENCE
21. applies the distance formula to prove some geometric

properties. 2.25 HIGH CONFIDENCE
22. illustrates the center-radius form of the equation of a

circle. 2.13 MODERATE CONFIDENCE
23. determines the center and radius of a circle given its

equation and vice versa. 2.13 MODERATE CONFIDENCE
24. graphs and solves problems involving circles and other

geometric figures on the coordinate plane. 2.13 MODERATE CONFIDENCE
OVERALL MEAN 2.32 HIGH CONFIDENCE
Table 1.2 shows the weighted mean on the level of confidence of Eight grade 10
teachers in teaching the competencies in Mathematics. The results showed that the teachers
had high confidence in teaching the competencies in mathematics 10 with an overall rating
mean 2.32. Learning competency number 18 has the highest mean rating with 2.63 out of 3
while learning competency number 16 had the lowest mean rating of 2.0. Specifically,
illustrating secants, tangents, segments and sectors of a circle had the highest confidence
level taught by teachers while the lowest mean rating with a description of moderate
confidence is on deriving inductively the relations among chords, arcs, central angles and
inscribed angles.
Table 1.3: Weighted Mean on the Level of Confidence of General Mathematics

teachers in teaching the competencies in Mathematics
competencies in General Mathematics subject during the first and second quarter of the
school year 2020-2021.
29
LEARNING COMPETENCY MEAN DESCRIPTION
1. represents real-life situations using functions, MODERATE
including piece-wise functions. 1.73 CONFIDENCE
MODERATE
2. evaluates a function. 2.00 CONFIDENCE
3. performs addition, subtraction, multiplication, division, MODERATE
and composition of functions 2.09 CONFIDENCE
MODERATE
4. solves problems involving functions. 2.00 CONFIDENCE
MODERATE
5. Represents real-life situations using rational functions 1.73 CONFIDENCE
6. distinguishes rational function, rational equation, and MODERATE
rational inequality. 2.18 CONFIDENCE
MODERATE
7. solves rational equations and inequalities 2.00 CONFIDENCE
8. represents a rational function through its: (a) table of MODERATE
values, (b) graph, and (c) equation. 2.09 CONFIDENCE
MODERATE
9. finds the domain and range of a rational function. 2.18 CONFIDENCE
10. determines the: (a) intercepts; (b) zeroes; and (c) MODERATE
asymptotes of rational functions 2.00 CONFIDENCE
11. solves problems involving rational functions, MODERATE
equations, and inequalities. 2.00 CONFIDENCE
12. represents real-life situations using one-to one MODERATE
functions. 1.91 CONFIDENCE
MODERATE
13. determines the inverse of a one-to-one function. 2.18 CONFIDENCE
14. represents an inverse function through its: (a) tableof MODERATE
values, and (b) graph. 1.91 CONFIDENCE
MODERATE
15. finds the domain and range of an inverse function. 2.00 CONFIDENCE
MODERATE
16. solves problems involving inverse functions 1.73 CONFIDENCE
17. represents real-life situations using MODERATE
exponentialfunctions. 1.64 CONFIDENCE
18. distinguishes between exponential
function,exponential equation, and exponential MODERATE
inequality. 2.00 CONFIDENCE
MODERATE
19. solves exponential equations and inequalities 2.00 CONFIDENCE
20. represents an exponential function through its: MODERATE
(a)table of values, (b) graph, and (c) equation. 1.91 CONFIDENCE
21. finds the domain and range of an MODERATE
exponentialfunction. 2.09 CONFIDENCE
22. determines the intercepts, zeroes, and asymptotes of MODERATE
anexponential function. 2.00 CONFIDENCE
23. solves problems involving exponential MODERATE
functions,equations, and inequalities. 1.91 CONFIDENCE
24. represents real-life situations using HIGH
logarithmicfunctions. 2.27 CONFIDENCE
25. distinguishes logarithmic function, MODERATE
logarithmicequation, and logarithmic inequality 2.18 CONFIDENCE
30
MODERATE
26. solves logarithmic equations and inequalities. 2.09 CONFIDENCE
27. represents a logarithmic function through its: (a)table MODERATE
of values, (b) graph, and (c) equation. 2.18 CONFIDENCE
MODERATE
28. finds the domain and range of a logarithmic function 1.91 CONFIDENCE
29. determines the intercepts, zeroes, and asymptotes MODERATE
oflogarithmic functions. 2.09 CONFIDENCE
30. solves problems involving logarithmic MODERATE
functions,equations, and inequalities. 1.64 CONFIDENCE
MODERATE
OVERALL MEAN 1.99 CONFIDENCE
Table 1.2 shows the general weighted mean on the level of confidence of Eleven
(11) General Mathematics teachers in teaching the competencies in Mathematics. The
results showed that the teachers had moderate confidence in teaching the competencies in
General mathematics with an overall rating mean 1.99. Learning competency number 24
has the highest mean rating with 2.27 out of 3 while learning competency number 17 had
the lowest mean rating of 1.64. Specifically, representing real-life situations using
logarithmic functions while the competency that had the lowest mean rating is on
representing real-life situations using exponential functions.
Table 2.0: FREQUENCY AND PERCENTAGE DISTRIBUTION OF CONFIDENCE LEVEL OF
GRADE 7 MATHEMATICS TEACHERS
DESCRIPTION NUMBER OF TEACHERS PERCENTAGE (%)

NO CONFIDENCE 0 0.00
SLIGHT CONFIDENCE 2 28.57
MODERATE CONFIDENCE 0 0.00
HIGH CONFIDENCE 5 71.43
TOTAL 7 100.00
Table 2.0 refers to the frequency and percentage distribution of confidence level of
Grade 7 Mathematics teachers. It showed that five out of seven teacher respondents or over
71% of the teachers were highly confident in teaching the competencies in the said subject.
31
GRADE 10 MATHEMATICS TEACHERS
NUMBER OF
PERCENTAGE (%)
DESCRIPTION TEACHERS
MODERATE
5 62.50
CONFIDENCE
TOTAL 8 100.00
Table 2.1 shows the frequency and percentage distribution of confidence level of
Grade 10 Mathematics teachers. It showed that five out of eight teacher respondents or
over 62% of the teachers were moderately confident in teaching the competencies in
Mathematics 10. Only 37% were saying they are highly confident in doing so.

