ii

RESPONDENTS’ PERCEPTION ON SOURCES

OF INFORMATION: IT’S RELATION TO THE MATHEMATICS
PERFORMANCE OF GRADE 11 AND GRADE 12 STUDENTS OF LICEO
DE CAVINTI

A Research Paper Presented

to the Faculty of the College of Teacher Education
Laguna State Polytechnic University Main Campus
Sta. Cruz Laguna

In Partial Fulfillment
Of the Requirements for the Degree
of Bachelor of Secondary Education
Major in Mathematics

VERNA ATIP BARRAMEDA

2021
 ii

APPROVAL SHEET

This thesis entitled “RESPONDENTS’ PERCEPTION ON

SOURCES OF INFORMATION: ITS RELATION TO THE
MATHEMATICS PERFORMANCE OF GRADE 11 AND GRADE
12 STUDENTS OF LICEO DE CAVINTI S.Y 2020-2021” prepare and
submitted by Verna A. Barrameda in partial fulfillment of requirements
for the degree of Bachelor of Secondary Education Major in
Mathematics is here by recommended for approval and acceptance.

BENJAMIN O. ARJONA, EdD

Thesis Adviser

______________________________________
Approved and accepted by the committee on Oral Examination with Grade
of .

A/P. PEDRO C. CORTEZ JR A/P. RHONEIL B. VIBORA

Membe Member

JESSICA A. ROQUE, LP EVELYN A. SUNICO, Ed

Member Member
BENJAMIN O. ARJONA, EdD
Research Coordinator

………………………………………………………………………………

Accepted in partial fulfillment of the requirements for the degree of

Bachelor of Secondary Education, Major in Mathematics.

FLORHAIDA V. PAMATPAT, EdD

Dean, College of Teacher Education
RINA J. ARCILA, EdD ______________
Chairperson, Research and Development Date signed

RESEARCH CONTRIBUTION
NO.
 iii

DEDICATION

The researcher would like to dedicate this piece of work to the following

people who were her inspiration in the completion of this study:

To her loving and ever supportive parents:

Mr. Noe. Torenia Barrameda and Mrs. Geraldine Delos Angeles Atip

To her uncle, Danilo Villagen and his family,

To her grandmother and sister, Colombia Delos Angeles, Viyah Atip

Barrameda

And most especially to her grandfather in heaven, Vicente Atip

To her beloved professors,

To all friends, for support and motivation And above all to Almighty God

V.A.B.
 iv

ACKNOWLEDGEMENTS

With the profoundest thanks, the following are acknowledged for

their indispensable contributions for the success of this research study:

Almighty God; the Fountain of wisdom, knowledge, strength, and

skills for the profound and inspiration and courage.

Hon. Pres. Dr. Mario R. Briones; the University President, for his

head work to elevate the University and for inspiring all students to pursue

their studies.

Dr. Florhaida V. Pamatmat; Dean of the College of teacher

Education, for her encouragement and endless support to finish this study

and also for the permission granted to the writer to conduct study in the

said school.

Dr. Benjamin O. Arjona; thesis adviser for the untiring support,

guidance, and for sharing her ideas for the development of this study.

A/P. Pedro C. Cortez Jr.; Specialization expert for his

commendable suggestions, understanding and encouragement.

Jessica A. Roque LPT; English critic, for the patience in editing the

content of this paper.

Dr. Evelyn A. Sunico; Statistician for the expertise shared, and

patience in computing the data for presentation.

The Grade 11 and Grade 12 students of Liceo de Cavinti year

2020- 2021; for the valuable cooperation as official respondents.

 v

ABSTRACT

The main purpose of the study was “Respondents Perception on

Sources of Information: Its Relation to the Mathematics Performance of

Grade 11 and Grade 12 students of Liceo de Cavinti.

Specifically, it sought answer to the following questions: (1) What is

the extent of using the following as a sources of information by the

respondents in terms of printed materials, internet, mass media? (2) What

is the level of the respondents’ perception on using the following as

sources of information, printed materials, internet and mass media? (3)

What is the level of their mathematics performance in terms of GPA? (4)

Is there a significant relationship between the respondents’ level of

perception of using the source of information and the mathematics

performance?

Descriptive method was used to gather the necessary data from

reliable sources of information in this study. Questionnaire was used as the

main instrument. After the data had been gathered, they were computed

using appropriate statistical treatment such as mean, standard deviation

and multiple-regression.

Based on the data gathered from the respondents, the respondents’

were all using printed materials, internet and mass media as sources of

information to improve their mathematics performance. They would

“often” used such sources of information. Their level of mathematics

 vi

performance in terms of GPA was Satisfactory.

The data revealed that the source of information has no significant

relationship on the mathematics performance of grade 11 and grade 12

students of Liceo de Cavinti.

Consequently, it was recommended that both students and teachers often

use different sources of information to improve the learning process in

mathematics. Teachers should use these sources wisely for them to deliver

the correct information to the students. The admission, on the other hand,

should financially support each classroom teacher; purchase the necessary

modern sources to maximize the students’ learning.

 vii

TABLE OF CONTENTS

Preliminaries Page

TITLE PAGE………………………………………….…..……..……..i

APPROVAL SHEET………………………………………...…………ii

DEDICATION………………………………………...…………………iii

ACKNOWLEDGEMENTS……………………………………….…….iv

ABSTRACT………………………………………………......…………..v

TABLE OF CONTENTS………………..…………………………….viii

LIST OF TABLES…………………………………………….………...xi

LIST OF FIGURE………………………………………………...……xii

Chapter

1. THE PROBLEMS AND ITS BACKGROUND

Introduction………………………….………………………..………...…1

Background of the study……………………………………...……….…..2

Theoretical framework……………………………………………...…......3

Conceptual framework…………………………………………………….5

Statement of the problem………………………………………………….6

Research Hypothesis………………………………………………...…….6

Significance of the Study………………………………………......……...7

Scope and Limitation…………………………………………..………….8

Definition of Terms…………………………………………..……...….....8
 viii

2. REVIEW OF RELATED LITERATURE AND STUDY

Related Literature………………………………...………........................11

Related Studies……………………………...……………………………15

3. RESEARCH METHODOLOGY

Research Design………………………..………………………………...33

Research Locate………………………..…………………………….…..34

Respondents of the Study………………………………………..….…....35

Sampling Technique………………………………………..……………35

Research Procedure………………………………………………………35

Research Instrument………………………..…………………….………36

Statistical Treatment…………………………………..…………..……...37

4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Extent of Exposure to Different Sources of Information………………...38

The use of printed materials as source of information…………………...40

The use of Internet source of information……………………...………...43

The use of Mass media source of information……........................……...47

Grade 11 and grade 12 students’ mathematics performance

in terms of grade point average…………………………………..…...…49

Sources of information and mathematics performance………...…….…..50

of grade 11 and grade 12 students

 ix

5. SUMMARY, CONCLUSION, AND RECOMMENDATION

Summary…………………………………………………………………52

Conclusion…………………………………..……………………………53

Recommendation…………………………………………………………54

LITERATURE CITED

A. Journals…………………………………………………………...………55

B. Unpublished Materials……………………..………….............................55

C. Electronics References…………………………………………………...56

APPENDICES………………………...………………………………...57

CURRICULUM VITAE………………………………………...……...61
 x

LIST OF TABLES

Table Page

1. Respondents’ Extent of Exposure to Different

Sources of Information………………………………………..…….....…39

2. Level of the Respondents’ Perception on the use

of Printed Materials as Source of Information…………………………...40

3. Level of the Respondents’ Perception on the

use of Internet as Source of Information…………………………..…..…43

4. Level of the Respondents’ Perception on the use of

Mass media as Source of Information…………………………….…..…47

5. Level of grade 11 and 12 student’s mathematics

performance in terms of grade point average………………………….…49

6. The Relationship of Sources of Information and the Mathematics ….…….50

Performance of Grade 11 and Grade 12 Students of Liceo de Cavinti
 xi

LIST OF FIGURE

Figure Page

1. Research paradigm of the study…………………….…………............5

 xii

LIST OF APPENDISES

Appendix Page

A. Letter of Request………………………………..…………………......56

B. Research Questionnaire………………………………………………..57
 1

Chapter I

INTRODUCTION

Many people are little confused about the information they are

using. They do not intend to give wrong information but sometimes they

end up using it. Some people use book, journals, magazine, newspapers

and other source where they can get more information. But because of our

time called as the modern age or computer age, people use now the

popular source of information; the internet. With the use of internet we

received that the information faster plus it is easier for us to transfer that

information. But does internet suffices the need of information of

students? It is reliable enough to give the students accurate information?

