Chapter 1 Research Stem 3a

Diocese of Imus Catholic Educational System, Inc.
St. Jude Parish School, Inc.

Brgy. San Agustin, Trece Martires City 4109 Tel.
No. 046 – 4047992 / Email: stjps@yahoo.com
THE RELATIONSHIP BETWEEN THE TIME SPENT BY A MATHEMATICAL
TEACHER AND THE LEVEL OF STUDENTS’ UNDERSTANDING OF THE LESSON
IN ST. JUDE PARISH SCHOOL INC.
Alao, Ella Marie C., Camo, Kent Michael S., Dela Cruz, Rhealyn O., Pajarin, Joseph
Lorenz B., Poniente, Marjhon O.
A research paper presented in the faculty of St. Jude Parish School, Inc. Senior High
School Department in partial fulfillment of the requirements for Practical Research 2.
Prepared under the supervision of Ms. Angelica Therese D. Espedillon.
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Background of the study
Mathematics is important to everyone, especially the time that teachers spend teaching
mathematics remains a crucial component in considering students’ opportunities to learn. A
proper administration of time is an effective factor in academic success (Izawa 2002).
Mathematics is a difficult and relevant subject in every school curriculum, it really needs a lot of
time and patience to be taught to students. The longer the time spent teaching mathematics the
more students understand the lesson of their teachers.


The longer school days and more days in school are two examples of structural
interventions that are frequently used to raise student achievement levels. It makes sense to
evaluate how well expectations would be met given that raising the overall number of
instructional hours will incur costs (Elena Silva 2007). According to Saga Briggs (2014), the
best way to assess the student’s understanding is during the lesson. Taking advantage of the time
will help you clarify the misunderstanding and the parts that students find difficult to answer
because asking questions to your students after your time is worthless because the students
already moved on about the lessons.
The level of learning depends on how well the task matches the student's present level of
knowledge. The exercise won't result in much learning for the learner if the specific addition
problem is exceedingly challenging for them and they get few accurate answers while doing it.
On the other hand, we assume that learning is taking place if the learner gives the job several
right answers. As a result, a portion of the student's learning will be determined by how well they
perform on the job. (Charles Fisher 2015).
A recent study making waves in the teaching community is "The Relationship Between
the Time Spent by a Mathematical Teacher and the Level of Student’s Understanding of the
Lesson." This study, conducted by researchers at Johns Hopkins University, found that there is a
direct correlation between the amount of time a teacher spends on a lesson and the level of
student understanding. In other words, the more time a teacher spends on a lesson, the better
students will understand the material. Data analytics can help us improve education by

measuring the impact of individual teachers on student learning. The researchers in this study
found a positive correlation between time spent with a teacher and student achievement,
suggesting that data analytics could be used to identify which educators are having the biggest
impact on their students. This information could then be used to target resources and support
those who need it most, helping to close the achievement gap and ensure all students have access
to quality education.
Statement of the Problem
The study aimed to learn more about the issue and provide clear evidence that these
issues exist. It demonstrates that the more time the student and teacher interact, the more
opportunities and room there is for the students to acquire new knowledge. Mathematics is a
broad concept of calculations and logical problems that extremely requires a maximum amount
of concentration and of course time to understand. The more time a student spends studying, the
higher you would expect the student's grade to be. The findings of this study would add to the
body of knowledge related to the relationship between the time spent by a mathematical teacher
and the level of students’ understanding of the lessons and could be important for guidance in
school restructuring efforts.
The primary research questions for this study are as follows:
1. What is the socio-demographic profile of the students in terms of:
1.1 Age
1.2 Gender

2. What is the relationship between the time spent by a mathematical teacher and the level
of students’ understanding of the lesson?
3. Is there a relationship between the lesson duration and students’ academic achievements?
4. Is there a relationship between the teacher’s teaching style and the student’s level of
understanding?
5. Conceptual Framework of the Study
The conceptual framework of the study shows the connection of the Input, Process,
Outcome (IPO) Model used by the researcher in presenting the study. The input in this study was
the time spent by the math teacher teaching the students. The Process is the level of understanding of the
students to the teacher’s lecture. The outcome is the result of the student’s exam score in Mathematics.
Figure 1 shows the conceptual framework of the study.
INPUT PROCESS OUTCOME
The time spent The students’