GENERAL MATHEMATICS TEACHERS
DESCRIPTION NUMBER OF TEACHERS PERCENTAGE (%)

MODERATE CONFIDENCE 4 36.36
TOTAL 11 100.00
Table 2.2 shows the frequency and percentage distribution of confidence level of
General Mathematics teachers. It showed that four (4) out of 11 teacher respondents or
over 36% of the teachers were highly confident in teaching the competencies in general
mathematics. 36% of the teachers were saying that they are moderately confident and only
3 out of 11 or just above 27% were saying they are slightly confident in teaching general
mathematics.
32
Table 2.3: CONFIDENCE LEVEL OF TEACHERS IN TEACHING MATHEMATICS
TEACHERS MEAN RATING DESCRIPTION

Grade 7 2.271889401 HIGH CONFIDENCE
Grade 10 2.317307692 HIGH CONFIDENCE
General Mathematics 1.987878788 MODERATE CONFIDENCE
Overall Mean 2.192358627 MODERATE CONFIDENCE
Table 2.3 reflects the confidence level of teachers in teaching mathematics. Grade 7 and 10
teachers are highly confident while the general mathematics teachers are moderately
confident in teaching the subject. Overall, the Secondary Mathematics teachers in Cabagan
District were moderately confident in teaching the Mathematics during a pandemic.
The level of mastery of competencies of the students was determined using a five-point
scale.
Percentage Description
81-100 Very high mastery
61-80 High mastery
41-60 Average mastery
21-40 Low mastery
0-20 Very low mastery
33
Figure 1: Points Distribution of 27 Grade 7 Learners in a 31-item test in Mathematics
Figure 1 shows the points distribution of the 27 grade 7 learners who responded in the 31-
item test in mathematics. As a result, the highest score is 28 points out of 31 and the lowest
score is four. The average score of learners is 15.89 out of 31 points, which is 51.25% in
percentage and falls on the description of average mastery as the level of mastery of
competencies.
Figure 2: Points Distribution of 41 Grade 10 Learners in a 24-item test in

Mathematics
Figure 2 shows the points distribution of the 41 grade 10 learners who responded in the 24-
item test in mathematics. As a result, the highest score is 23 points out of 24 points and the
lowest score is 10 out of 24. The average score of learners is 13.39 out of 24 points, which
is 55.79% in percentage and falls on the description of average mastery as the level of
mastery of competencies.
34
Figure 3: Points Distribution of 20 General Mathematics Learners in a 30-item test in
Mathematics
Figure 2 shows the points distribution of the 20 general mathematics learners who
responded in the 30-item test in mathematics. As a result, the highest score is 23 points out
of 30 points and the lowest score is 5 out of 30. The average score of learners is 13.25 out
of 30 points, which is 44.17% and falls on the description of average mastery as the level
of mastery of competencies.
35
Table 3.0: Scores and Mastery Level of Competencies of 27 Grade 7 Learners in a
31-item test in Mathematics
DESCRIPTION
LEARNER SCORE PERCENTAGE (%)
(MASTERY LEVEL)
1 25 80.65 HIGH MASTERY

2 9 29.03 LOW MASTERY
5 17 54.84 AVERAGE MASTERY
13 4 12.90 VERY LOW MASTERY
14 28 90.32 VERY HIGH MASTERY
AVERAGE PERCENTAGE 51.25 AVERAGE MASTERY
The table above reflects the individual scores and mastery level of the 27 grade
seven learners who took the 31-item test in mathematics. It appears that the average
percentage of the respondents is 51.25%, which is labeled as average mastery. There were
two learners who had very high mastery level; eight learners who had high mastery; nine
36
students who had average mastery; seven learners who had low mastery level; and only
one learner had very low master level.
Table 3.1 Scores and Mastery Level of Competencies of 41 Grade 10 Learners in a

24-item test in Mathematics
DESCRIPTION
(MASTERY LEVEL)

37
The table above reflects the individual scores and mastery level of the 41 grade 10
learners who took the 24-item test in mathematics. It appears that the average percentage
of the respondents is 55.79%, which is labeled as average mastery. There were 4 learners
who had very high mastery level; nine learners who had high mastery; 21 students who
had average mastery; five learners who had low mastery level; and only two learners had
very low master level.
Table 3.2: Scores and Mastery Level of Competencies of 20 General Mathematics

Learners in a 30-item test in Mathematics
DESCRIPTION
(MASTERY LEVEL)

38
The table above reflects the individual scores and mastery level of the 20 General
Mathematics learners who took the 30-item test in mathematics. It appears that the average
percentage of the respondents is 44.17%, which is labeled as average mastery. No learner
had very high mastery level; six learners who had high mastery; three students who had
average mastery; eight learners who had low mastery level; and only three learners had
very low master level.
On the Least Mastered Competencies in Mathematics
Through a thorough evaluation and item analyses, the following results on least
mastered competencies were obtained:
1. The least mastered competencies in Mathematics 7 includes representation of the
absolute value of a number on a number line as the distance of a number from 0
(learning competency 3), describing principal roots and tells whether they are
rational or irrational (learning competency 8), illustration of the different subsets of
real numbers, multiplication and division of polynomials (learning competency 24)
and finding the solution of linear equation or inequality in one variable (learning
competency 29)
2. The least mastered competencies in Mathematics 10 were deriving inductively the
relations among chords, arcs, central angles and inscribed angles, proving theorems
related to chords, arcs, central angles and inscribed angles, illustrating the center-
39
radius form of the equation of a circle and determining the center and radius of a
circle given its equation and vice versa.
3. The least mastered competencies in General Mathematics includes solving
problems involving functions, representing real-life situations using exponential
functions, solving exponential equations and inequalities, finding the domain and
range of an exponential function and determining the intercepts, zeroes and
asymptotes of an exponential function.
Table 4.0: Learners’ level of mastery of competencies
LEARNERS MEAN PERCENTAGE RATING (%) DESCRIPTION

Grade 7 51.25 AVERAGE MASTERY
Grade 10 55.79268293 AVERAGE MASTERY
General Mathematics 44.16666667 AVERAGE MASTERY
Overall Mean Percentage rating 50.40460996 AVERAGE MASTERY
An overall mean percentage rating of 50.40% was attained and which is described
as average mastery as the level of mastery of the competencies of learners in mathematics.
Table 5.0: On self-reported explanations and problems of teachers for being
confident and not confident in teaching mathematics concepts/topics
Common Self-reported problems of Teachers Frequency

1. Parents are not used to the New Normal 13
2. There is little interest from the teacher 32
3. Poor reading Comprehension 15
4. Students do not have gadgets to use at home 10
5. Learners hardly cope with the lesson 2
6. There is not enough time provided 2
7. There is not enough reading materials 15
8. Poor internet connection of learners 20
9. Teachers need to localize problems/materials 1
40
Shown in table 5.0 are the different self-reported explanations and problems of
teachers for being confident and not confident to teach. The teachers were given Google
form links to respond to the survey and required to input at least 5 distinct explanations
and problems in teaching during pandemic particularly in the first and second quarter of
the school year 2020 – 2021. As a result, the main reason why their confidence level is at
“Moderate Confidence” is their lack (little) interest in teaching considering that we are in
pandemic period. Secondly, the poor internet connection of their learners due to their
geographic location when there are Wi-Fi dead zones. Also, the poor reading
comprehension and lack of reading materials/books contributed to the resulted confidence
level of teachers.
Table 6.0: On self-reported explanations and problems of students for the least
mastered competencies in mathematics
Common Self-reported problems of Students Frequency