Seeking information to add up to our knowledge is important and

useful for the student’s on their mathematics performance at school and

also teachers especially in Mathematics. Researchers and future researches

also seek appropriate and accurate information that they can use on their

own works. Many people nowadays seek better information for them to be

aware of the things that are happening to the world, since they are also a

member of this world. For the teachers, it is mostly important, the

accuracy of the information they will give to the students, for they

received wrong information, they can also give wrong ideas or knowledge

to the students.
 2

The main purpose of this study was to determine the relationship of

the source of knowledge to the Mathematics performance of grade 11 and

grade 12 students of Liceo de Cavinti. This study would also determine the

importance of the source of information that could affect the level of

Mathematics performance of the students.

Background of the Study

Sources of information like printed materials, internet and

magazines; also as mass media had a wide relationship on the Mathematics

performance of every student or others. This helps them to gain more

knowledge and information. These sources lead them to the truth and the

answer to their questions.

As the years pass by, many people crave for more information to

increase their knowledge. But they are wondering if it is really the true

answer to their questions. They are looking for more reliable, applicable

and accurate information. Some getting information on the internet say

it is not accurate and some say that printed materials are more detailed that

they are tired of using it. Almost information from mass media may not be

true, for they can also change.

Most of the people use these sources to improve their performances

on their chosen field of expertise and also for students. To increase or to

achieve their target high level of performance they consult printed

materials, magazines, internet, and mass media. These sources really are

big help not just for students and also teachers but also for the other people
 3

who have care of what happening in our world. That is why we need

different sources which will suffice our need foe real information.

Theoretical Framework

Using such source of information can really be a big help for the

people to find proper news and facts about something. It is important to

them to fill their minds wit better knowledge so that they won‟t be called

uneducated person.

Once among the first to fully appreciate je significance of the world

as a technology shows each stage in the development of the technology

throughout the history of the communication from the invention of speech

to electronic communication of today (McLuhan 2012).

The appreciation of the technology is cruel role of watching the new

technology or using it to make full of communication. By watching we are

gaining knowledge and they use complex skills in communication in order

to relate.

Offered points of view about the value of the most common place

metaphorical reference to the “reading” of works of visual and written as if

they were, like the language texts, composed of underlying structure.

(Estelle, 2010).
 4

It is most important that a child learners visual written skills that is

why for she offers point of view to guide people especially children

through their learning. This theory shows the importance of reading

printed materials even though it takes a lot of time reading, but reading is

one the ways to gain better knowledge.

A form of attribution theory developed by Bernard Weiner describes

hoe students‟ belief about the causes of academic success of failure affects

their emotions and motivations. For example, when students attribute

failure to lack of ability which is perceived as uncontrollable, they

experience the emotion of shame. In contrast, when students‟ attribute

failure to lack effort and effort is perceived as controllable, they

experience the emotion of guilt and consequently increase and show

improved performance.

The following theories are related to this study for it also contributed

much information about the sources of information we are using today.

These theories will help the researchers to understand more books, internet

and mass media as a source of information to improve mathematics

performance of the students.

 5

Conceptual Framework

Based on the foregoing theories as conceptual framework in the form

of paradigm as shown in figure 1, it has been designed to serve as guide

for the researcher to elicit answer to the problem areas investigated.

To give a better understanding of the study the conceptual

framework was presented in a form of paradigm.

Independent Variable Dependent Variable

Mathematics performance
Sources of Information of grade 11 and grade 12
students of Liceo de
Cavinti
• Printed materials • Grade Point
Average (GPA)
• Internet

• Mass media

frame 1 frame2

Respondents’ Perception on Sources of Information: Its Relation to

the Mathematics Performance of Grade 11 and Grade 12 Students of

Liceo de Cavinti

Frame 1 consisted of the independent variable in terms of sources of

information such as printed material, internet and mass media as source of

information. Frame 2 consisted of Dependent Variable refers to the

student’s performance in terms of student’s grade in the subject of

Mathematics of Liceo de Cavinti.

 6

Statement of the Problem

The purpose of this study was to determine the relation of the

sources of information to the Mathematics performance of grade 11 and

grade 12 students of Liceo de Cavinti

Specially, it sought to answer the following questions:

1. What is the extent of using the following as a source of information

by the respondents?

1.1 printed materials

1.2 internet

1.3 mass media

2. What is the level of the respondents’ perception on using the

following as sources of information?

2.1 printed materials

2.2 internet

2.3 mass media

3. What is the level of their Mathematics performance in terms of grade?

4. Is there a significant relationship between the respondents’ level

of perception of using the source of information and the Mathematics

performance?

Hypothesis

Hypothesis in null and alternative forms were formulated as bases

for acceptance or rejection at five percent significant level.

 7

Null Hypothesis

There is no significant relationship between the respondents‟ level of

perception level of perception of using source of information and their

Mathematics performance.

Alternative Hypothesis

There is significant relationship between the respondent level of

perception level of perception of using source of information and their

Mathematics performance.

Significance of the Study

The result of this research work is to ensure that the students learn to

develop their potential and confidence in Mathematics. The target

respondents of the study were selected grade11 and grade 12 students in

Liceo De Cavinti. The result of the study would merit the following:

Students- Because they are the one who will be able to use this as a

basis in choosing appropriate source of information especially in

Mathematics. They can use this also to inform other students about using

those sources properly.

Teachers- For they can also use this as basis in doing their thesis if

they are taking up their master’s degree.

Researchers- Enable the researcher to get as close as possible to

what actually he is looking for in conducting a research. It indicates what

materials they considered essential to their research.

 8

School Administrator- This study may give some benefits to the

school in providing the students with the most current trend in the field of

education.

Curriculum Planners- This study can be helpful to them in gaining

new information from different sources in making a better curriculum.

Parents- The parents could be involved in this study by making

themselves as part of improvement of academic performance and

achievements of their children.

Scope and Limitation of the Study

This study focused on the relation of sources of information to the

Mathematics performance of grade 11 and grade 12 students of Liceo de

Cavinti. It aimed to present a valid data that proved the claims of

the study. The evaluation was conducted through (50) grade 11 and grade

12 students of Liceo de Cavinti.

Definition of Terms

GPA- the GPA is now used by most of the tertiary institutions as a

convenient summary measure of Mathematics performance of their

students. It is a better measurements because it is provides a greater insight

into the relative level of performance of individual and different groups of

students.

Internet- A global system of interconnected computer networks that

use the standard protocol suite to serve several billion users worldwide. It
 9

is a network of networks that consists of millions of private, public,

academic, business and government networks, of local to global scope,

that are linked by a broad array of electronic, wireless and optical

networking technologies.

Mathematics- Mathematics is the science of structure, order, and

relation that has evolved from elemental practices of counting, measuring,

and describing the shapes of objects. It deals with logical reasoning and

quantitative calculation, and its development has involved an increasing

degree of idealization and abstraction of its subject matter. Since the 17th

century, mathematics has been an indispensable.

Math Performance- Mathematics performance is the result of one

student towards his/her math subjects and it can be measure by the final

grade earned in the course.

Mass Media- Are diversified media technologies that are intended

to reach a large audience by mass communication. The technology through

which this communication takes place varies. Broadcast media such as

radio, recorded music, fill, and television transmit their information

electronically.

Outdoor Media- It is form of mass media that comprises billboards,

sign s or placard placed inside and outside of commercial buildings, sports,

stadiums, shops and buses.

Print Media- Use a physical object such as newspaper, book,

pamphlet or comics to distribute their information.

 10

Printed Materials- A set of written, printed, illustrated, or blank

sheet, made of ink, paper, parchment or other materials, usually fastened,

together to hinge at one side. Book may also refer to works of literature or

a main division of such work.

Source of Information - Anything that might inform a person about

something or provide knowledge about it. It may be observations, people,

speeches, pictures, organizations, website, etc.

Students- Student is a primary a person enrolled in a school or other

educational institution and who in under learning goals of acquiring

knowledge, developing professions and achieving at a particular field.

 11

Chapter II

REVIEW OF RELATED LITERATURE AND STUDY

This chapter reviews selected literature and studies written by

foreign and local authors which are relevant to the present study.

Related literature

Students have their own rate or level of performance inside the

classroom. They are submitting their answer or solution, math project,

assignment and others to gain high grades. So they are using different

sources to seek some information for their requirements in math subject.