The level of
by Mathematics average grade in
understanding
teacher teaching mathematics
of the students
the students. subject
to the teacher’s
lecture

Figure 1. Conceptual framework of the study
Research Hypothesis
The researchers want to determine if there is a significant relationship between time spent
by math teachers teaching and the level of understanding of students in Grade 12 Stem Students
of Saint Jude Parish School.
The null hypotheses would be:
H o : There is no significant relationship between time spent by math teachers and the level of
understanding of students.
H o : There is no significant relationship between Lesson Duration and Student’s Academic
Achievements.
H o : There is no significant relationship between the teacher’s teaching style and the student’s
level of understanding.
Significance of the study
This is a significant finding because it challenges the popular belief that students learn
best when they are left to discover concepts on their own. While there is certainly value in
independent learning, this study suggests that there is an equally important role for teachers in
facilitating student understanding.


The researchers observed how long each teacher spent on each lesson, as well as how
well the students understood the concepts taught. At the end of the study, they found that there
was a positive correlation between teacher time and student understanding.
There are several possible explanations for these findings. First, it could be that teachers
who spend more time on lessons are simply better at teaching. However, it is also possible that
teachers who spend more time on lessons have more experience or have been given more
training. Either way, this study provides valuable insight into how we can improve math
education for students.
The following will benefit from this at the conclusion of the study:
Students. This will benefit them in terms of improving their understanding of the lesson and
their academic achievements in mathematics.
Teachers. This research will provide them with the information they need to teach their students
properly, understand their students’ capabilities, and improve their lesson duration.
St. Jude Parish School Inc. This research will help them in raising students with a high level of
mathematics knowledge and teachers with high proficiency in teaching mathematics.
Future Researchers. This study will serve as a source of information for individuals who wish
to conduct their own research. Its findings will address the relationship between the time spent
by a mathematical teacher and the level of students’ understanding of the lesson.


The Scope and Delimitation
This study aims to determine the relationship between the time spent by a mathematical
teacher and the level of students’ understanding of the lesson. This paper will also interpret how
the decrease in lesson hours affects the student’s knowledge and how the teachers and students
cope with the situation. The research was conducted from October 2022 to January 2023. The
survey questionnaires will only be given to Grade 11 STEM students at St. Jude Parish School in
Trece Martires, Cavite as the participants of the study. Thus, this research has limited access to
information and data because students are the only participants.
Definitions of the terms
The researchers have defined the following terms for a better understanding of this study:
Academic Success. is a widely used construct that is equated to “student achievement” and is
often linked to students’ performance on standardized test scores.
Calculations. Are the acts of calculating, which is using math or logic to figure out a problem.
Curriculum. the subjects comprising a course of study in a school or college.
Knowledge. facts, information, and skills acquired by a person through experience or education,
the theoretical or practical understanding of a subject. the abstract science of number, quantity,
and space.
Logical Problems. Is a general term for a type of puzzle that is solved through deduction.

Mathematics. Is the abstract science of number, quantity, and space.
Students. a person who is studying at a school or college.
Teachers. a person who teaches, especially in a school.
Time. Is the measured or measurable period during which an action, process, or condition exists
or continues.

CHAPTER II
REVIEW OF RELATED LITERATURES AND STUDIES
This study was focused to identify the relationship between the time spent by a
mathematical teacher and the level of the students’ understanding of the lesson. This chapter
includes literature related to the study.
Mathematics
As defined by Lakoff & Núñez (2000), mathematics requires human understanding and
the cognitive process of our brain. It is one of the most profound and beautiful endeavors of our
imagination. And it is made up of layers of metaphor upon metaphor because a single
mathematical idea uses dozens of metaphors. Additionally, Dedekind & Weiestrass (2004) stated
that to demonstrate the value of mathematical idea analysis for the philosophy of mathematics,
we decided to apply our analysis methods to the arithmetization of real numbers is a significant
event in the history of mathematics.
Modern algebra was founded on the same principles that were used to create the formal
language of mathematics. The theory of equations, which was likely inherited from both Greek
and Indian origins, was the type of algebra that the west adopted from the thirteenth to the
middle of the sixteenth century. The original text of Diophantus started to gain fame and
influence in the fourteenth century because of the development of equation theory that the Arabs