1. Difficulty in understanding Math Problems 67
2. Difficulty in remembering facts 44
3. Lack of Interest 2
4. Do not have (weak) internet connection 22
5. Do not have reading materials (books) 31
6. Do not (afraid of) talk with the teacher 34
7. Do not have enough time to answer activities 3
8. The home is distant from the school 3
9. Do not have cellphone 20
10. The parents rarely attend orientations 23
11. Do not have anyone to ask for assistance/help 28
12. Difficulty to cope with the New Normal 19
13. Do not have laptop 18
14. Lack of financial support (for buying load) 25
15.Obliged to do household chores 11
16. There are so many activities 3
17. Need online classes in all topics 5
18. Not so confident with the answer so they copy answer from the answer 13
key
41
Results of the survey on self-reported explanations and problems of students for the
least mastered competencies in mathematics are presented in table 6. Based on the results,
the main reason why the students‟ level of mastery is at “average mastery” is their
difficulty in understanding Math problems with a frequency count of 67. Other reasons and
problems also include their difficulty in remembering facts, not talking with the teacher or
the lack of communication between them, not having the other reading materials (books)
aside from the modules given to them for reference. The students were also saying that
they do not have the assistance of anyone from their homes for them to be able to
accomplish the task given to them. Some learners also lack financial support and some are
saying that their parents rarely attend orientations probably because of their work duties as
parents.
Table 7.0: On the Level of Cognition of Competencies of Students in Mathematics
LEVEL OF COGNITION (IN PERCENTAGE %)

Grade Level Remembering Understanding Applying Analyzing Evaluating Creating
MATH 7 44.45 51.23 41.97 53.73 56.50 53.71
MATH 10 29.88 92.70 65.83 24.40 44.34 65.84
GENERAL MATH 43.57 40.00 46.67 54.00 45.00 45.00
AVERAGE PERCENTAGE 39.30 61.31 51.49 44.04 48.61 54.85
Reflected in the table above is the level of cognition of competencies of students in
mathematics. As a result, Students‟ cognition is at Understanding stage with a mean
percentage of 61.31%. This means that 61.31% of the students can understand the
competencies in mathematics. It follows that only 39.30% of the students can remember,
51.49% can of apply, 44.04% can analyze, 48.61% can evaluate and 54.85% can create
and think outside the box.
42
CHAPTER V
SUMMARY, CONDCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary, conclusions and recommendations of the study.
Summary
The study was conducted to assess the teachers‟ level of confidence in teaching and
students‟ level of mastery on competencies in the K to 12 mathematics Curriculum in the
District of Cabagan. Specifically, it sought to answer the following: The standards or
competencies in Mathematics the teachers find confidence and not confidence to teach; the
self-reported explanations and problems of teachers for being confident and not confident
in teaching mathematics concepts/topics; the level of mastery of competencies in
mathematics of the students when grouped according to grade level; the least mastered
competencies of students in mathematics; self-reported reasons or problems of students for
the least mastered competencies in mathematics; and the level of cognition of
competencies of students in mathematics.
Twenty six (26) teachers were assessed and eighty eight (88) learners took the
MELC-based test developed by the researcher. The respondents were from the three
schools in Cabagan District (Alfreda Albano National High School-Main, Delfin Albano
High School and Cabagan Riverside National High School. Seven of the teachers were
grade 7 teachers, eight of them were grade 10 and eleven were general mathematics
teachers. The learner respondents were the 27 grade 7 students, 41 grade 10 students and
20 general mathematics students. The instrument used in determining the least mastered
competency were a 31-item test for grade 7, a 24-item test for grade 10 and a 30-item test
for general mathematics students. A checklist was also used to gather data from the
43
teachers, that is, their confidence in teaching the various MELC-based competencies in
Mathematics.
The whole data gathering were all done online because of the pandemic. The
researcher communicated with the schools division superintendent with a letter to seek
permission to send google form links to the teachers and students of the concerned schools.
The researcher made sure that the recipients of the questionnaire were all properly oriented
before the links were sent through email/group chats.
Weighted mean was used to determine the confidence level of the teachers. The
study also attempted to find out the least mastered competencies of the students in
mathematics. Item analysis was used to determine the least mastered competencies in
mathematics in the different grade level.
Based on the data presented, the following are the findings:
1. The grade 7 teachers had high confidence in teaching the competencies in
mathematics with an overall rating mean of 2.27. Learning competency number 6 has
the highest mean rating with 2.857 out of 3 while learning competency number 12 has
the lowest mean rating of 2.142. Specifically, expressing rational numbers from
fraction form to decimal form and vice versa had the highest confidence level
taught by teachers and the lowest mean rating with a description of moderate
confidence is on illustrating the different subsets of real numbers.
2. The grade 10 teachers had high confidence in teaching the competencies in
mathematics with an overall rating mean 2.32. Learning competency number 18 has
the highest mean rating with 2.63 out of 3 while learning competency number 16 had
the lowest mean rating of 2.0. Specifically, illustrating secants, tangents, segments
and sectors of a circle had the highest confidence level taught by teachers while
44
the lowest mean rating with a description of moderate confidence is on deriving
inductively the relations among chords, arcs, central angles and inscribed angles.
3. The general mathematics teachers had moderate confidence in teaching the
competencies in General mathematics with an overall rating mean 1.98. Learning
competency number 24 has the highest mean rating with 2.27 out of 3 while learning
competency number 17 had the lowest mean rating of 1.64. Specifically, representing
real-life situations using logarithmic functions had the highest confidence level
taught by teachers while the competency that had the lowest confidence level
taught is on representing real-life situations using exponential functions.
4. Grade 7 and 10 teachers are highly confident while the general mathematics teachers
are moderately confident in teaching the subject. Overall, the Secondary
Mathematics teachers in Cabagan District were moderately confident in teaching
the Mathematics during a pandemic.
5. It was found out that five out of seven grade 7 teacher respondents or over 71% of the
teachers were highly confident in teaching the competencies in mathematics. Five out of
eight grade 10 teacher respondents or over 62% of the teachers were moderately confident
in teaching the competencies in Mathematics 10. Only 37% were saying they are highly
confident in doing so. And four (4) out of 11 general mathematics teachers or over 36% of
the teachers were highly confident in teaching the competencies in general mathematics.
36% of the teachers were saying that they are moderately confident and only 3 out of 11
or just above 27% were saying they are slightly confident in teaching general
mathematics.
6. The average score of grade 7 learners is 15.89 out of 31 points, which is 51.25% in
percentage and falls on the description of average mastery as the level of mastery of
45
competencies. While the average scores of grade 10 learners is 13.39 out of 24 points,
which is 55.79% in percentage and falls also on the description of average mastery as the
level of mastery of competencies. Lastly, the average score of general mathematics
learners is 13.25 out of 30 points, which is 44.17% and falls on the description of average
mastery as the level of mastery of competencies.
7. The least mastered competencies in Mathematics 7 includes representation of
the absolute value of a number on a number line as the distance of a number
from 0 (learning competency 3), describing principal roots and tells whether
they are rational or irrational (learning competency 8), illustration of the
different subsets of real numbers, multiplication and division of polynomials
(learning competency 24) and finding the solution of linear equation or
inequality in one variable (learning competency 29)
8. The least mastered competencies in Mathematics 10 were deriving inductively
the relations among chords, arcs, central angles and inscribed angles, proving
theorems related to chords, arcs, central angles and inscribed angles, illustrating
the center-radius form of the equation of a circle and determining the center and
radius of a circle given its equation and vice versa.
9. The least mastered competencies in General Mathematics includes solving
problems involving functions, representing real-life situations using
exponential functions, solving exponential equations and inequalities, finding
the domain and range of an exponential function and determining the
intercepts, zeroes and asymptotes of an exponential function.
10. An overall mean percentage rating of 50.40% was attained and which is
described as average mastery as the level of mastery of the competencies of
learners in mathematics.
46
11. The main reason why their confidence level is at “Moderate Confidence” is
their lack (little) interest in teaching considering that we are in pandemic
period. Secondly, the poor internet connection of their learners due to their
geographic location when there are Wi-Fi dead zones. Also, the poor reading
comprehension and lack of reading materials/books contributed to the resulted
confidence level of teachers.
12. The main reason why the students‟ level of mastery is at “average mastery” is
their difficulty in understanding Math problems.
13. Students‟ cognition is at Understanding stage with a mean percentage of
61.31%. This means that 61.31% of the students understand the competencies
in mathematics. It follows that only 39.30% of the students are at the
remembering stage, 51.49% are at the stage of applying, 44.04% are at the
stage of analyzing, 48.61% are at the stage of evaluating and 54.85% are at the
level of creating.
47
Conclusions
In the light of this study, the following conclusions are drawn:
1. For Mathematics 7 : Expressing rational numbers from fraction form to decimal form
and vice versa had the highest confidence level taught by teachers and the lowest
mean rating with a description of moderate confidence is on illustrating the different
subsets of real numbers.
2. For Mathematics 10: Illustrating secants, tangents, segments and sectors of a circle
had the highest confidence level taught by teachers while the lowest mean rating with
a description of moderate confidence is on deriving inductively the relations among
chords, arcs, central angles and inscribed angles.
3. For General Mathematics: Representing real-life situations using logarithmic
functions had the highest confidence level taught by teachers while the competency
that had the lowest confidence level taught is on representing real-life situations using
exponential functions.
4. An overall mean percentage rating of 50.40% was attained and which is described as
average mastery as the level of mastery of the competencies of learners in
mathematics.
5. The least mastered competencies in Mathematics 7 includes representation of the
absolute value of a number on a number line as the distance of a number from 0
(learning competency 3), describing principal roots and tells whether they are rational
or irrational (learning competency 8), illustration of the different subsets of real
numbers, multiplication and division of polynomials (learning competency 24) and
finding the solution of linear equation or inequality in one variable (learning
competency 29)
48
6. The least mastered competencies in Mathematics 10 were deriving inductively the
relations among chords, arcs, central angles and inscribed angles, proving theorems
related to chords, arcs, central angles and inscribed angles, illustrating the center-
radius form of the equation of a circle and determining the center and radius of a circle
given its equation and vice versa.
7. The least mastered competencies in General Mathematics includes solving problems
involving functions, representing real-life situations using exponential functions,
solving exponential equations and inequalities, finding the domain and range of an
exponential function and determining the intercepts, zeroes and asymptotes of an
exponential function.
8. The main reason why their confidence level is at “Moderate Confidence” is their lack
(little) interest in teaching considering that we are in pandemic period. On the other
hand, the main reason why the students‟ level of mastery is at “average mastery” is
their difficulty in understanding Math problems.
9. Students‟ cognition is at Understanding stage with a mean percentage of 61.31%. This
means that 61.31% of the students can understand the competencies in mathematics. It
follows that only 39.30% of the students can remember, 51.49% can of apply, 44.04%
can analyze, 48.61% can evaluate and 54.85% can create and think outside the box.
Recommendations
Based on the conclusions, the researcher recommends the following:
1. Teachers should devise other ways to communicate to their students using the
various online digital tools no matter how hard it is to reach the learners to further
improve their confidence level in teaching mathematics.
49
2. Compliance to the different mandates of the Department of Education particularly
in using the Educational Technology Tools readily available in the internet is one
of the key elements in mitigating (if not eliminating) the least mastered
competencies in Mathematics.
3. Teachers should remain devoted and passionate in teaching in the New Normal
because the learners need our help the most especially now that face-to-face classes
are prohibited.
4. Students should not be hesitant to reach to their teachers for queries regarding their
topics because that‟s the only way the teachers could devise an intervention and for
them to understand math problems.
50
APPENDIX A
To measure the level of confidence of teachers in teaching the learning competencies for
Grade 7.
LEARNING COMPETENCY REMARKS
0 1 2 3
1. illustrates well-defined sets, subsets, universal

