The Impact of Math Club Tutoring on the Academic

Performance of BSED Third-Year Mathematics Major in

Veritas College of Irosin

A Research Paper

Presented to Mrs. Angelita Fortes

Veritas College of Irosin

San Julian, Irosin, Sorsogon

Bon, Harold L.

Cincua, Alyza

Gaufo, Zyle B.

Nemez, Lycis

Ramos, Regine

Operio, Rexan

BSED 3 MATHEMATICS MAJOR

i
 ACKNOWLEDGEMENT
We would like to thank Mrs. Angelita Fortes for her advice
and for providing us with important background information on
this study. Her assistance has been crucial for establishing the
flow of our research.

We are particularly grateful to Mrs. Grazielle Tan for

generously giving us a copy of the latest student records, such
as exam scores. This has been essential for accomplishing our
research.

We would also like to express our gratitude to ourselves for

working hand in hand on this task. This research has been made
possible by our commitment and collaboration.

Last but not least, we would definitely want to thank God

for his kindness and wisdom during the process. Your unwavering
assistance has been an invaluable source of courage and
motivation. I convey my heartfelt thanks to every individual who
contributed to the accomplishment of this study.

ii
 Table of Contents

Title Page.........................................................i

Acknowledgement...................................................ii

I. INTRODUCTION......................................................1

Background of the Study...........................................1

Hypothesis........................................................3

Statement of the Problem..........................................3

Scope and Delimitation............................................4

Significance of the Study.........................................4

Definition of Terms...............................................5

I. METHODS...........................................................6

Research Design...................................................6

Participants of the study.........................................7

Variables.........................................................7

Data Gathering Procedures.........................................7

Data Analysis.....................................................8

Statistical Treatment.............................................8

Ethical Considerations............................................9

II. RESULTS.........................................................10

Presentation of Data.............................................10

Interpretation of Data...........................................11

III. DISCUSSION.....................................................13

Findings.........................................................13

Conclusion.......................................................14

Recommendations..................................................15

References..........................................................iv

iii
iii
 I. INTRODUCTION

This chapter presents the background, significance,

hypotheses and purpose of the study.

Background of the Study

Most often, the purpose of mathematics club is to assist

students in understanding connections between the subject matter
and solving mathematical problems (Diez-Palomar, Varley, & Simic,
Citation 2006; Turner, Gutierrez, & Sutton, Citation 2011). This
study investigates the influence of Math Club tutoring on the
academic performance of third-year mathematics major students of
Veritas College of Irosin. During the third year in college, the
students encounter more complex topics, representing a critical
phase in their academic journey. The study aims to determine
whether participation in Math Club tutoring sessions is
associated with improved comprehension, enhanced problem-solving
skills, and overall better performance in mathematics courses.

Clubs for mathematics encourage diverse approaches to the

subject and provide opportunities for the formation of
connections with it that differ from those fostered in the
classroom. Thus, a mathematics club provides a supportive
environment for a variety of mathematical relationships (Lampen &
Brodie, Citation 2020).

The motivation behind this research lies in the recognition

of a gap in understanding how extracurricular support,
specifically Math Club tutoring, impacts the academic success of
third-year mathematics majors. Despite previous studies on
tutoring programs, there is a distinct lack of comprehensive

1
research focusing on their effectiveness within the specific
context of third-year mathematics students. Consequently, the
study seeks to contribute valuable insights into the potential
advantages of Math Club tutoring programs tailored to the needs
of students at this crucial stage in their mathematical
education.

A thorough review of existing literature underscores the

limited research on the distinctive challenges and opportunities
associated with Math Club tutoring for third-year mathematics
majors. The aim is to address this gap by expanding upon and
contributing to the existing knowledge related to tutoring
programs and their influence on academic outcomes. The findings
from this research may have broader implications for educational
institutions, assisting them in customizing support mechanisms to
meet the specific needs of students pursuing a mathematics major
during this crucial phase of their academic progression.

Using a special statistical method called the Wilcoxon

Signed Rank Test, the researchers want to dig deeper into whether
tutoring really makes a significant difference. This study hopes
to provide clear insights that can improve how to offer support
to third-year students in Veritas College of Irosin, making sure
it's tailored to their needs and helps them do better in school.

Hypothesis

Null Hypothesis (H0): There is no significant difference in

the academic performance of third-year BSED students major in
Mathematics before and after participating in Math Club tutoring
sessions.

Alternative Hypothesis (H1): There is a significant

difference between the academic performance of third-year BSED

2
students major in Mathematics before and after participating in
Math Club tutorial sessions.

Statement of the Problem

This study aimed to determine the effect of Math Club

tutorials in the academic achievement of third-year students
taking Bachelor of Secondary Education major in Mathematics.