brought to the west, especially in Italy. Vieta did not begin to expand and alter Diophantus's
method in a genuinely significant way until the final quarter of the sixteenth century, making him
the father of modern mathematics (Klein 2014).
Learning in the mathematics classroom is heavily reliant on the teacher and the suggested
assignments serve as crucial mediators between knowledge and students learning and teaching
mathematics (Stein, & Smith 2017). Challenging circumstances offer a chance to use
mathematical thinking. Typically, the phrase "difficult task" refers to enumerating an activity
that, while intriguing and possibly delightful, is not necessarily simple to do. That should
actively include students in developing a multiplicity of ideas, whether to attain or to with.
various methods of learning. A suitable challenge is one in which the person can handle the
required mathematical expertise and abilities but must use them in a novel or unconventional
method. Therefore, it is essential that educators can fully make use of the potential offered by a
task, and in order to do so, they must possibilities to investigate them and find solutions in the
same manner that they aim to investigate them in teaching their own pupils (Vale & Barbosa
2015)
Teaching Hours
According to Evans, Alfaro, & Holland (2015), Additional Hours in the lecture can affect
the growth and improvement of a student’s performance in their class. More time is equivalent to
more learning for students. At the same time, If the additional time is not used wisely and if the

quality of the lectures is substandard, then the additional time would be wasted and will not be
beneficial to students.
On the other hand, Jez & Wassmer (2015) stated that there is a significant increase in
students’ average as the learning time of a specific subject is increased.
Maria et. al. (2016) conducted a research study considering some cases of schools in
Switzerland to understand the impact of increasing the instruction time on students’ performance
in their assessment. They used the empirical strategy and collected data from the Programme of
International Student Assessment (PISA) to test the student’s performance in an examination.
They increased the instruction time of the students in every subject and then they conducted the
assessment. The results of the exam show promising scores and significant growth in the
student’s performance. The study has a positive impact on students, even low-ranking learners.
The result of the study shows that adding time to the students’ lectures will also increase the
student’s scores on their assessments.
Teaching Methods
According to Ayeni (2016), using proper methods, teaching is a continual process that
entails bringing about desired changes in students. Adunola (2011) stated that teachers should
employ the most effective teaching techniques for the subject matter to affect the desired changes
in their students. Additionally, Bharadwaj & Pal (2011) asserted that as each learner perceives
and responds to questions differently, teaching approaches are most effective when they are

tailored to the needs of the learners (Chang, 2010). As a result, how teaching approaches are
matched to students' requirements and chosen learning styles affects how well they do in school
(Zeeb, 2004).
Given the focus placed on education around the world as a means of achieving personal
and national achievement, it is not unexpected that a significant amount of study is done to
determine which teaching methods help education achieve its objectives. There seems to be
widespread agreement that teaching is ultimately the most important factor in ensuring the
success of educational systems even though education touches on many different areas, including
educational policy, the organization of education, financial systems, and school leadership (e.g.,
Barber & Mourshed, 2007; Hargreaves & Fullan, 2012; Hattie, 2003; OECD, 2016; Stigler &
Hiebert, 2009)
The way professors present subjects to pupils are known as their teaching methods;
according to the traits of the students that they encountered, they employed certain procedures.
Every student is unique, ranging from extremely intelligent to average and less able to learn
quickly. The learning method must therefore be applied by the teacher in accordance with the
qualities of the students. Unless students with medium-low ability levels catch up, they will fall
behind in their understanding of the provided content. And because they will feel helpless, the
pupils indicated above will become uninterested and sluggish in their studies. The effectiveness
of a learning and teaching activity can be determined in part by the teaching method, which also
unifies the teaching system. It is anticipated that the more exact approach employed by teachers

in the classroom will be more successful in achieving the learning objective (Qudsyi et. al.
2011).
Student’s Understanding of Mathematics
One of the qualities most closely related to achieving educational objectives is
understanding. Although the idea of understanding is crucial to education, Nickerson (2010)
points out that "what it means to understand is a disarmingly easy question to ask but one that is
likely to be anything but simple to answer" (p. 215). Understanding mathematical concepts by
students is a major challenge in educational mathematics. Conceptual comprehension is a crucial
element of mathematical skill that "is important for everyone to learn mathematics well,"
according to Kilpatrick, Swafford, and Findell (2003). (p. 116).
Learning mathematics not only involves thinking and reasoning, but also depends on
learners' attitudes toward learning and mathematics (Anthony & Walshaw, 2007; Grootenboer,
Lomas, & Ingram, 2008; Kele & Sharma, 2014). Han & Carpenter (2014) note that attitudes
consist of the cognitive, emotional, and behavioral responses that individuals exhibit based on
their feelings and interests toward objects and environments.
Several varieties of intelligence were studied, and the consequences display power in
mathematical problem-fixing. One kind of intelligence that impacts a person's mathematical
capacity is logical-mathematical (Azinar et al., 2020). Logical-mathematical has a nice and