sets, null set, cardinality of sets, union and
intersection of sets and the
different of two sets
2. solves problems involving sets with the use of

Venn Diagram.
3. represents the absolute value of a number on a
number line as the distance of a number from
0.
4. performs fundamental operations on integers.
5. illustrates the different properties of operations
on the set of integers.
6. expresses rational numbers from fraction form
to decimal form and vice versa.
7. performs operations on rational numbers
8. describes principal roots and tells whether they
are rational or irrational.
9. determines between what two integers the
square root of a number is.
10. estimates the square root of a whole number to
the nearest hundredth.
11. plots irrational numbers (up to square roots) on
a number line.***
12. illustrates the different subsets of real
numbers.
51
13. arranges real numbers in increasing or
decreasing order and on a number line.
14. writes numbers in scientific notation and vice
versa.
15. represents real-life situations and solves
problems involving real numbers.
16. approximates the measures of quantities
particularly length , weight/mass, volume, time,
angle and temperature and rate.
17. converts measurements from one unit another
in both Metric and English systems.
18. solves problems involving conversion of units of
measurement.
19. translates English phrases to mathematical

phrases an English sentences to mathematics
sentences, and vice versa.
20. Illustrates and differentiates related terms in
algebra:
a. where is a positive integer
b. constants and variables
c. literal coefficients and numerical coefficients
d. algebraic expressions, terms and polynomials
e. number of terms, degree of the term and degree of

the polynomial.
20. evaluates algebraic expressions for given values

of the variables.
21. adds and subtracts polynomials.
22. derives the laws of exponent.
23. multiplies and divides polynomials.

24. uses models and algebraic methods to find the:
(a) product of two binomials;
(b) product of the sum and difference of two
terms;
(c) square of a binomial;
(d) cube of a binomial;
(e) product of a binomial and a trinomial.
25. solves problems involving algebraic

expressions. Week 7 to 8 M7AL-IIg-2
52
26. differentiates algebraic expressions, equations
and inequalities.
27. illustrates linear equation and inequality in one
variable.
28. finds the solution of linear equation or
inequality in one variable.
29. solves linear equation or inequality in one
variable involving absolute value by: (a)
graphing; and (b) algebraic methods.
30. solves problems involving equations and
inequalities in one variable.
53
APPENDIX B
Grade 10.
LEARNING COMPETENCY
0 1 2 3
1. generates patterns.
2. illustrates an arithmetic sequence
3. determines arithmetic means and nth term of an arithmetic

sequence.***
4. illustrates a geometric sequence.
5. differentiates a geometric sequence from an arithmetic sequence.

6. determines geometric means, nth term of a geometric
sequence and sum of the terms of a given finite or infinite
geometric sequence
7. solves problems involving sequences.
8. performs division of polynomials using long division and

synthetic division.
9. proves the Remainder Theorem, Factor Theorem and the

Rational Root Theorem.
10. factors polynomials.
11. illustrates polynomial equations.

12. solves problems involving polynomials and polynomial
equations.
54
13. illustrates polynomial functions.
14. understand, describe and interpret the graphs polynomial functions.
15. solves problems involving polynomial functions.