The quality performance of a student also depends on the kind of

equation or math problems that the student going to submit. So that

learners should be more resourceful and patient in finding information for

it to be accurate and reliable.

Educational achievements of students demand urgent attention to

attain their goals. A numerous researches have been conducted to

contribute to determine the predictors of educational success of k-12

students. A researcher work always takes advantages of the information

and the knowledge had been accumulated in the past as a result of constant

research endeavor by mankind.

According to Koul (2009) research can never be undertaken in the

isolation of the work that has already been done on the problems related to
 12

the study propose by any researcher. Every researcher reviewed the related

literature from the different resources that includes research journal,

articles, books, magazine, encyclopedias, dissertations, abstracts,

international year book, thesis and most important in the present era the

internet access.

Three-quarter of AP (Advancement Placement) and NWP (National

Writing Project) teachers say that the internet and digital search tools have

had a “most positive” impact on students‟ research habits, but 87%

say that technologies are creating an “easy distracted generation with short

attention spans” and 64% say today’s digital technologies do more

to distract students than to help them academically”.

These complex and at times contradictory judgments emerge from

(1) an online survey of more than 2,000 middle and high school teachers

drawn from the AP and NWP communities; (2) online and offline focus

groups with the middle and high school teachers and some of their

students.This research looks at teachers‟ experience and observation about

how the rise of digital materials affects the mathematical skills of today’s

students. Teachers and students report that for today’s students, “research”

means, “Googling”. 77% of teachers say it has been “mostly positive”. In

fact, when asked if they agree or disagree with specific assertions how the

internet impacting student’s mathematics performance.

 13

99% AP and NWP teacher agree with the notion that the internet

enables student’s to access a wider range or resources than would

otherwise be variable, and 65% also agree that the internet makes today

more self-sufficient researchers.

The greatest impact the teacher’s see today’s digital environmental

having on research habits is the degree to which it has changed the very

nature of “research” and what it means “do research”. 94% of the teachers

say their students are “very likely” to used Google or other online search

engines in a typical mathematics assignment, placing it well ahead of all

other sources. Second and third on the list of frequently used sources are

online encyclopedia, such as Wikipedia, and social media sites such as

YouTube, Khan Academy, Math is Fun.com and may more.

The controversial approach to online education is gaining traction at

some college. Supporters see the self-paced model as a means to serve

more students, since no one is turned away because of a full section,

mossed deadline, or cancelled class. Other citizens go-it-alone learning as

a second rate system that leaves students in greater danger of dropping out.

Educationally it’s not defensible say D. Randy Garrison, a veteran

distance education researcher who directs the teaching and learning center

at the University of Calgary. “It doesn’t allow students to get a deep

understanding of the content”.

 14

Other than programs like Learn Anytime, online education generally

mimics the familiar face-to-face template. A group of students moves

through math courses works at a se pace and discusses the lessons,

typically in a course forum.

The latest Schools Computing Survey, which gathers data on

classroom technology nationwide, found that 28% of K-12 has a strategic

plan to provide courses-casting equipment and 35% more are working on a

plan now.

Crazier things have happen: Google is digitizing the full text of

millions of books in major school libraries (though the company faces

court challenges over whether it is violating copyright in the process).

What is alongside a library of the entire world’s books, three was a library

of tens of thousands of lecture videos? Teachers across the country are

now wresting with this issue.

“The biggest barrier to learning on scale is access to information. If

we don’t solve mathematical problems, then on scale we are never going

to educate the user of people who want to be educated and who are not

only capable of excelling but in many ways need that education to improve

their quality of life”, says Erick Franck. Students can read Web-hosted

versions for free, or purchase other formats…..all for a fraction of the cost

of the traditional books.

The media are central in provision of ideas and images which the people

use in interpreting and understanding a great deal of their everyday

 15

experience. More specific work relating to TV is seen in Walter

Lippmann’s theory of pictures. He says that what we watch on TV and

other media form images in our heads, thy shape our attitudes, perception

and behaviors.

According to Silvus and Curry, method of presenting instruction

includes: the demonstration, the lecture and discussion, solving

mathematical problems, visual presentation, programmed instruction,

students team project, television, individualize instruction sheet, student

directed ability, writing solutions and presenting a technical report

interviewing an authority, evaluating a unit of math project and testing.

Based on the literatures above, mostly of the students now use internet foe

easier seeking of information, but student doesn’t know if it is reliable.

They also consult or seek books and magazine and other to give those

answers to their questions. These literatures are related to this study for it

is included in the sources of information that is related to the mathematics

performance of the students.

Related Studies

Printed materials Pepin and Haggarty (2010) made a cross national

comparison of textbooks and the use of textbooks in English, French and

German classrooms. They investigated similarities and differences of

mathematics textbooks and the way teachers use the textbooks at the lower

secondary level. Teachers in all three countries emphasize the use of

textbooks for exercises.

 16

There are, however, differences in how they use them with respect to

the theoretical part and the worked examples. Mostly, French teachers

introduce the core of the lesson in a different way than it is done in the

textbooks and German teachers use worked examples from other sources

than textbooks.

French and German classrooms. They investigated similarities and

differences of mathematics textbooks and the way teachers use the

textbooks at the lower secondary level. Teachers in all three countries

emphasize the use of textbooks for exercises.

There are, however, differences in how they use them with respect to

the theoretical part and the worked examples. Mostly, French teachers

introduce the core of the lesson in a different way than it is done in the

textbooks and German teachers use worked examples from other sources

than textbooks. The English pupils had a limited access to the textbooks.

Therefore, they have to rely on the teachers, which in turn rely on the

textbooks, as the only source of mathematics (Pepin & Haggarty, 2010).

Röj-Lindberg (2009) made a survey of curriculum material and

mathematics education in Swedish-speaking middle schools in Finland.

She noticed that the teaching of mathematics is mostly guided by

textbooks. Eighty-six percent of the teachers state that they frequently use

textbooks in their teaching of mathematics (Röj-Lindberg, 2009). In

Sweden18, the impact of mathematics textbooks in education has been a

subject of discussion in more than seventy years19. The indication of the

 17

mathematics teachers‟ frequent use of textbooks is not a local story. The

result of Röj-Lindberg is pertinent to an earlier study by Barr (1988)

conducted in the Chicago area in the United States. Nine fourth-grade

mathematics teachers were interviewed and observed during a school year.

Barr noticed that seven out of nine teachers used their textbooks by

moving lesson by lesson through the book in a non-flexible way. In

addition, the teachers spend a lot of their time on review. Barr suggested

that teachers should base review work on the need of the individual

student and not on the sequence and nature of the textbook.

A comparison of mathematics and reading textbooks shows that

mathematics textbooks overemphasize review and Barr suggests that the

design of textbooks should be examined.

Moreover, teachers using the same textbooks differed in the

mathematics lessons presented and the problem assigned. An influential

factor on instruction was the characteristics of classes of students. The

teachers of less able and more diverse classes are more focused on what

they considered as the essential core and less focused on difficult areas

like division and fractions (Barr, 1988).

The use of textbooks by Singaporean mathematics teachers at lower

secondary level was investigated through a questionnaire survey (Fan &

Zhu, 2002). Twenty- eight teachers using the most commonly used

textbooks were asked about their background (gender, education and

experience of teaching) and teacher’s general use of textbooks.

 18

How they use different categories of problems that are provided in the

textbooks was examined through multiple-choice questions. Fan and Zhu

maintain that three general conclusions could be drawn from the study:

a) Textbooks are still the most important resource for mathematics

teachers in their teaching practice, especially when they assign home

work

b) Textbooks do not play a role as important as many people would think

in Singaporean classrooms, parts of the textbooks were excluded by

the teachers;

c) The qualities of schools/students, teachers‟ gender and teaching

experiences do not significantly affect the ways in which teachers use

their textbooks.

The interaction between the use of textbooks and the characteristics

of the book was examined by Stodolsky (2016). She suggests that the use

and influence of textbooks should be analyzed with respect to topics,

content of the book and the teacher guides that correspond to student texts.

During two weeks, she observed how six fifth-grade teachers used the

student and teacher editions of their math textbooks. A wide range of

styles of use was observed, from fidelity to autonomy toward the content

in the textbooks.
 19

Stodolsky noticed that there was high conformity between textbook

topics and instructional topics and less agreement between suggested

activities in the teacher edition and classroom practices. Furthermore, the

teachers made no use of the manipulative activities and suggestions for

enrichment in the teacher editions of the textbooks, at least not during the

two weeks of observations (Stodolsky, 2016).