significant impact on usual educational performance, specifically withinside the region of
mathematics (Etchepare et al., 2011). This intelligence has been confirmed to influence simple
mathematical abilities, along with the problem-fixing capacity (Hartanti, 2019).
Students Achievements
Kell, Lubinski, & Benbow (2013) Academic success was formerly considered to be the
most significant result of formal education, and there is little dispute about the crucial role such
successes play in student life. Researchers and policymakers are now more frequently looking to
social and emotional factors, as well as the connections between them, as indicators of student
well-being and psychological development. Additionally, Moore (2019) stated that the research'
findings indicated that students who report being involved in their studies are more likely to be
psychological capital users, who in turn are more likely to attain greater academic success.
Lastly, Academic success is blended with the work that focuses on the emotional complexity and
social complexity of returned service members and veterans. A thorough investigation of the
relationship between learning climate support, post-traumatic stress, depression, self-efficacy,
and academic challenges revealed, among other things, that learning environments that
encourage autonomy and self-efficacy are positively associated with accomplishment.
Furthermore, these elements persisted regardless of depression or post-traumatic stress disorder
severity Eakman et. al. (2019).


According to Movchan (2018), Considering the complex and rigorous academic
environment nowadays, assessment has now become an essential aspect of a learning course.
Today’s assessment is not just about how much students know but it is more about how well they
know. This is also referred to as Qualitative eLearning assessment that assists in evaluating the
knowledge and proficiency of online learners. This assessment can be done in two ways. It can
be done as a part of ongoing eLearning activities and teaching throughout the year, also known
as formative assessment, or at the end of some particular and predetermined time in the academic
year, also known as a summative assessment. When you use different evaluation tools to
measure the student’s achievement, it is not only indicative of individual student progress but
also helps in measuring how well your learning program is working. It tells you if the course is
successfully fulfilling the learning objectives at all levels.
According to Bertolini et. al. (2012), there are several factors that affect student
achievements, including the personal characteristics of the pupils, their relationships with others,
including those with parents, teachers, and administrators, as well as connections with broader
systems the student, such as the educational systems, communities, local economies,
governmental policies, and interactions between cultures. The student's personal characteristics
and their immediate environment make up the micro-system factors of interactions with other
people, including professors and fellow pupils such as Student Resiliency, Individual student
abilities, Health and attendance, Developmental differences, and Social and Moral Development.
The interactions that surround each learner and have a direct influence on student progress are
known as mesosystem variables. The factors are School climate as a welcoming and safe

environment for learning, Parent Training and Partnering, Professional Development for
Teachers, Building Leadership Capacity in teachers and administrators, Teacher Evaluation, and
Peer Culture and Achievement. The sociocultural and systemic elements that have an influence
on students learning are what define exo- and macro-systems factors. These are Socioeconomic
disparities, Racism/Classism, Child Abuse and Neglect, and Unhealthy lifestyles.
CHAPTER III
METHODOLOGY
This chapter includes the research method and procedure and the time and place of the
study. Under the research method and procedure were research design, research participants and
sampling techniques, research instruments, data gathering, and data analysis procedure.
Research Design
The researchers used a correlational type of research to identify the relationship between
the time spent by a mathematics teacher and the level of the students’ understanding of the lesson
at St. Jude Parish School, Inc. According to Bhandari (2022), the goal of correlational research is
to demonstrate a statistically significant association between two variables by monitoring and
comparing them. Correlational research helps to find variables that are related to each other in
some way such that a change in one causes a change in the other.