16. derives inductively the relations among chords, arcs, central angles,
and inscribed angles.
17. proves theorems related to chords, arcs, central angles, and inscribed
angles.
18. illustrates secants, tangents, segments, and sectors of a
circle.
19. proves theorems on secants, tangents, and segments.
20. solves problems on circles.

21. applies the distance formula to prove some geometric properties.
22. illustrates the center-radius form of the equation of a circle.

23. determines the center and radius of a circle given its
equation and vice versa.
24. graphs and solves problems involving circles and other

geometric figures on the coordinate plane.
55
APPENDIX C
General Mathematics Teachers.
LEARNING COMPETENCY REMARKS
5 4 3 2 1
1. represents real-life situations using functions, including

piece-wise functions.
2. evaluates a function.
3. performs addition, subtraction, multiplication, division,

and composition of functions
4. solves problems involving functions.
5. Represents real-life situations using rational functions
6. distinguishes rational function, rational equation, and

rational inequality.
7. solves rational equations and inequalities
8. represents a rational function through its: (a) table of

values, (b) graph, and (c) equation.
9. finds the domain and range of a rational function.
10. determines the: (a) intercepts; (b) zeroes; and (c)

asymptotes of rational functions
11. solves problems involving rational functions, equations,
and inequalities.
56
12. represents real-life situations using one-to one
functions.
13. determines the inverse of a one-to-one function.
14. represents an inverse function through its: (a) table

of values, and (b) graph.
15. finds the domain and range of an inverse function.
16. solves problems involving inverse functions.
17. represents real-life situations using exponential

functions.
18. distinguishes between exponential function,

exponential equation, and exponential inequality.
19. solves exponential equations and inequalities
20. represents an exponential function through its: (a)

table of values, (b) graph, and (c) equation.
21. finds the domain and range of an exponential

function.
22. determines the intercepts, zeroes, and asymptotes of an

exponential function.
23. solves problems involving exponential functions,

equations, and inequalities.
24. represents real-life situations using logarithmic

functions.
25. distinguishes logarithmic function, logarithmic

equation, and logarithmic inequality.
26. solves logarithmic equations and inequalities.
27. represents a logarithmic function through its: (a)

table of values, (b) graph, and (c) equation.
28. finds the domain and range of a logarithmic function.
29. determines the intercepts, zeroes, and asymptotes of

logarithmic functions.
30. solves problems involving logarithmic functions,

equations, and inequalities.
57
APPENDIX D
(QUESTIONNAIRE FOR GRADE 7)
This questionnaire is purposively for determining the least mastered competencies in

Mathematics 7.
MATHEMATICS 7
MULTIPLE CHOICE: Select your answer from the options and write the CAPITAL
letter that corresponds your choice before the item number.
1. Which of the following is a well – defined set?
A.The set of happy people. B. The set of good teachers.
C. The set of enjoyable subjects. D. The set of Philippine

Presidents.
2. The Venn diagram below displays the results of a survey to 100 students in
Misamis Occidental National High School of whom owns a pet at home.
How many students owned only a dog?

A. 5 B. 6 C. 9 D. 51
3. Which of the following statements is NOT true?

A. | | C. | |
B. | | D. | |
4. What is the difference and product of -1 and 10 respectively?
a. 9 and -10 b. 9 and 10 c. -9 and 10 d. -9 and -10
5. What property of real numbers is denoted by the mathematical statement
2(3 + x) = 2 ● 3 + 2 ● x ?
a. Distributive Property b. associative property c. commutative property d.identity
property
6. Which of the following is the fraction form of 0.125?
a. 1/8 b. 1/16 c. 1/32 d. 1/64
58
7. The quotient of 1.248 and 0.024 is ________?
a. 50 b. 51 c. 52 d. 53
8. Which list contains only rational numbers?
a. -4,0, , √ b. 0, , 1.5,√ c. -2,1, 2.6…, d. 0, 0.3636…,4, √
9. Between what two consecutive integers does √ lie?

a. 5 and 6 b. 6 and 7 c. 7 and 8 d. 8 and 9
10. What is the approximate value of √ to the nearest hundredth?
a. 6.63 b. 6.62 c.6.61 d. 6.60
11. Which letter most accurately represents the location of √ on the number line?
a. A b. B c. C. d. D
12. How would -21 be classified?
a. Whole number b. Integer c. Integer and Rational d. Irrational
13. Identify which of the following set of numbers are arrange in increasing order
a) √ c. 43%,5, √
b) 5, √ d. 43%, √ ,5
14. Express 0.0000000456 in scientific notation
a. 4.56 x 108 b. 4.56 x 10-8 c. 4.56 x 10-7 d. 4.56 x 107
15. The Mac JB delivery boy delivered 8 egg sandwiches for Php 39 each, 5 large camote fries
for Php 55 each, 7 buko juice for Php 39 each and 5 buko pie for Php 30 each. If you gave
Php 1500.00, how much is your change?
a. Php 490 b. Php 590 c. Php 390 d. Php 510
16. Anna plans to buy plants and vermi cast at nearby garden shop but has a vehicle with
limited weight capacity of 800 kilograms for the items to be bought. If the sacks of vermi
cast weigh 250 kilograms and each plant weighs approximately 4.5 kilograms, what is the
maximum number of plants that Anna can buy and transport regardless of the size?
a. Approximately 122 kgs
b. Approximately 12 kgs
c. Approximately178
d. Approximately 18 kgs
17. Convert 36 inches into feet.
A. 3.5 ft B. 3 ft C. 2.5 ft D. 2 ft
59
18. The flight time from Manila to General Santos City is 2 hours and
40 minutes. If the plane leaves Manila at 1:30 PM, at what time will it
arrive in General Santos City?
A. 4:00 PM
B. 3:10 PM
C. 4:10 PM
D. 3:00 PM
19. Which of the following could be the English translation of x + 3y?

A. the sum of x and thrice of y B. the sum of y and thrice of x
C. x more than 3y D. y more than 3x
20. What is the degree of the polynomial 6x6 + 5x5 + 4x4 + 3x3 + 2x2 + 1?
A. 3 B. 4 C. 5 D. 6
21. Evaluate the polynomial 3x – 2y + 4 if x = -2, y = -4. A. 22 B. 14 C. -8 D. 6
22. What is the simplified term of 3𝑥 + 𝑥 – 2𝑥 + 5𝑥? A. 6𝑥 B. 7𝑥 C. 8𝑥 D. 9𝑥
23. Which of the following illustrates the law (𝑎n)m = 𝑎nm?
A. (23)8 = 224 B. (32)4 = 33+4 C. (𝑥4)2 = 𝑥4-2 D. (22)4 = 4(2)(4)
24. Which of the following is the result when (3𝑎2𝑏3) is multiplied to (4𝑎3𝑏2)?
A. 12𝑎6𝑏6 B. 12𝑎5𝑏5 C. 7𝑎5𝑏5 D. 7𝑎6𝑏6
25. What is the result when (𝑥 ) is multiplied to (𝑥 + 5)?