Another study in this area was made by Freeman and Porter (2008).

They described the way teachers use textbooks and examined the overlap

between content taught and textbooks content. During one school year,

four fourth-grade teachers kept daily logs of their instructional activities in

mathematics. Time devoted to mathematics instruction, content covered

and examples of problems in use were recorded. Three styles of

textbooks‟ use are identified among the teachers in this study and

categorized as:

a) Textbooks bound, in which the teacher followed the book

page by page through the entire book;

b) Focus on the basics, in which the teacher only taught lessons

directly related to basic mathematical concepts and skills;

c) Focus on district objectives, in which the teacher relied on

recommendations on the topics to be taught provided by the

current district.

Freeman and Porter came to the conclusion that “…

textbooks are not the content policy instrument they are billed to be”
 20

(Freeman & Porter, 2008). Moreover, they question the long held

conviction that students are better served with teachers who go beyond

their textbooks than by those who follow it closely. Freeman and Porter

noticed in their study that teachers, who follow the book closely, were the

teachers who placed the most emphasis on applications and conceptual

understanding.

Sosniak and Stodolsky claimed that “… to understand textbook use,

it is necessary to consider teachers‟ thought and action and

their relationships, teachers‟ work within and across subjects, and the

fuller context of teachers‟ conditions of work” (Sosniak & Stodolsky, p.

252). They looked at four fourth-grade teachers to see how consistent

individual teachers are regarding the use of textbooks across the subjects

they teach (language arts, mathematics and social studies). Sosniak and

Stodolsky report a considerable variability across teachers and, for a single

teacher, from one subject to another. They noticed that none of the

teachers in the study used textbooks in the same way when teaching

different subjects. Also, the teachers viewed textbooks as tools and

properties rather than blueprints. According to their findings, textbooks

cannot be blamed for “… the variety of problems associated with

elementary education” (p.272). Furthermore, and in contrast to Barr

(2008), they state that textbooks “… do not control the elementary

curriculum to the extent ordinarily assumed, and textbook content does not

necessarily directly influence what students learn” (Sosniak & Stodolsky,

 21

2008, p. 272).

Internet New Times‟ is a term commonly used to

describe contemporary society, and our ever-changing, increasingly

digitized world. New times are characterized by new ways of learning,

primarily through use of the Internet (Kerry, 2010; Moor & Zazkis, 2010).

The Internet allows learners to ask questions or share ideas with teachers

and friends via electronic mail (James, 2011), to do hands-on activities

using Internet- based manipulative (Crawford, 2003), to engage in

collaborative-projects with other students in different countries (James,

2001), to collaborate in discussion forums (Yang, 2002), to ask questions

directly of experts, or to obtain primary resources (Kerry, 2000). All of

these are new ways of learning unknown less than two decades ago. With

the Internet, activities which previously required students to be physically

present in the classroom can now are done virtually without attending

classrooms (Bellon, 2002; Foster, 2003).

Internet access has significantly increased in recent years. In 2009,

Becker (2009) found that over 90% of schools in the USA had become

connected to the Internet. In 2011, the Australian Bureau of Statistics

(ABS) reported on the availability of Internet access in Australian

households, stating that almost 40% of homes had Internet connection, and

that their data suggested this figure would rise significantly in the future.
 22

With the impact of technology in new times, standard competencies

previously required for life are continuously changing. In new times, basic

knowledge, such as the ability to count, or to read, is no longer enough

(Zevenbergen, 2014).

Internet access and hence access to World Wide Web (WWW) is

now commonplace in schools in Australia, for example all public

schools in South Australia have an Internet connection as a result of the

DECSTech2001 project (DECS, 2002). As with any new innovation in

schools there is a need to evaluate its impact and since the late 1990‟s

there have been calls to research the ways the World Wide Web is

changing classroom practice and student learning in general (Windschitle,

1998) as well as study the effectiveness of Internet resources for

mathematics at all year levels (McCoy, 1996). It has been reported

(Herring,1999) that schools in the developed countries are still at a fairly

early stage in fully exploiting the Internet for teaching and learning in

general and that this is particularly true in the area of mathematics

(Becker, 1999). Mathematics teachers were reported by Becker (1991) as

having lower measures of Internet use and perceived value compared to

every other group. This paper reports on interviews conducted with six

teachers who have used the Internet to teach mathematics. These teachers

were identified as a result of their responses to an online survey, conducted

by one of the authors. The survey results show that 79% of the teachers

surveyed use the Internet to teach mathematics and that even those who
 23

reported that they have never used the Internet to teach Mathematics

would like to use it. Why the interviewed teachers chose to use the Internet

and the impacts these choices have on their teaching and their

students‟ learning is the focus of this paper.

The Role of the Mathematics Teacher in a Web-Based

Environmental though critics of the use of the Internet in education such a

students. There are a number of aspects to Web-based instruction that have

been identified, enhancing mathematical thinking (Idris, 1999), enjoyment

& motivation (Moor & Zazkis, 2000) and self- concept among females

(Goudelock, 1999). Additionally, Web-based communications present

unique opportunities for students to display and develop inquiry processes

as well as an appreciation of other cultures and viewpoints (English &

Cudmore,2000), encourage creativity in looking for solutions (Nagai,

Okabe, Nagata, & Akahori, 2000)and enhance students‟ ability to

articulate and explain with the opportunity to build on others‟ ideas

(Sherin, Mendez, & Louis, 2000).Interaction and Mathematical

Learning The Web has resources of varying levels of interactivity and

functionalities that can be exploited by teachers to teach mathematics

(Loong, Barnes, & White 2002, Loong 2001).

 24

Mass Media Mass media is an important means of making mathematics

teaching and learning more effective and interesting. A teacher of

mathematics needs to explore the full potential of these for more effective

mathematics teaching. The use of mass media helps in breaking the

monotony of the classroom teaching-learning process as most of the

learning takes place through multi-sensory experiences like listening,

seeing, touching, feeling and so on.

However, unless used appropriately and with good planning, these aids

can defeat the purpose for which they are being used.

The term mass media stands for dissemination of information, ideas

and entertainment by the use of communication media. The media include

those which use modern means of communication such as radio,

television, film, press, newspapers and advertising. In fact, they co- exist

with the important traditional media such as folk dance, drama and

puppetry.

Education in its modern form, involving the instruction of

pupils with in specially designated school premises, emerged with the

spread of printed materials and higher levels of literacy. The rise of mass

media and the rise of mass education are closely connected, because of the

letters ability to read & write to participate in public sphere. Media are

generally classified on the basis of their distribution channels.

Mass media denotes a section of the media designed to reach a large

audience. It can be referred to as a means of public communication such as

 25

television, radio and widely circulated newspapers that tend to reach a

large audience with similar social characteristics (Mintz et al., 2005).

Thompson (2004) defined mass media as books, magazines, newspapers,

radio, television, cinemas, records, tapes and videos. The Encarta

Encyclopaedia (2009) defined mass media as communication media that

reach a large audience, especially television, radio and newspaper. Media

can be defined broadly as channels of communication.

Media can be defined broadly as channels of communication. It is

considered in terms of its software and hardware (Ogunmilade, 1984).

Mass is a large number of people or objects gathered together or coherent

body of matter with no definite shape while, media is the main means of

communication (especially television, radio and newspaper) regarded

collectively (Concise Oxford Dictionary, 10th Edition). Mass media is

vital in the diffusion of knowledge and helps in developing individuals‟

academic morally and socially. It is the means through which opinions,

ideas, information or news are disseminated to a large group of people.

Carmen (1997) suggested that there are roughly four (4) broad areas within

the many variations of media literacy. These include; the study of media

texts, study of the audience, production and political economy of media.

The arrival of communication media such as television, tape recorders,

radios, telephone and internet has increased the variety that could be used

in instruction. This has given rise to what is now termed “Instructional

Media”, “Educational Media” and “News Media” (Agun and Imogie,

 26

1988). In 1999, Yusuf recorded that in technical colleges, such

instructional materials such as audio and video tapes, record players,

projectors, computers, monitors etc. are in everyday use. Also,

Fadamiro(1999) listed some of the instructional media that are used in

Universities of Technologies such as chalkboard, cameras, drawings and

sketches, graphs, models, real objects, projectors, radios, videotapes etc.