Context and Participants
The participants of the study are set A Grade-11 STEM students from St. Jude Parrish
School Inc. that are selected using simple random sampling where all individuals in a given
population have an equal chance of being selected. The 120 student participants were legitimate
and presently enrolled students at the school. The number of respondents for the students was
determined using a sample size formula.
X 2 NP (1−P)
S=
d 2 ( N−1 ) + X 2 P(1−P)
( 1.96 )2 (174)(0.50)(1−0.50)
S=
(0.05)2 ( 174−1 ) + ( 1.96 )2 (0.50)(1−0.50)
S=120
Where N is the population size that is equal to 174, X is the critical value or confidence
level that is equal to 1.96, d is the margin of error that is equal to 0.05, P is the sample proportion
that is equal to 1.50, and S is the sample size that is equal to 120.
Research Instruments
The researchers used a survey method such as questionnaires that contain close-ended
questions in order to gather data from the respondents. The researchers deemed it a need to
spread 120 survey sheets to the chosen respondents. This survey will collect, measure, and

analyze the data. The results from this survey will help the researchers to generate interpretations
to determine the relationship between the time spent by a mathematical teacher and the level of
students’ understanding of the lesson.
Data Gathering Procedure
The researchers conducted the survey and constructed ten questions that would be used to
assess the participants’ opinions about the relationship between the time spent by the teachers on
their lecture and the student’s understanding. Before conducting the survey, the researchers
created a letter and requested approval from their Practical research teacher and from the heads
of the Senior High School. After the letter was granted, the researchers then started conducting
the survey by going over the rooms of the suitable participants which are the Grade 11 STEM
students at St. Jude Parish School. After the survey, the researchers analyzed the results of the
gathered data from the questionnaires answered by the respondents.
Data Analysis
Their math grades in grade 8 and their math grades in grade 11 provided the quantitative
data to perform a statistical test using an Excel spreadsheet. The researchers applied a Pearson
correlation and a Spearman’s rho to determine if there is a correlation between students’ grades
before and during the decrease in lecture hours.
r =N
∑ xy −(∑ x ¿)(∑ y ) ¿
√ [ ∑ (∑ ) ][ ∑ (∑ ) ]
N x 2
− x
2
N y 2
− y
2

(120 )( 923231 ) −( 10653 ) (10391)

r=
√ [ ( 120 ) ( 947547 ) −( 10653 ) ][ ( 120 ) ( 901347 ) −( 10391 ) ]
2 2
( 110787720 )−(110695323)
r=
√ [(113705640)−(113486409)][(108161640)−(107972881)]
92397
r=
√ ( 219231 ) (188759)
92397
r=
203425.2303
r =0.4542061959
Table 1
Raw Data
No. of Students Grade 8 Math X Grade 11 in Math Y X*Y X^2 Y^2
1 81 85 6885 6561 7225

2 81 79 6399 6561 6241
3 82 88 7216 6724 7744
4 82 85 6970 6724 7225
5 82 79 6478 6724 6241
6 82 85 6970 6724 7225
7 82 80 6560 6724 6400
8 83 85 7055 6889 7225
9 83 83 6889 6889 6889
10 83 83 6889 6889 6889
11 83 83 6889 6889 6889
12 83 85 7055 6889 7225
13 83 79 6557 6889 6241
14 83 90 7470 6889 8100
15 84 85 7140 7056 7225

16 84 83 6972 7056 6889

17 85 85 7225 7225 7225
18 85 85 7225 7225 7225
19 85 85 7225 7225 7225
20 85 85 7225 7225 7225
21 85 85 7225 7225 7225
22 85 85 7225 7225 7225
23 85 85 7225 7225 7225
24 85 85 7225 7225 7225
25 85 88 7480 7225 7744
26 85 84 7140 7225 7056
27 85 83 7055 7225 6889
28 85 79 6715 7225 6241
29 86 86 7396 7396 7396
30 86 85 7310 7396 7225
31 86 83 7138 7396 6889
32 86 90 7740 7396 8100
33 86 90 7740 7396 8100
34 86 90 7740 7396 8100
35 87 91 7917 7569 8281
36 87 86 7482 7569 7396
37 87 83 7221 7569 6889
38 87 90 7830 7569 8100
39 87 90 7830 7569 8100
40 87 86 7482 7569 7396
41 87 83 7221 7569 6889
42 87 90 7830 7569 8100
43 87 83 7221 7569 6889
44 88 83 7304 7744 6889
45 88 80 7040 7744 6400
46 88 84 7392 7744 7056
47 88 90 7920 7744 8100
48 88 90 7920 7744 8100
49 88 80 7040 7744 6400
50 88 80 7040 7744 6400
51 88 80 7040 7744 6400
52 88 84 7392 7744 7056
53 88 91 8008 7744 8281