A. a multinomial B. a trinomial C. a binomial D. a monomial
26. The length and width of the top of the rectangular study table is represented by the
expression
(𝑥 + 5) meter and (𝑥 + 3) meter, respectively. What is the area of the top of the table?
A. 𝑥2 + 15 𝑞𝑢𝑎𝑟𝑒 𝑚𝑒𝑡𝑒𝑟 B. 9𝑥 + 15 𝑠𝑞𝑢𝑎𝑟𝑒 𝑚𝑒𝑡𝑒𝑟
C. 𝑥 + 8𝑥 + 15 𝑠𝑞𝑢𝑎𝑟𝑒 𝑚𝑒𝑡𝑒𝑟 D. 𝑥 + 15𝑥 + 8 𝑞𝑢𝑎𝑟𝑒 𝑚𝑒𝑡𝑒𝑟
2 2
27. An _______is a mathematical statement that shows the equal value of two
expressions
a. equation b. inequality c. algebraic expressions d. none of the above
28. What linear equation is shown by the graph?
a. X>2 c. X<2
b. X d. x
29. Solve the inequality −2(x+3)<10

a. X> -8 b. x>8
c. X<8 d. x<-8
60
30. Evaluate the inequality |2x – 1| - 7  -3
a. x  5/2 and x  -3/2 c. x  -3/2 and x  5/2

b. x  5/2 or x  -3/2 d. x  -3/2 or x  5/2
31. To earn a B in a mathematics course the test average must be at least 80% and less than
90%. If a student earned 92%, 96%, 79%, and 83% on the first four tests, what must she
score on the fifth test to earn a B?
a. She must earn a score of at least 50% and less than 100%.
b. She must earn a score of at most 50%
c. She must earn a score of at most 100%.
d. None of the above
61
APPENDIX E

Mathematics 10.
MATHEMATICS 10
1. What is the next term in the sequence E, 5, J, 10, O, 15, _______?

a. T b. S c. R d. P
2. What is the next number in the Arithmetic sequence 2, 7, 12, 17, 22?
a. 24 b. 25 c. 26 d. 27
3. What is the sum of all the odd integers between 8 and 26?
a. 153 b. 151 c. 149 d. 148
4. All of the sequences below are geometric except?
a. 3,6,9,12 b. 256,64,16,4 c. 5,8,11,14,17 d. 3,15,75,375
5. What is the next three terms of the geometric sequence -8, -2, - ?
a. - ,- ,- b. -16, -32, -64 c. -8,-32,-128 d. 8,32,128
6. If three geometric means are inserted between 11 and 39, find the second arithmetic
mean.
a. 18 b. 25 c. 32 d. 46
7. In 2017, the number of students in a small school is 500. It is estimated that the
student population will increase by 5% each year. Estimate the student population in
2022.
a. 638 b. 738 c. 838 d. 938
8. What is the quotient when (5x2 +14x -24) is divided by( x+4)?
a. X+4 b. 5x – 6 c. 6x -5 d. 5x + 6
9. Which expression gives the remainder when P(x) = 4x2 +2x -5 is divided by x-2?
a. P(-5) c. P(2)
b. P(-2) d. P (5/4)
10. What are the other factors of x + 6x + 11x + 6 if one factor is x+3?
3 2
a. (x+2)(x+1) b. (x+6)(x-5) c. x2+ 3x -2 d. x2 +5x -13

11. The following are examples of polynomials EXCEPT
a. X2 – 4x + 5 c. 3x4 – 5x3 + 2x -1
3 2
b. 4x + 8x + 10x -7 d. x3 – y3
12. If a car covers (5x^2 + 7x - 6) km in (x + 2) hours. What is the average speed of the car in
Km/hour?
A. ( 5x-3) KPH b. ( 5x+3) KPH C. (3x-5) KPH D.
(3x+5) KPH
13. What are the implications of a polynomial function P(x)?

i. Each exponent is a whole number
ii. Denominators contain no variable in x.
62
iii. No variable is under the radical sign,
iv. Denominators contain no variable in y
a. I and ii only b. I and iii only c. I, ii and iii only d. I,ii,iii and iv
14. Which among the following statements is TRUE
a. If the degree,n, of the polynomial is even, the left end side will do the same as the right
end side
b. If the degree, n, of the polynomial is odd, the left end side will do the same as the right
end side
c. If the degree,n, of the polynomial is even, the left end side will do the opposite of the
right end side
d. If the leading coefficient is positive, then the right hand side of the graph will rise
towards negative infinity
15. A car manufacturer determines that its profit, P, in thousands of pesos, can be modeled
by the function P(x) = 0.00125x^4 + x – 3, where x represents the number of cars sold.
What is the profit when x = 300?
A. Php 101.25 B. Php 3,000,000.00 C. Php 1,039,500.00 D. Php
10,125,297.00
16. Given the figure at the right, what are all the inscribed angles?
a. JEN
b. JEN, JEL
c. JEN, JEL, ANE
d. JEN, JEL, ANE, JAN
17. Which of the following theorems is stated incorrectly?

a. In a circle or congruent circles, 2 minor arcs are congruent
if and only if their corresponding central angles are congruent.
b. In a circle or congruent circles, 2 major arcs are congruent
if and only if their corresponding central angles are congruent.
c. In a circle or congruent circles, 2 minor arcs are congruent
if and only if their corresponding central angles are not congruent.
d. In a circle or congruent circles, 2 major arcs are congruent
if and only if their corresponding central angles are not congruent
18. A dart board has a diameter of 40 cm and is divided into 20 congruent sectors.
What is the area of one of the sectors ?
a. 20 cm2 c. 80 cm2
b. 40 cm2 d. 800 cm2
19. Find the length of the unknown segment x in the figure at the right given
Circle S.
a. 4 units b. 8 units c. 16 units d. 2 units
20. The wheel of a scooter has diameter 140 cm. How many revolutions per minute must the
wheel make so that the speed of the scooter is kept at 132 km per hour?
A. 1100 b. 500 c. 250 d. 1000
63
21. What is the distance between the two points ,M(2, -3) and N(10, -3)
a. 4 units b. 8 units c. 16 units d. 2 units
22. Determine the standard form of the equation of a circle with center at the origin and a radius
of √2 𝑢𝑛𝑖𝑡𝑠.
a. x2 + y2 = 4
b. x2 + y2 - 4 = 0
c. x2 + y2 = 2
d. x2 + y2 - 2= 0
23. Determine the center and radius of the circle with an equation of 𝑥2 +𝑦2 − 8𝑥 + 6𝑦 − 24
= 0
a. Center (4,-3); r = 7
b. Center (-4,-3); r = -7
c. Center (-4,3); r = 7
d. Center (4,3); r = -7
24. Refer to the choices below. Where can you find the tourist spot Dibulo Falls given the
equation of the circle 5x2 + 5y2 -50 = 0?
64
APPENDIX F

Mathematics 12.
MATHEMATICS 12
GENERAL MATHEMATICS
1. An online seller charges a certain amount for the shipping fee of purchased
products/items. For orders 10 or fewer items, she charges P20.00 each, P15.00 per
item for orders of 20 or fewer but more than 10 items, and P10.00 per item for orders
of more than 20 items. Write a function representing the cost 𝑓 for the number of 𝑥
items/products.
c. 𝑓(𝑥)= 20𝑥 ,0<𝑥≤10
a. 𝑓(𝑥)= 20𝑥 ,0<𝑥≤10 15𝑥 , 11<𝑥≤21
15𝑥 , 11<𝑥≤20 10𝑥 ,>20
10𝑥 ,>20
b. 𝑓(𝑥)= 20𝑥 ,1<𝑥≤10 d. 𝑓(𝑥)= 20𝑥 ,0<𝑥≤11