These instructional media have positive impact on the teachings, learning

and knowledge acquisition in the technical colleges surveyed. Their proper

usage ,availability, quality and maintenance and the ability to produce

alternatives or improvisations are the key to their successful usage.

Mass Communication is one of the Departments in the School of

Communication and Information Technology in Moshood Abiola

Polytechnic with mass media and society as a course offered by the

students. The ratio of students to instructional media in the Department has

affected the standard of the instructional media in learning and knowledge

acquisition by the students. This study is therefore to determine the effect

which the mass media used as instructional media in the forms of

laboratories, studio equipment, internet facilities and print media have

assisted learning and knowledge acquisition by students of the Moshood

Abiola Polytechnic, Abeokuta, Ogun State.

Mass media is a channel, medium, utility, device, or instrument used

in the mass communication process. The mass media also includes printed

media, electronic media and cyber media; Printed media such as

 27

newspapers, magazines, books, pamphlets, billboards and other technical

tools that bring out the message by touching the senses of sight.

Electronic media such as radio and recorded programs use the senses of

hearing and television programs, motion picture and video recording

covering both senses which is hearing and vision (Blake, 2009).

Meanwhile the online media (online media, cyber media) is the internet-

based mass media. Mass media is happening to be the suggestions for

cultural development, not just culture in the sense of art and symbol.

Mathematics throughout a student’s education, Mathematics is one of the

subjects they will encounter time to time again. Teaching math skills to the

students should be done using multiple source of information to optimize

students learning and encourage the students with a love of learning.

Vionea & Purcaru (2014), the practical implications for Mathematics

teachers is that the students‟ interest in Mathematics is determined by the

way in which the teaching, learning and assessment of mathematical

knowledge are done.

According to Ofsted (2011), ensuring that the students have a good

grounding in Mathematics will equip them for their future lives by

developing the skills valued by industry and university. Everybody knew

that learning Mathematics is really important, but some learners do not

want to study this subject, the reason is it is hard. This is very alarming, if

this situation continue to happen it can cause poor performance and

negative attitudes toward Mathematics. The affective component of

 28

attitude is the feeling or emotions of the individual associated with

learning Mathematics (Ingram, 2015). Han and Carpenter (2014) state that

attitudes consist of cognitive, affective and behavioral reactions that

individuals display towards an object or the surrounding based on their

feelings or interest. Thus, the effective component is the source of driving

the engagement of students towards Mathematics. Furthermore, the

affective aspect is also influence by the belief form from the cognitive

component of attitude ,which creates a mindset that becomes constant

overtime and influences the feelings of the students towards learning

Mathematics.

As such, the cognitive and affective components of attitude are

interrelated and deeply interact with each other (Di Martino & Zan, 2011).

Hence the behavioral component of attitudes impacts of the cognitive

component of attitude as well. When students see the importance of

mathematics in real lives, they feel engaged, confident and connected to

their learning (Attard, 2012). As such, the three components of attitude,

confidence, importance of mathematics and engagement are interrelated

(Mensah, Oyre, & Kuranchie, 2013). Zakelj (2014), good professional

relationship between teachers, students and parents is the most important

factor for successful overcoming of learning difficulties. Cooperation

between teachers who teach the senior high and emphatic and

appropriately “patient” relationship between the teacher and the students

are important as well. Educators and learners need to cooperate to

 29

overcome the difficulties in studying this subject. Mathematics is a very

important subject in school. Mathematics knowledge and skills are crucial

for success of many of today’s endeavors. Mathematical modeling

prepares students to develop a working knowledge of dynamic information

systems (Shahbari & Peled, 2017). Kvedere (2013), to ultimately improve

Mathematics learning teachers must play more attention to students‟

beliefs about their capabilities in Mathematics and emotions connected

with it.

It is important to study student’s mathematical self-parameters

because they influence not only the process of acquiring Mathematics,

Mathematics achievement but also future career choice and general well-

being. Self - efficacy and self - concept in their negative form are highly

related to Budiyono & Slamet (2017) the one of basics sciences whose

important role in various life aspects is mathematics? Mathematics is

universal science which basic the evolution of the power of thought.

(Stankov et al, 2012). Today, mathematics is used in various fields, from

engineering to medicine, and is taught as a mandatory senior high school

subject in many nations (Lee, 2015).

Colomeischi (2015), the attitudes toward Mathematics learning

depend on the quality of emotional life of the students, the differences in

attitudes in terms of emotional intelligence, self – efficacy, positive and

negative affect. The importance of affective factors in partially explaining

individual differences in the learning of Mathematics is well recognized,

 30

too. It is recognized that the role of motivation and emotions is crucial to

learning (Kim, Park, & Cozart, 2014). Bozkurt (2012) related to

mathematical activities in primary and secondary class shows the necessity

to inform teachers about the concept of mathematical activities, otherwise

the expected outcome cannot be seen. Teaching Mathematics would be

very difficult especially for those pupils who don’t love Mathematics. But

teachers can find a ways to encourage student engagement and confidence

in learning mathematics. This can be achieved by implementing

meaningful activities embedded in real – life context (Kacerja, 2012).

Mathematics Performance learning of mathematics is affected by the

confidence of a learner in their mathematical abilities and the attitudes,

beliefs and feelings they harbor towards mathematics (Coben, 2003). It is

generally accepted that teachers impact learners in many ways.

Mathematical performance, for PISA, measures the mathematical

literacy of a 15 year-old to formulate, employ and interpret mathematics in

a variety of contexts to describe, predict and explain phenomena,

recognizing the role that mathematics plays in the world. The mean score

is the measure. A mathematically literate student recognizes the role that

mathematics plays in the world in order to make well-founded judgments

and decisions needed by constructive, engaged and reflective citizens.

To determine the predictors of mathematics achievement among

various groups of individuals, a large body of studies has been conducted

over the past several decades. Since education is a complex process with
 31

many variables interacting in a way that affects how much learning takes

place, the authors express the diverse and complex nature of factors

associated with mathematics performance. To provide a comprehensive

and consistent insight, some authors try to classify the factors into various

categories with related properties.

Due to specific characteristics of the target population, we believe

that research results relating to different levels of education (primary,

secondary, and tertiary) cannot always be directly compared. Therefore,

we have limited our attention to studies related to the tertiary level of

education, as this is the subject of our research.

Concerns regarding the problem of unsatisfactory mathematics

performance have been reported internationally. Most of these studies are

related to developing countries, such as Malaysia, Iran, Nigeria, Ghana,

and the Philippines. Studies relating to the field of Australia are also quite

common. The territory of the USA and Canada seems to be somewhat less

represented, while studies dealing with mathematics achievement in

European higher education are very rare. In this regard, we found a few

papers from the following countries: the UK, Finland, Spain, Ireland,

Germany, and Sweden. In our opinion, the origin of the study is an

important factor that should be considered when comparing the results.

Namely, specificities of a particular national education system, as well as

cultural differences between different parts of the world, can lead to

significant differences in conclusions.

 32

The majority of the studies addressed mathematics performance in

relation to certain selected factors. As one of the most influential sources

and predictors of underachievement in mathematics at the tertiary level of

education, the authors consider the insufficient level of mathematical

background from secondary education.

 33

Chapter III

RESEARCH METHODOLOGY

This chapter includes the research design that will be use, population

and sampling, research locate, research procedure, research instrument,

and the statistical treatment.

Research Design

Quantitative research design is a process of inquiry examining and

identified problem that is based on testing a theory measured by numbers

and analyze with statistical technique. Also quantitative data is more

efficient, it can be applied within shorter duration of time compared to

qualitative method it is easy to make comparison of findings.

The descriptive method will used in this study. Descriptive research

will be used to describe characteristics of population phenomenon being

studied. It does not answer questions about how/when/why/ the

characteristics occurred. Rather it addresses the “what” question (what are

the characteristics of population or situation being studied?)The

characteristics used to describe the situation or populations are usually

some kind of categorical scheme also known as descriptive categories.

According to Lawas (cited by Senagonia 2012), descriptive method

was a research design wherein events are recorded, described, interpreted,

analyses and compared objective is to described systematically a situation

condition or interest factuality and accurately. Descriptive method design

 34

includes observation survey, questionnaire and interviews standardized

test and cases studies.

Thus, the descriptive method was appropriate for his problem areas

being investigated was rationalized by the researcher.