54 88 91 8008 7744 8281

55 88 90 7920 7744 8100
56 88 90 7920 7744 8100
57 88 90 7920 7744 8100
58 89 92 8188 7921 8464
59 89 92 8188 7921 8464
60 89 86 7654 7921 7396
61 89 86 7654 7921 7396
62 89 88 7832 7921 7744
63 89 88 7832 7921 7744
64 89 90 8010 7921 8100
65 89 90 8010 7921 8100
66 89 90 8010 7921 8100
67 89 80 7120 7921 6400
68 90 80 7200 8100 6400
69 90 80 7200 8100 6400
70 90 86 7740 8100 7396
71 90 84 7560 8100 7056
72 90 83 7470 8100 6889
73 90 92 8280 8100 8464
74 90 92 8280 8100 8464
75 90 83 7470 8100 6889
76 90 83 7470 8100 6889
77 90 83 7470 8100 6889
78 90 86 7740 8100 7396
79 90 86 7740 8100 7396
80 90 88 7920 8100 7744
81 90 88 7920 8100 7744
82 90 88 7920 8100 7744
83 90 88 7920 8100 7744
84 90 89 8010 8100 7921
85 90 85 7650 8100 7225
86 90 92 8280 8100 8464
87 90 83 7470 8100 6889
88 90 89 8010 8100 7921
89 90 83 7470 8100 6889
90 90 90 8100 8100 8100
91 90 83 7470 8100 6889

92 92 89 8188 8464 7921

93 92 88 8096 8464 7744
94 92 88 8096 8464 7744
95 92 91 8372 8464 8281
96 92 87 8004 8464 7569
97 92 93 8556 8464 8649
98 92 93 8556 8464 8649
99 93 91 8463 8649 8281
100 93 91 8463 8649 8281
101 93 87 8091 8649 7569
102 94 87 8178 8836 7569
103 94 87 8178 8836 7569
104 95 87 8265 9025 7569
105 95 87 8265 9025 7569
106 95 87 8265 9025 7569
107 95 88 8360 9025 7744
108 95 89 8455 9025 7921
109 95 89 8455 9025 7921
110 95 89 8455 9025 7921
111 95 91 8645 9025 8281
112 95 91 8645 9025 8281
113 95 87 8265 9025 7569
114 95 88 8360 9025 7744
115 95 89 8455 9025 7921
116 96 89 8544 9216 7921
117 96 89 8544 9216 7921
118 96 91 8736 9216 8281
119 96 91 8736 9216 8281
120 96 91 8736 9216 8281
TOTAL 10653 10391 923231 947547 901347
Since r = 0.4542061959 then, the math grades of the students during grade 8 and the math
grades of the students during grade 11 has a degree of moderate positive correlation. Therefore,

there is a moderate positive linear relationship between the students’ grade before and during the
decrease of the lesson time.
CHAPTER 4
RESULT AND DISCUSSION
This chapter includes the presentation and analysis of the gathered data based on the
objectives of this study. The data analyzed and interpreted include the profile of the 120 Grade
11 STEM students with the results of the questionnaires given to them. The answers were
discussed to present the result of the study conducted by the researchers.
Demographic Profile of Grade 11 STEM Students Who Responded to the Survey
1.1 Age

Based on the result, the majority of the respondent are Female with 77 participants and
the remaining 43 participants are Male.
1.2 Sex

The result shows that the ages of the participants’ age ranging 16-20 years old. Most
participants are 16 years old with 60 respondents. 50 respondents are 17 years old. 8 participants
are 18 years old, and 2 respondents are 20 years old.
Survey Analysis
2.1 Do you think you learn more when your math teacher spends more time teaching math?

The result shows that 100 (83.7%) participants answered Yes, and 20 (16.3%)
participants answered No. 1 participant did not answer the question. Therefore, the students
believed that spending more time teaching math would help them to understand the lesson well.
2.2 Do you like the way your teacher teaches?
According to
the result, 115 (96%) participants answered Yes, and 5 (4%) participants answered No. Since
majority of the respondents voted yes therefore, this survey proves that teachers spending more
time teaching the material to their students makes learning more enjoyable for the respondents.
2.3 Can you easily understand a math lecture in 45 mins?