Specifically, the study sought to answer the following

questions;

1. What is the students’ level of academic achievement in

Mathematics during preliminary exam who are not yet exposed in
any tutorials?

2. What is the student’s level of achievement in Mathematics

during midterm exam after they are exposed to math club
tutorials?

3. Is there a significant difference between the result of

prelim exam and midterm exam of the students?

4. Is there a significant relationship between the students,

level of achievement and the tutorials?

Scope and Delimitation

This study focuses on the effect of math club tutorials on

third-year students of Veritas College of Irosin taking BSED
major in Mathematics, with a particular emphasis on their
participation in the tutorials.

The research was conducted during the first semester of A.Y.

2023-2024, involving 33 respondents enrolled in a specific course
and year level. The data were gathered from the results of their

3
prelim and midterm exams in calculus 3, a major subject in this
course.

No written exams or actual observations were conducted by

the researchers during data gathering. The researchers based
their study on the scores of participants from the prelim and
midterm exams, supplemented by the subject teacher.

Significance of the Study

This study is beneficial to the following group of

individuals.

 Students - Math Club tutoring can make learning

advanced math easier and more fun for third-year math
students. Figuring out how this help makes students
like math more and can make learning even better.
 Educators - The study can help teachers learn better
ways to support third-year math students, making math
classes more effective. Teachers can use what works to
help students understand and do well in math.
 Educational Institutions - Schools can learn from the
study how to give special help to third-year math
students, making them do better in all their classes.
This helps schools make sure students studying math
succeed.
 Policy Makers: The study's findings can help make rules
and plans that support better ways of teaching math.
Policymakers can use this information to create
programs that make math easier for students and improve
math education in schools.
 Future Researchers - This study gives a starting point
for other researchers to learn more about how Math Club

4
 tutoring works. Future researchers can use this to find
even better ways to help students with math and
understand the long-term effects of this kind of
support.

Definition of Terms

 Impact - to have a strong effect or influence on a

situation or person. (Cambridge Dictionary)
 Midterm – refers to the middle of an academic or school
term. (Merriam Webster)
 Math Club – is an officially recognized organization of
undergraduate students who promote and engage in activities
of mathematical interest.
 Preliminary – denoting an action or event preceding or done
in preparation for something fuller or more important.
(Oxford Dictionary)
 Quantitative Data – are data represented numerically,
including anything that can be counted, measured, or given a
numerical value.
 Tutorial – a book, computer program, etc., that teaches
someone how to do something by explaining each stage of a
process.
 Wilcoxon Test – is based on difference scores, but in
addition to analyzing the signs of the differences, it also
takes into account the magnitude of the observed
differences.

5
 I. METHODS

This chapter reveals the methods of research to be employed

by the researchers in conducting the study which includes the
research participants of the study, data collection and data
analysis.

Research Design

In this study, the researchers employed a quantitative non-

experimental research design. Instead of actively changing or
manipulating variables, they observed and analyzed existing data
to understand connections between different factors.

They looked at existing data, like exam scores, to see how

tutorial sessions relate to students’ test results. They didn’t
actively change anything for the participants. This helped them
find patterns in the data and understand difference between the
exam scores before and after participating in tutorial sessions.

Participants of the study

The respondents of this study are third year BSED students

major in Mathematics of Veritas College of Irosin, with the total
of thirty-six population size, the computed sample size by based
on Slovin’s formula is 33. Therefore, 33 students will be
randomly chosen for the study to be conducted. These students
participated in the tutorial sessions hosted by Math Club.

6
Variables

We are studying how joining Math Club Tutoring, before and

after, affects how well third-year students in Mathematics do in
their studies.

Independent Variable - participation in Math Club tutoring.

Dependent Variable - academic performance of third-year

Mathematics Majors.

Data Gathering Procedures

The data will be gathered through the following procedures:

 Permission to have a copy of Existing Records. The

researchers will ask permission the subject teacher to have
a copy of the existing exam scores of Third-year BSED
students major in Mathematics in the Calculus 3 subject.
Researchers get permission from the subject teacher to use
these scores and made sure they were accurate and related to
what was taught in the Math Club.
 Analysis and Interpretation. The researchers will analyze
and interpret the data based on the aim of the study.

Data Analysis

Quantitative data will be analyzed using Wilcoxon Signed

Rank Test to compare the exam scores of third year BSED students
major in Mathematics before (prelim scores) and after (midterm
scores) participating in Math Club tutorial sessions and
determine whether there is a significant difference between the
exam scores before and after the tutorial sessions.

7
Statistical Treatment

The following statistical tests were used to analyze and

interpret the gathered data.