Research Locale

The research is conducted at Cavinti Laguna. The municipality of

Cavinti was originally a part of Lumban, Laguna. It was only in 1619

when the town gained complete and independent status as a parish by

virtue of a papal bull believed to have come directly from Rome. In fact,

this was why, again according to the legends, the two Puhawan brothers of

Lumban, in search of food in early 1600, reached Cavinti where they

found an image which turned out to be that of El Salvador. But in no time,

it got lost only to be found again in the very same place where it was first

discovered. Today on that hallowed grounds stands majestically the

centuries-old Catholic Church in honor of El Salvador built by the town's

forebears for all the generations to enjoy and cherish. The church's early

structures were made of light materials. For many times they had to

rebuild it on account of destruction wrought by natural calamities such as

earthquakes, typhoons, and fires. The ecclesiastical supervision of the

church also belonged to Lumban since its founding. Even at the time of the

construction of the first stone church in 1621.

 35

Specifically the study was done at Liceo De Cavinti located at

Callies St. no. data Cavinti Laguna. Liceo De Cavinti is the only one

Catholic school in the municipality of Cavinti. It is Department of

Education (DepEd) accredited private school.

Respondents of the Study

The respondents of this study were 25 grade 11 and 25 grade 12

selected students enrolled in Liceo De Cavinti with the total of 50 selected

students.

The respondents were chosen for the reliable sources of data and

information through purposive random sampling of the facts that they

were purposively selected during the actual gathering of data in order to

elicit answers.

Sampling Technique

The purposive sampling technique is a type of probability sampling

that was most effective when one needs to study a certain domain of

knowledge expert within purposive sampling which may be used with both

qualitative and quantitative research techniques (Tongco, 2007).

Research Procedure

The steps in this study is problem identification with an

identified research problem, related literature, and studied which were

recalled to familiarize and analyzed the different concepts and procedures

and finding which have a significant bearing on the problems to help in the
 36

formulation and refinement of research objectives, hypothesis, framework,

and procedures.

The next task was to decide which research design was more

appropriate for the study. This was followed by the collection of data with

the use of an instrument, which was the questionnaire formulated, the

rubrics modified and checked by the adviser and statistician. The

instrument benefits the nature of the problem in considerations of the

targets population and respondents and resources involved. The data were

collected, statistically treated, analyzed, and interpreted.

Research Instrument

The research instrument use in gathering data is through a

questionnaire. The questionnaire was made as a major tool for specific

questions.

The questions were answered by rating 1-5 with the following

interpretations:

1- Strongly Disagree

2- Disagree

3- Undecided

4- Agree

5- Strongly Agree
 37

The questionnaires were tabulated by the researcher and were

submitted to its adviser for comments and suggestions on the layout and

statements structures. Likert Scale of questions was used to measure the

mean of the source of information and its relation in the mathematics

performance of grade 11 and grade 12 students of Liceo de Cavinti.

Statistical Treatment

The respondents of fifty 25 selected Grade 11 and 25 selected Grade

12 students in Liceo De Cavinti were tailed in order to get the frequency

counts and evaluate percentages as basis for testing the hypothesis of this

study. The formulas of this study are mean, standard deviation and

multiple-regression.
 38

Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter dealt with the presentation, analysis, and interpretation

of the data gathered to determine the perception of 25 grade 11 and 25

grade 12 students of Liceo de Cavinti on the source of information. The

presentation of the table and figure were in accordance with the answers to

the statement of the problem of the study.

Extent of Exposure to Different Sources of Information

Respondents‟ exposure to books twice a day has a frequency of 12

and has a percentage of 24; daily exposure has a frequency of 7 and a

percentage of 14; once a week exposure has a frequency of 18 and

percentage of 36; twice a week has a frequency of 13 and percentage of

26. Respondents‟ exposure to internet twice a day has a frequency

of 7 and has a percentage of 14; daily exposure has a frequency of 18 and

a percentage of 36; once a week exposure has a frequency of 13 and

percentage of 26; twice a week has a frequency of 12 and percentage of

24. Respondents‟ exposure to mass media twice a day has a frequency of

2 and has a percentage of 4; daily exposure has a frequency of 41 and a

percentage of 82; once a week exposure has a frequency of 4 and

percentage of 8, and twice a week has a frequency of 3 and percentage of 6

with the total of 50 respondents and 100 percentage

 39

Table 1 presents the respondents' exposure to different sources of

information

Table 1: Respondents’ Extent of Exposure to Different Sources of

Information

Extent Printed Internet Mass

of materials media
exposure
Frequency % Frequency % Frequency %
Twice a 12 24% 7 14% 2 4%
day
Daily 7 14% 18 36% 41 82%
Once a 18 36% 13 26% 4 8%
week

Twice a 13 26% 12 24% 3 6%

week

Total 50 100% 50 100% 50 100%

Fascinated by the idea that print media may be the best “discovery

engine” we have for finding the information we didn't know we were

looking for (a notion I first encountered), I tracked down this article in The

Wilson Quarterly by Ethan Zuckerman, director of the Center for Civic

Media at MIT. “There are at least three ways we discover new information

online,” Zuckerman writes: “Each of these methods has shortcomings in

terms of giving us a broad, global picture of the word. Search engines,

while incredibly powerful, are only as good as the queries we put to them.

They are designed for information retrieval, not for discovery. Search

engine tell us what we want to know, but they can’t tell us what we might
 40

need to know,” said Annie Murphy Paul.

The use of printed materials as a source of information

Table 2 represent the respondent’s perception on the use of printed

materials as a source of information.

Table 2: Level of the Respondents’ Perception on the use of Printed

Materials as Source of Information

Indicative Statement Mean SD Rank Remark

1. I use textbooks first in 3.62 0.914 3 Often

finding answer to my
assignments in
mathematics.
2. I mostly use textbook 3.52 0.877 4 Often
in my projects in math
and other requirements.

3. I find hard to use text 3.14 1.077 5 Sometimes

books as reference in my
lecture.
4. I find it easier to use 3.94 0.704 2 Often
textbooks in increasingly
my performance in
mathematics.

5. I can earn better grade 4.1 0.7 1 Often

in math subject by using
textbooks
Weighted Mean 3.66 Often

Legend: Range Remark

5 4.21-5.00 always
4 3.41-4.20 often
3 2.61-3.40 sometimes
2 1.81-2.60 seldom
1 1.00-1.80 never
 41

The above table presents the level of respondents‟ perception on

using books as a source of information. It shows in thetable, the higher

mean, standard deviation, and remark. The item no. 5 which the

respondents‟ can earn better grades in Mathematics subjects using

textbooks is the higher mean level which 4.1, standard deviation of 0.7 and

remarks of often. The second from higher mean level is item no. 4 which

the respondents find it easier to use textbook increasing their mathematics

performance in school with the mean level of 3.94, a standard deviation of

0.704, and remarks of often. The third from the higher mean level is item

no. 1 which the respondent‟ use textbook first in finding the answer to

their assignments in Mathematics with the mean level of 3.62, a

standard deviation of 0.914 and remark of often. The fourth from the

higher mean level is item no.2 which the respondents mostly use textbook

is their math projects and other requirements with the mean level of 3.52, a

standard deviation of 0.877, and remarks are often. The fifth from the

higher mean id item no. 3 which the respondents‟ find hard to use a

textbook as a reference in their lecture with the mean level of 3.14, a

standard deviation of 1.077 and remarks of sometimes. And overall

weighted mean is 3.66 and remark of often.

Research can never be undertaken in the isolation of the work that

has already been done on the problems related to the study proposed by

any researcher. Every researcher reviewed the related literature from the

different resources that include research journals, articles, books,

 42

magazines, encyclopedia, dissertation, abstract, international yearbook,

theses, and most important in the present era the internet access (Koul,

2009). People might think they know what a book is, but academic

especially Mathematics books, can be slightly different from other

books they might be used to. They might find the term „textbook‟ used-

this can be a book specifically written to accompany a module, which you

might have to work through as the module progresses. Textbook and

module consist of a lesson, per chapter, activities, assessment, challenges,

reflections, and many more. It is a book containing a comprehensive

completion of content in a branch of study with the intention of explaining

it like in a Mathematics subject.

Textbooks are produced to meet the needs of educators, usually at an

educational institution. Schoolbooks and other books like modules used in

school. Some books or mathematics books can be a collection of problem

solving and equations, usually on different aspects of a topic, with each

chapter written by a different author. This type of book may have an

“editor” rather an “author‟.

 43

The use of Internet source of information

Table 3 Represent the respondents‟ perception on the use of internet as a

source of information.