15𝑥 , 11<𝑥≤20 15𝑥 , 11<𝑥≤20
10𝑥 ,>20 10𝑥 ,>20
2. Evaluate the function ℎ(𝑥)=|𝑥+3|− 2 at x = 2

a. 3 b. 4 c. 5 d. 6
)
3. Given the two functions, (𝑥)=𝑥2 1 and 𝑔(𝑥)=𝑥 𝑥. Compute )
a. b. c. d.
4. The square garden below needs to be seeded around the four identical circular pools.
Find the area (A) that needs to be seeded in terms of the radius of the pools r = 2.
a. 10−16𝜋 square units

b. 50−16𝜋 square units
c. 100−4𝜋 square units
d. 100−16𝜋 square units
65
5. An ISELCO I lineman takes 2 hours to plant 500 streetlight bulbs. An ISELCO II
lineman takes 3 hours to plant 450 streetlight bulbs. Working together, how long should
it take them to plant 1500 bulbs?
a. 3 hours and 50 minutes
b. 3 hours and 40 minutes
c. 3 hours and 45 minutes
d. 3 hours and 35 minutes
6. Which of the following is an example of rational equation?

a. b. c. d. x +2
7. Evaluate the rational inequality

a. (−∞,5]∪(4,∞)
b. (−∞,4]∪(5,∞)
c. (−∞,5]∩(4,∞)
d. (−∞,4]∩(5,∞)
8. What is the representation of rational function f(x) = by its table of values using the
values of x from -5 to 5?
a.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
f(x) 0 Undefined 2
b.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
f(x) 0 1 2
c.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
f(x) 1 Undefined 2
d.
x -5 -4 -3 -2 -1 0 1 2 3 4 5
f(x) 0 Undefined 2
9. What is the domain and range of the rational function f(x)= ?

a. D: {𝒙/𝒙 is a set of all real numbers, x=-2}
R: { /𝒚 is set of all real numbers,y≠1}
b. D: {𝒙/𝒙 is a set of all real numbers, x≠-2}
R: { /𝒚is set of all real numbers,y=1}
c. D: {𝒙/𝒙 is a set of all real numbers, x≠-2}
R: { /𝒚 is set of all real numbers,y≠1}
d. D: {𝒙/𝒙 is a set of all real numbers, x≠1}
66
R: { /𝒚 is set of all real numbers,y≠-2}
10. Find the vertical asymptote of the function f(x)= (𝑥−5)/(𝑥+2)

a. x=-2 b. x=2 c. y=-2 d. y=2
11. Mark can do a job in 4 days. When Mark and Jerry work together, it would take them 2
1/3 days. Find the number of days if Jerry will work alone?
a. 5 3/2 days b. 5 3/4 days c. 5 3/5 days d. 5 1/2 days
12. Which of the following functions is not a one- to-one function?
a. f(x)= {(2, 27), (3, 28), (4, 29), (5, 30)}

b. h(x)= {(11,14), (12, 14), (16, 7), (18, 13)}
c. g(x)= {(3, 12), (4, 13), (6, 14), (8, 1)}
d.
x 1 2 3 4 5
f(x) 1.0 1.9 2.8 3.5 2.1
13. Find the inverse of 𝒇(𝒙)=𝟖𝒙+𝟓

a. 𝑓-1(𝑥)= b. 𝑓-1(𝑥)= c. 𝑓-1(𝑥)= d. 𝑓-1(𝑥)=
14. Which of the following is the graph of
f(𝑥)=3𝑥+1 and its inverse?
a.
b.
a.
67
15. Find the domain and range of the inverse of the function 𝑓(𝑥)=
a. 𝐷:{𝑥/𝑥≠ } c. 𝐷:{𝑥/𝑥≠ -3}

𝑅: {𝑦/𝑦 ≠3} 𝑅: {𝑦/𝑦 ≠ 4}
b. 𝐷:{𝑥/𝑥≠ } d. 𝐷:{𝑥/𝑥≠ }
𝑅: {𝑦/𝑦 ≠ } 𝑅: {𝑦/𝑦 ≠ -4}
16. If 𝑓(𝑥)=2𝑥, evaluate [𝑓−1(2−1)]-1

a. 4 b. c. d. – 4
17. Suppose that a bacterial culture is growing at a rate such that after each hour the
number of bacteria doubles. If there were 1000 bacteria when the culture started to
grow, then after 1 hour the number of bacteria will be 2000, after 2 hours there will
be 4000 and so on. Which of the following equation is the representation of the
growth of the bacteria where x is the number of hours?
a. y= 1000 (2)x b. y = 2(1000)x c. y = (1000)x/2 d. y= (2x)/1000
3x+2
18. 4 <64 is an example of ________________.
a. Exponential function b. exponential equation c. exponential inequality d.
inverse function
19. What is the value of x in the exponential inequality ( ) ( )
a. 𝑥 b. 𝑥 c. 𝑥 d. 𝑥
20. Which of the following is an example of exponential function?
a. 43𝑥+2<64 b. f(x) = 43𝑥+2 c. 43𝑥+2 = 64 d. ( ) ( )
−
21. What is the domain and range of the exponential function 𝑑(𝑥)=4𝑥 2 + 2
a. Domain: Set of all real numbers (ℝ)
Range: 𝑦>2 or (2,+∞)
b. Domain: Set of all real numbers (ℝ)
Range: Set of all positive real numbers
c. Domain: x> 2
Range: set of all positive real numbers
d. Domain: set of all real numbers except 2
Range: ser of all negative real numbers
22. Determine the horizontal asymptote and y-intercept of (𝒙)=𝟒𝒙.
a. y-intercept = 1
horizontal asymptote: y = 0
b. y-intercept = 0
horizontal asymptote: y = 0
c. y-intercept = 1
horizontal asymptote: x = 0
d. y-intercept = 0
horizontal asymptote: x = 0
23. The population of a city is P = 1 000 000(2 0.02t) where t is measured in months. What
is the population of the city after 50 months?
a. 1 000 000 b. 2 000 000 c. 3 000 000 d. 4 000 000
3
24. Rewrite 5 = 125 in logarithmic form.
68
a. log 3 125 = 5 b. log 125 5 = 3 c. log 5 125 = 3 d.
log 5 3 = 125
25. Which of the following is an example of logarithmic equation?
a. h(x)=log𝑥
b. log3(𝑥−2)<0
c. 𝑦=3log5𝑥
d. log(𝑥+5)=log10
26. Find the value of x in the logarithmic equation x=log 3 27
a. 1 b. 2 c. 3 d. 4
27. Which of the following representations below is the graph of the logarithmic
function 𝒚=𝐥𝐨𝐠(X+4) (−𝟏)?
28. What is the domain and range of the logarithmic function 𝒚= 𝐥𝐨𝐠𝟐|𝒙|
a. D: {𝑥∈ℝ/𝑥≠0} b. D: {𝑥/x ∈ℝ} c. D:{𝑥∈ℝ/𝑥≠2}d. D:{𝑥∈ℝ/𝑥≠1}
R: { /𝑦∈ℝ } R: { 𝑦/𝑦∈ℝ } R: { 𝑦/𝑦∈ℝ } R: { 𝑦/𝑦∈ℝ}
29. What is the zero of logarithmic function f(x) = log3 (x-1)
a. ½ b. ¼ c. 1/8 d. 2
30. A particular virus grows according to the formula A = A0ekt, where A is the
population of the virus after time t, and A0 is the initial population at t = 0. Suppose
there were 2000 viruses at the start of the experiment. After 3 hours, there were
already 320 more that three times the initial number of viruses present. Determine
the constant k(growth rate of the virus). Express to the nearest hundredths.
a. 0.50 b. 0.38 c. 0.45 d. 0.40
69
APPENDIX G
This questionnaire is intended for the TEACHER RESPONDENTS ONLY.