The result of the choses very close with 62 (52%) respondents choosing No and 58 (48%)
respondents choosing Yes. Therefore, the survey proves that the students can't easily understand
math lectures in just 45 minutes.
2.4 Do you think the time that your math teacher spent teaching their lessons has a big impact on
what you learned?
113 (94%)
participants answered Yes, and 7 (6%) participants answered No. In perspective of the students
based on the survey, the time of their math teacher spends in teaching the lesson has a big impact
on them.
2.5 What is your grade in math (grade 8)
2.6 What is your grade in math (grade 11)


For these two questions, we summarize their answers to higher, same, and lower to know
the comparison between their grade in math 11 and their grade in math 8. 74 (62%) of students
have lower math grades in grade 11 than their math grades in grade 8. 12 (10%) of students have
the same math grades in both grade 11 and grade 8. Lastly, 34 (28%) of the students have higher
math grades in grade 11 than their math grades in grade 8. Therefore, the majority of the
participants who are at St. Jude Parish School have lower math grades in their grade 11 than their
grade 8.
2.7 Do you think the teaching materials of your math teacher (ex. ppt) help you understand the
lesson more?
The majority of
the respondents answered Yes with 113 (94%) responses and the remaining 7 (6%) participants
answered No. Therefore, the majority of the respondents at St. Jude Parish School are

understanding the lessons of their math subject through the use of their teacher's teaching
materials.
2.8 Do you do advanced reading for your math subject?
The result shows that 94 (78%) participants chose No and 26 (22%) participants
answered Yes. Therefore, most of the participants who are at St. Jude Parish School are not
doing any advance reading for their math subject.
2.9 Do you always comprehend what your teacher is trying to teach?


As a result, 96 (80%) respondents answered Yes and the remaining 24 (20%) answered
No. Therefore, the majority of the students at St. Jude Parish School who participate in our
survey state that they always understand what their teacher is trying to teach.
2.10 Do you think your understanding of the lesson depends on the teacher's teaching style?
The result shows
that the majority of the participants answered Yes with 115 (96%) responses while the remaining
5 (4%) participants answered No. Therefore, most of the students at St. Jude Parish School who
participate in our survey believe that their understanding of the lesson in their math subject
depends on the teacher's teaching style.


CHAPTER 5
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
This chapter includes the summary, conclusions, and recommendations of the researchers
based on the results of the study.
Summary
The main purpose of this study was to know if there is a relationship between the time
spent by a mathematical teacher and the level of students’ understanding of the lesson. The total
number of respondents in the study was 120 students through simple random sampling. This
study was conducted on the premises of St. Jude Parish School Inc. and lasted from the 1st
Semester of A.Y 2022-2023 along with data gathering and analysis. This study targeted the
Grade-11 STEM students at St. Jude Parish School Inc. Validated questionnaires were given to
the respondents. The data gathered were analyzed and interpreted through descriptive analysis.
Among the 120 respondents, majorities were 16 years old and composed mostly of 77 female

students. The result of the survey in the first question showed that most of the students think that
they learn more when their math teacher spends more time teaching math. The second question
shows that a lot of students like the way their teacher teaches. Meanwhile, the third question
shows that plenty of students couldn’t understand a math lecture in 45 minutes. In question four,
a large number of students think that the time their math teacher spent teaching their lessons has
a big impact on what they learned. Question five and six shows that the students’ grades mostly
drop when the teachers teaching time decrease. The seventh question shows that many students
think the teaching materials of their math teacher like powerpoint can help them understand the
lesson more. In the eighth question, the majority of the students do not advance read in their
math subject. In question number nine, nearly all the students always try to comprehend what
their teacher is teaching, and in the tenth question almost all the students believe that their
understanding of the lesson depends on the teacher's teaching style.
Conclusions
The survey results are shown above. Out of 100 percent, 83.7 percent of the students
stated that they learn more when their math teacher spends more time teaching. In short, they
can't easily understand the math lesson in 45 minutes. More than half of the students agree that
there is an impact between the time the teacher spent teaching their lessons and also depends on
the teacher’s teaching style. Only 97 out of 120 students do advance reading in their math
subject.