Table 3: Level of the Respondents’ Perception on the use of Internet

as Source of Information

Indicative Statement Mean SD Rank Remark

1. I use internet for 4.78 0.501 1 Always
searching tutorial in
solving math
problems and
equation.
2. I use internet to 4.52 0.574 2 Always
create new ideas for
my project in
mathematics
3. I find it hard to use 2.92 1.074 5 Sometimes
internet I providing
me lectures.
4. I find easier to use 4.44 0.668 3 Always
internet in obtaining
new ideas.
5. I can maintain my 4.02 0.761 4 Often
good grades in math
subject with the use of
internet.
Weighted Mean 4.136 Often

Legend: Range Remark

5 4.21-5.00 always
4 3.41-4.20 often
3 2.61-3.40 sometimes
2 1.81-2.60 seldom
1 1.00-1.80 never
 44

The above table presents the level of respondents‟

perception on using internet as source of information. It shows in the

table, the higher mean, standard deviation and remark.

The item no. 1 which the respondents‟ use the internet for reaching

tutorials in solving math problems and the equation is the higher mean

level which 4.78, standard deviation of 0.501 and remarks of always. The

second from higher mean level is item no.2 which the respondents‟ use

the internet to create a new idea for their project in Mathematics with

the mean level of 4.52, a standard deviation of 0.574, and remarks of

always. The third from the higher mean level is item no. 4 which the

respondent‟ find it easier to use the internet in obtaining new ideas with

the mean level of 4.44, a standard deviation of 0.668 and remark of

always. The fourth from the higher mean level is item no. 5 which the

respondents can maintain their good grades in mathematics with the use of

the internet with the mean level of 4.02, a standard deviation of 0.761, and

remarks is often. The fifth from the higher mean id item no. 3 which the

respondents‟ find hard to use the internet in providing them lectures with

the mean level of 2.92, a standard deviation of 1.074 and remarks of

sometimes. And overall weighted mean is 4.136 and remark of often.

Three-quarters of AP (advanced placement) and NWP (national writing

project) teachers say that the internet and digital search tools have had a

“mostly positive” impact on students‟ research habits, but 87% say that

technologies are creating an “easily dissected generation with short

 45

attention spans” and 64% say today’s digital technologies do more

to distract students than to help them academically.

These complex and at times contradictory judgments emerge from

(1) an online survey of more than 2,000 middle and high school

teachers drawn from the AP and NWP communities; and (2) online and

offline focus groups with the middle and high school teachers and some of

their students. This research looks at teachers‟ experiences and

observations about how the rise of digital material affects the research and

problem solving skills of today’s students. Teachers and students report

that for today’s students, “research means, “Googling”. 77% of teachers

say it has been “mostly positive”. Yet, when asked if they agree or

disagree with specific assertions about how the internet is impacting

students‟ research their views are decidedly mixed. 99% of AP and NWP

teachers agree with the notion that the internet enables students to access a

wider range of resources than would otherwise be available, and 65% also

agree that the internet makes today’s students more self-sufficient

researchers.
 46

The greatest impact the teacher’s see today’s digital environment

having on research habits the degree to which it has changed the very

nature of “research” and what it means to “do research”. 94% of the

teachers say their students are “very likely” to use Google or other online

search engines in a typical research assignment, placing it well ahead of all

other sources. Second and third on the list of frequently used sources are

online encyclopedias such as Wikipedia, and social media sites such as

YouTube. The controversial approaches to online education are gaining

traction at some colleges. Supporters see the self-paced model as a means

to serve more students since no one has turned away because of a full

section, missed deadline, or canceled class.

Others criticize go-it-alone learning as a second-rate system that

leaves students in greater danger of dropping out.

“Educationally it’s not defensible”, says D. Randy Garrison, a veteran

distance education researcher who directs the teaching and learning center

at the University of Calgary. “It doesn’t allow students to get a deep

understanding of the content”. Other than programs like Learn Anytime,

online education generally mimics the familiar face-to-face template.

 47

The use of Mass media source of information

Table 4 represents the use of mass media as a source of information.

Table 4: Level of the Respondents’ Perception on the use of Mass

media as Source of Information

Indicative Statement Mean SD Rank Remark

1. I use mass media in 3.68 1.028 4 Often
answering my assignment about
math.
2. I commonly use mass 3.36 1.072 5 Sometimes
media for my project in
mathematics.
3. I find more information in 3.76 0.970 4 Often
using media

4. I find easier to use mass 4.08 1.016 1 Often

media in improving my
knowledge about math
problems and equations.
5. I can improve my 3.7 0.806 3 Often
mathematics performance in
school with the use of mass
media.
Weighted Mean 3.716 Often
Legend: Range Remark
5 4.21-5.00 always
4 3.41-4.20 often
3 2.61-3.40 sometimes
2 1.81-2.60 seldom
1 1.00-1.80 never

The above table presents the level of respondent’s perception on

using the internet as a source of information. It shows in the table, the

higher mean, standard deviation, and remark. The item no. 4 which the

respondents‟ use mass media in improving their knowledge about

math problems and the equation is the higher mean level which 4.08, a

standard deviation of 1.016 and remarks of often. The second from the
 48

higher mean level is item no. 3 which the respondents‟ find more

information in using mass media with the mean level of 3.76, a standard

deviation of 0.970 and remarks of often. The third from the higher mean

level is item no. 5 which the respondent‟ improve their mathematics

performance in school with the use of mass media with the mean level of

3.7, a standard deviation of 0.806 and remark of often. The fourth from the

higher mean level is item no. 1 which the respondents‟ use mass media

in answering their assignment about math with the mean level of 3.68, a

standard deviation of 1.028 and remarks is often. The fifth from the higher

mean id item no. 2 which the respondents‟ commonly use mass media for

their project in mathematics with the mean level of 3.36, a standard

deviation of 1.072 and remarks of sometimes. And overall weighted mean

is 3.716 and remark of often. People or students prefer to read

journals and fiction than to hold bulky books in their hands. One factor

that facilitates the popularity of the internet is it’s available. The internet

facility is available almost in every nook and corner of the world. Even if

people traveling to the distant villages in our country, would be getting the

internet facility.

The availability of this facility on our cell phones has made the path

easier. Now students prefer using the internet especially when it comes to

mathematics because it is easier to understand the solution when you saw

the step-by-step procedure.

 49

Grade 11 and grade 12 students’ Mathematics performance in terms

of grade point average

Table 5 shows the respondents level of academic performance in terms of

grade point average.

Table 5: Level of grade 11 and 12 student’s mathematics performance

in terms of grade point average.

Mean performance SD Remarks

(GPA)

88.20 1.841 Very Satisfactory

Legend: 90-100 outstanding

85-90 very satisfactory
80-84 satisfactory
75-79 fairly satisfactory
Below 75 did not meet expectation

Table 5 present the level of mathematics performance of grade 11

and grade 12 students of Liceo de Cavinti in terms of grade point average.

It shows in the table the mean standard deviation and remark. The mean

performance of the grade 11 and grade 12 students is 88.20, the standard

deviation of 1.841, and the remarks of very satisfactory.

Students have their own rate or level of mathematics performance

inside the classroom. They did math projects, solutions, problem solving,

and equations to gain high grades. So they use different sources to seek

some information, tutorials and others for their requirements in school.

The quality performance of students also depends on the kind of research

paper they are going to submit. So the students should be more resourceful
 50

and patient in finding solutions or information for it to be accurate and

reliable.

Sources of information and mathematics performance of grade 11 and

grade 12 students

Table 6 presents the respondents‟ mathematics performance in relation

to sources of information.

Table 6: The Relationship of Sources of Information and the

Mathematics Performance of Grade 11 and Grade 12 Students of

Liceo de Cavinti

Sources of r- value r-interpretation p-value Significance

information

Books 0.262 Moderate 0.050 Not

relationship significant

Internet -0.054 Very small 0.323 Not

relationship significant

Mass 0.076 Very small 0.767 Not

media relationship significant

Table 6 show the relationship of sources of information to the

mathematics performance of grade 11 and grade 12 students of Liceo de

Cavinti. The books have R-value of 0.262, r-interpretation of moderate

relationship, and p-value of 0.050 and were interpreted as not significant.

The internet has R-value of 0.054, r-interpretation of very small

relationship, and p-value of 0.323 and was interpreted as not significant.

 51

The mass media have R-value of 0.076, r-interpretation of very small

relationship, and p-value of 0.767 and was interpreted as not significant.