Enumerate at least five. You can write at the back if the space provided is not
enough.
QUESTION: What are your self-reported explanations and problems for

being confident and not confident in teaching mathematics
concepts/topics?
1.
2.
3.
4.
5.
6.
7.
70
APPENDIX H
This questionnaire is intended for the STUDENT RESPONDENTS ONLY.

Enumerate at least five. You can write at the back if the space provided is not
enough.
QUESTION: What are your self-reported reasons and problems in your

mastery of the competencies in mathematics?
1.
2.
3.
4.
5.
6.
7.
8.
71
GOOGLE FORM LINKS
tinyurl.com/GRADE-7-MATHEMATICS-TEACHERS
tinyurl.com/GRADE-10-MATHEMATICS-TEACHERS
tinyurl.com/GRADE-7-MATHEMATICS-LEARNERS
tinyurl.com/GRADE-10-MATHEMATICS-LEARNERS
tinyurl.com/GENERAL-MATHEMATICS-TEACHERS
tinyurl.com/GENERAL-MATHEMATICS-LEARNERS
https://tinyurl.com/SURVEYQUESTIONNAIREFORSTUDENTS
https://tinyurl.com/MATHSURVEYFORTEACHERS
72
APPENDIX I
Republic of the Philippines

ISABELA STATE UNIVERSITY
Cabagan, Isabela
COLLEGE OF TEACHER EDUCATION
Graduate Studies
April 21, 2021
JUDY B. TARUN Ph.D

Principal I
Alfreda Albano National High School
Magassi, Cabagan, Isabela
Madame:
Greetings!
I would like to ask permission from your office to allow me to float questionnaires to all of
your Grade 7, 10 & 11/12 Mathematics teachers and an achievement test to your randomly
selected grade 7, 10 & 11/12 students.
The data that will be gathered from this undertaking shall be used in my thesis titled
“Confidence in Teaching and Students‟ content mastery in Mathematics during Pandemic”
in partial fulfillment of the requirements for the degree Master of Arts in Education major
in Mathematics at Isabela State University, Cabagan, Isabela.
Rest assured that the data that will be gathered will be treated with utmost confidentiality.
Thank you and more power!
Respectfully yours,
GEARY M. GALANG
Researcher
Noted:
NILDA T. AGGABAO Ph.D

Research Adviser
Received:
JUDY B. TARUN Ph.D

Principal I
73
APPENDIX J

Cabagan, Isabela
Graduate Studies
April 21, 2021
MANOLO Y. BAGUNU Ph.D

Principal IV
Delfin Albano High School
Cabagan, Isabela
Sir:
Greetings!
Respectfully yours,
GEARY M. GALANG
Researcher
Noted:

Research Adviser
Received:
MANOLO Y. BAGUNU Ph.D

Principal IV-in-Charge
74
APPENDIX K

Cabagan, Isabela
Graduate Studies
April 21, 2021
VICTOR C. ALLAM
Master Teacher II/ Principal-in-charge
Cagayan Riverside National High School
San Juan, Cabagan, Isabela
Sir:
Greetings!
Respectfully yours,
GEARY M. GALANG
Researcher
Noted:

Research Adviser
Received:
VICTOR C. ALLAM
Master Teacher II/ Principal-in-charge
75
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CONFIDENCE IN TEACHING AND STUDENTS’ CONTENT MASTERY

IN MATHEMATICS DURING PANDEMIC

in Education Major in Mathematics to the Faculty of the Graduate Studies

College of Teacher Education

Isabela State University

The thesis attached hereto entitled “CONFIDENCE IN TEACHING AND

NILDA T. AGGABAO, Ph.D.

Accepted by the PANEL OF EXAMINEES

just to send him and his sister to school.

He finished his primary education at Cubag Elementary School (now Cubag

graduate in a school with a footnote of excellence.

Moreover, the researcher enrolled BS Accountancy at University of Saint Louis

Tuguegarao and unfortunately shifted to Bachelor of Secondary Education major in

monthly personal expenses.

The researcher is currently affiliated to with the Department of Education Schools

hoping someday, he becomes a Lawyer.

pursue this study and to make this possible;

support and encouragement to pursue this endeavor.

To Dr. Madelyn L. Macalling, OIC-Schools Division of Isabela, for her quick

response to the letter of request to float questionnaires within the district.

To the school heads, teachers and students of AANHS-Main, DAHS-Main and

can be given to compensate their kindness and generosity;

dreams to have a brighter future will be realized.

students‟ level of mastery on competencies in the K to 12 mathematics Curriculum at the

District of Cabagan. Specifically, the study assessed the standards or competencies in

mathematics concepts. In addition, the level of mastery of competencies in mathematics of

mastered competencies in mathematics and the levels of cognition of competencies

(remembering, understanding, applying, analyzing, evaluating and creating) of students in

mathematics were also investigated.

confidence of teachers in teaching the standards or competencies. Grade 7 and 10 teachers

the level of mastery of competencies of the mathematics students is at average mastery.

The least mastered competencies in Mathematics 7 includes representation of the

Mathematics includes solving problems involving functions, representing real-life

situations using exponential functions, solving exponential equations and inequalities,

zeroes and asymptotes of an exponential function. Students‟ level of cognition is at

the students understand the competencies in mathematics.

mastery” is their difficulty in understanding Math problems.

learners. Also, attending seminars regarding Educational Technology Tools, either

Background of the Study

Teaching and understanding Mathematics is a significant concern in any

mathematics. Lastly, it sought to find out the level of cognition of competencies of

National high School.

link. By contrast, inquiry-based approaches to learning mathematics require student-

of working on tasks. Such post-task discussions provide teachers with opportunities to

anticipate or respond to (potential) negative attitudes towards mathematics and

inquiry-based approaches to learning mathematics tended to be reluctant to allow

reluctance were the absence of a teacher-facilitated, synchronous, learning environment

mentioned, students from disadvantaged backgrounds are likely to be more at risk of

and students‟ level of mastery on competencies in the K to 12 mathematics Curriculum at

the District of Cabagan. Specifically, it sought to answer the following:

1. What standards or competencies in Mathematics do the teachers find

confidence and not confidence to teach?

2. What are self-reported explanations and problems of teachers for being

confident and not confident in teaching mathematics concepts/topics?

3. What is the level of mastery of competencies in mathematics of the students

when grouped according to grade level:

4. What are the least mastered competencies of students in mathematics?