In conclusion, the majority of the respondents learn effectively when their teacher spends
a lot of time teaching math and has a proper teaching style. Also, most of the respondents are
satisfied with the way their teacher teaches math subject. However, it seems like half of the
respondents can’t easily comprehend math in just 45 minutes. A lot of respondents’ previous
grade in math is higher than their current grade in math.
Lastly, this concludes that the survey proves that there is indeed a relationship between
teaching hours, for students’ understanding.
Recommendations
The researchers came up with the following recommendation:
For future researchers, further studies can be done to improve the results. The researchers
recommend having a wider age range of respondents, different grade levels and strands, and
extending it to different institutions. The results of this study may serve as a reference for future
studies.

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GROUP MEMBERS:
Camo, Kent Michael – References, Statement of the Problem, Research Hypothesis, RRL
(students achievements), chapter 4 and 5
Pajarin, Joseph Lorenz – References, Background of the Study, Statement of the Problem, The
Scope and Delimitation, RRL (teaching methods), Research Design, chapter 4 and 5
Poniente, Marjhon - Background of the Study, Statement of the Problem, Significance of the
Study, RRL (students understanding of mathematics), Research Instruments, chapter 4 and 5
Alao, Ella – Organizer, Proofreader, Background of the Study, Statement of the Problem,
Research Title, The Definition of the terms, RRL (mathematics and students achievements),
Research Participants and Sampling Techniques, Data Analysis chapter 4 and 5
Dela Cruz, Rhealyn – references, research questions, Conceptual Framework, RRL (teaching
hours), Data Gathering Procedures, chapter 4 and 5

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Diocese of Imus Catholic Educational System, Inc.

St. Jude Parish School, Inc.

THE RELATIONSHIP BETWEEN THE TIME SPENT BY A MATHEMATICAL

TEACHER AND THE LEVEL OF STUDENTS’ UNDERSTANDING OF THE LESSON

IN ST. JUDE PARISH SCHOOL INC.

Lorenz B., Poniente, Marjhon O.

School Department in partial fulfillment of the requirements for Practical Research 2.

Prepared under the supervision of Ms. Angelica Therese D. Espedillon.

THE PROBLEM AND ITS BACKGROUND

Background of the study

mathematics remains a crucial component in considering students’ opportunities to learn. A

proper administration of time is an effective factor in academic success (Izawa 2002).

more students understand the lesson of their teachers.

St. Jude Parish School, Inc.

already moved on about the lessons.

perform on the job. (Charles Fisher 2015).

St. Jude Parish School, Inc.

Statement of the Problem

school restructuring efforts.

The primary research questions for this study are as follows:

1. What is the socio-demographic profile of the students in terms of:

St. Jude Parish School, Inc.

of students’ understanding of the lesson?

5. Conceptual Framework of the Study

Figure 1 shows the conceptual framework of the study.

INPUT PROCESS OUTCOME

The time spent The students’

St. Jude Parish School, Inc.

Figure 1. Conceptual framework of the study

of Saint Jude Parish School.

The null hypotheses would be:

H o : There is no significant relationship between Lesson Duration and Student’s Academic

Significance of the study

facilitating student understanding.

St. Jude Parish School, Inc.

was a positive correlation between teacher time and student understanding.

education for students.

their academic achievements in mathematics.

mathematics knowledge and teachers with high proficiency in teaching mathematics.

by a mathematical teacher and the level of students’ understanding of the lesson.

St. Jude Parish School, Inc.

The Scope and Delimitation

information and data because students are the only participants.

Definitions of the terms

often linked to students’ performance on standardized test scores.

Curriculum. the subjects comprising a course of study in a school or college.

St. Jude Parish School, Inc.

Mathematics. Is the abstract science of number, quantity, and space.

Students. a person who is studying at a school or college.

Teachers. a person who teaches, especially in a school.

St. Jude Parish School, Inc.

REVIEW OF RELATED LITERATURES AND STUDIES

includes literature related to the study.

imagination. And it is made up of layers of metaphor upon metaphor because a single

event in the history of mathematics.

St. Jude Parish School, Inc.

the father of modern mathematics (Klein 2014).

actively include students in developing a multiplicity of ideas, whether to attain or to with.

St. Jude Parish School, Inc.

students’ average as the learning time of a specific subject is increased.

International Student Assessment (PISA) to test the student’s performance in an examination.

student’s scores on their assessments.