The data reveals that the source of information has no significant

relationship on the Mathematics performance of grade 11 and grade 12

students of Liceo de Cavinti.

 52

Chapter V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary, findings and conclusion

and recommendation of the study. It aimed to know the relationship of

sources of information to the Mathematics performance of grade 11 and

grade 12 students of Liceo de Cavinti.

Summary

This study used the descriptive method in finding out the

relationship of sources of information to the Mathematics performance of

grade 11 and grade 12 students of Liceo de Cavinti.

Specifically, it sought to answer the following questions: (1)

what is the extent of using the following as sources of information by the

respondents in terms of printed materials, internet, and mass media? (2)

What is the level of the respondents’ perception on using the

following as sources of information, printed materials, internet, and mass

media? (3) What is the level of their Mathematics performance in terms of

GPA? (4) Is there a significant relationship between the respondents’

level of perception of using the source of information and the mathematics

performance?

The study utilized the descriptive method of research to

gather the necessary information and data, the questionnaires were used.
 53

The respondents of this study were 50 grade 11 and grade 12 students of

Liceo de Cavinti.

To make sure the reliability of the research, weighted mean, standard

deviation, and multiple-regression was the instrument used.

Based on the gathered data, the following findings were drawn.

1. The respondents are all using textbooks, the internet, and mass media

as sources of information to improve their mathematics performance.

2. The level of the respondents’ perception on sources of information is

often.

3. The level of Mathematics performance of grade 11 and grade 12

students of Liceo de Cavinti in terms of grade is very satisfactory.

Conclusion

Based on the findings, the following conclusions were drawn.

1. There is no significant relationship between the source of information

and the academic performance of grade 11 and grade 12 students of

Liceo de Cavinti.

2. Students‟ especially senior high schools have their own rate or

level of mathematics performance inside and outside the classroom.

They did math projects, solutions, problem-solving, and equations to

gain high grades. So they use different sources to seek some

information, tutorials, and others for their requirements in school.

3. Among the three sources of information which are printed materials,

 54

the internet, and mass media, internet is most useful in doing

Mathematics activities.

Recommendation

In the light of the conclusion drawn from the findings the

recommendations of the study were as follows:

1. Both students and teachers should be open to use different sources of

information like the internet, mass media, and printed materials to

improve mathematics performance.

2. Teachers should use these sources wisely for them to deliver the

correct information to the students.

3. Students can do better on their activities with the use of sources of

information.

4. Students can gain high grades by means of using the internet, mass

media, and printed materials.

5. Further studies should be conducted giving emphasis to other

variables not included in the present study.

 55

Literature Cited

A. Journals

Jeffrey Young, “More Professors Could Share Lectures Online. But

Should They?” Education Digest May 2010 vol. 75, no. 9 page 16-19

Marc Parry, “Will Technology Kill the Academic Calendar?” Education

Digest February 2011 vol. 76, no. 6 page 4-7

Rank Demaria, “New Textbook Publishing Model for the Internet Age” Education
Digest January 2012 vol. 77, no. 5 page 50-54

B. Unpublished Materials

Ramos R. D., (2009), Games as Integrating Tools in Teaching Measurement and

Probability in Mathematics, Southern Luzon State University.

Ajero D. (2014), Effect of using internet on the academic performance of BEED,

Laguna State University Sta. Cruz Campus.

Senagonia M. (2012), The Effect of Social Media on High School Students,

Laguna State University Sta. Cruz Campus.

Hortal K. (2015), Effectiveness of Using of MTBMLE as a Medium of

Instruction for Teachers and Students, Laguna State University Sta. Cruz
Campus
 56

B. Electronics

Gelong Victoria, “Teaching Mathematics Using Internet” (2009)

https://www.researchgate.net/publication/262854762_Teaching_mathematics_
using_the_internet
Sebastian Rezat, “The Utilizing of Mathematics Textbook as Instrument
for Learning” (2006)
http://ife.ens-lyon.fr/publications/edition-electronique/cerme6/wg7-22- rezat.pdf
Severena Andrea, “Construction of Printed Materials for Educational
Distance Learning Degree in Mathematics” (2011)
https://www.researchgate.net/publication/286232223_Using_textbooks_in_the
_mathematics_classroom_-_the_teachers'_view

Kelly Edenfield, “Mathematics Teachers’ Uses instructional Materials

While Implementing Curriculum” (2009)
https://www2.merga.net.au/publications/counter.php?pub=pub_conf&id=324
Ester Loong,” Using the Internet in High School Mathematics”
https://www.researchgate.net/publication/228885546_Learning_mathematics_
on_the_Internet
Noradilah Abdul Wahab, “The Influence of Mass Media in the Behavior
of Student”
http://pedagogybyvasu.blogspot.com/2018/04/mass-media.html?m=1
 57

Appendix A

Letter of Request

Republic of the Philippines

Laguna State Polytechnic University
Province of Laguna
Sta. Cruz Campus

March 19, 2021

LUCIEN E. ANSAY
Principal
Liceo de Cavinti Cavinti, Laguna

Dear Sir:
Greetings of Peace and Prosperity!

I am Verna A. Barrameda, a Bachelor of Secondary Education student of

Laguna State Polytechnic University, Santa Cruz Laguna and presently
conducting a study entitled “RESPONDENT’S PERCEPTION ON
SOURCES OF INFORMATION: ITS RELATION TO THE
MATHEMATICS PERFORMANCE OF GRADE 11 AND GRADE
12 STUDENTS OF LICEO DE CAVINTI”.
In this connection, may I request your kind permission to gather
information and administer questionnaire related to my study in your
reputable institution. Attached herewith is a copy of questionnaire for your
reference. Rest assured that all responses will be dealt with utmost
confidentiality.

Your favorable attention to the above request shall be highly appreciated.

Very Truly Yours,

VERNA A. BARRAMEDA
Researcher

Noted by:

BENJAMIN O. ARJONA, Ed. D

Thesis Adviser Approved by:
LUCIEN E. ANSAY
Principal
PROF. FLORHAIDA V. PAMATMAT, Ed. D
Dean, College of Teacher Education
 58

Appendix B
Questionnaire

RESPONDENT’S PERCEPTION ON SOURCES OF

INFORMATION: ITS RELATION TO THE MATHEMATICS
PERFORMANCE OF GRADE 11 AND GRADE 12 STUDENTS OF
LICEO DE CAVINTI

Name:

Age:

Grade in mathematics:

Direction: read and understand the statement below, put a check mark
before the appropriate information regarding your answer.
MALE FEMALE

Gender

Extent of Printed Internet Mass media

materials
exposure

Twice a
day
Daily

Once a

Week

Twice a

week
 59

Direction: read the following statements then indicate your responses by

putting a check in the appropriate number using the scales.
5-always, 4-frequntly, 3-sometimes, 2-rarely and 1-never

Printed materials 5 4 3 2 1
1. I use textbooks first in
finding answer to my
assignments in
mathematics.
2. I mostly use textbook in
my projects in math and
other requirements.
3. I find hard to use text
books as reference in my
lecture.
4. I find it easier to use
textbooks in increasingly
my performance in
mathematics.

5. I can earn better grade

in mathematics subject by
using textbooks

Internet 5 4 3 2 1
1. I use internet for
searching tutorial in solving
math problems
and equation.
2. I use internet to create new
ideas for my project in
mathematics

3. I find it hard to use

internet I providing me
lectures.

4. I find easier to use internet in

obtaining new ideas.

5. I can maintain my good

grades in math subject
with the use of internet.
 60

Mass media 5 4 3 2 1

1. I use mass media in

answering my assignment
about math.

2. I commonly use mass

media for my project in
mathematics.

3. I find more information

in using media
4. I find easier to use
mass media in improving
my knowledge about
math problems and
equations.

5. I can improve my
mathematics
performance in school
with the use of mass
media.
 61

Curriculum Vitae

Verna A. Barrameda
Brgy. West Talaongan, Cavinti Laguna 09154991653
Vernabarrameda304@gmail.com

Personal Information

Birth Date: : December 03, 1999

Birth Place: : Cavinti Laguna
Age: : 21 years old
Citizenship: : Filipino
Father‟s name: : Noe T. Barrameda
Occupation: : Labor
Mother‟s name: : Geraldine D. Atip
Occupation: : Housewife

Educational Background
Primary: : Talaongan West
Elementary School

Secondary: : Lumot
National
High School

Tertiary: : Laguna State

Polytechnic University

Course: : Bachelor of
Secondary
Education Major in Mathematics
62
1