1. Percentage – The researchers utilized percentages by

converting scores, expressing each item’s contribution in
relation to the total possible score. This approach
facilitates equitable comparisons, accommodating datasets
with varying numbers of items.
2. Slovin’s Formula – researchers used this formula to figure
out how many people they need for their study. They use the
total population size and the margin of error they want to
determine the right sample size. It’s about finding a
balance between getting good information and dealing with
practical survey limits.
3. Wilcoxon Signed Rank Test – is used to analyze the
quantitative data and to determine whether there is a
significant difference between the academic performance of
third-year BSED students major in Mathematics before
(prelim) and after (midterm) tutorial sessions hosted by
Math Club.

Ethical Considerations

Informed consent will be obtained from the subject teacher

and students. Confidentiality will be maintained in reporting
results, and participants can withdraw from the study at any time
without consequences. The research adheres to ethical guidelines
provided by the educational institution.

8
 II. RESULTS

This chapter reveals the results obtained by analyzing exam

scores both before and after third-year Mathematics majors
participated in Math Club Tutoring.

Presentation of Data

Midterm
Prelim Absolute Signed
Participants Score Difference
Score (%) Difference Rank
(%)
1 54 60 -6 6 5
2 31 48 -17 17 23.5
3 48 65 -17 17 23.5
4 56 60 -4 4 2.5
5 63 68 -5 5 4
6 39 53 -14 14 18
7 72 63 9 9 8
8 23 30 -7 7 6.5
9 73 73 0 0
10 57 68 -11 11 11
11 50 43 7 7 6.5
12 51 63 -12 12 13.5
13 64 50 14 14 18
14 71 85 -14 14 18
15 24 55 -31 31 28.5
16 83 95 -12 12 13.5
17 46 73 -27 27 27
18 44 33 11 11 11
19 24 55 -31 31 28.5
20 58 63 -15 15 20.5
21 56 43 13 13 15.5
22 60 60 0 0
23 49 53 -4 4 2.5
24 56 45 11 11 11
25 40 63 -23 23 25
26 68 58 10 10 9
27 96 80 16 16 22
28 29 53 -24 24 26
29 42 78 -36 36 31
30 44 45 -1 1 1
31 92 60 32 32 30
32 40 55 -15 15 20.5

9
 33 37 50 -13 13 15.5
Table 1.1

Table 1.1 illustrates the preliminary and midterm exam

scores of BSED students major in Mathematics, showcasing the
variations before and after Math Club Tutoring. It was analyzed
using Wilcoxon Signed Rank Test to determine the Test Statistic
or Wilcoxon value.

Sum of Positive Ranks Sum of Negative Ranks

=5+23.5+23.5+2.5+4+18+6.5+11+13.5+
=8+6.5+18+11+15.5+11+9+22+30 18+28.5+13.5+27+28.5+20.5+2.5+
= 131 25+26+31+1+20.5+15.5
= 365
Minimum = 131 , Maximum = 365
Wilcoxon Value = 131
Table 1.2

Table 1.2 illustrates how the Wilcoxon value is computed.

There are participants that has the same scores for prelim and
midterm, it leads to 0 in computing the difference. Thus, zero
value isn’t included in ranking. The lowest value is the one
considered as Test Statistic or the Wilcoxon value which is 131.

Interpretation of Data

A Wilcoxon signed-rank test was used to assess the

significance of score differences for third-year BSED math
students before and after Math Club tutoring sessions. As the
lowest value between the two sums of ranks (W = 131, p = 0.05, n
= 33), the test produced a test statistic, or Wilcoxon value, of
131. Based on the provided sample size and margin of error, the
critical value of 170 was obtained.

10
 The Wilcoxon value is less than the crucial value, as can be
shown by comparing it to the critical value (170>131). As a
result, there is a substantial difference between the exam scores
of third-year BSED students mathematics major before and after
they participated in Math Club tutorial sessions, rejecting the
null hypothesis.

This result suggests that the students’ academic performance

has improved after participating in the Math Club tutorial
sessions, indicating that the tutorial sessions have had a
noticeable effect. The results highlight how effective Math Club
tutoring sessions are for improving the academic performance of
third-year BSED math majors.

11
 III. DISCUSSION

This chapter contains the summary of the study, findings

from the result and discussion, conclusions derived from the
findings and recommendations of the researchers.

Findings

The outcome of this study have provided insights on the

Impact of Math Club tutoring on the academic performance of
Third-Year Mathematics Major in Veritas College of Irosin.

In this study, the researchers’ main objective is to

identify if there is a significant impact of math club tutoring
on the academic performance of third year mathematics majors in
Veritas College of Irosin.

The researcher sighted two hypotheses and these are;

Null Hypothesis (H0): There is no significant difference in

the academic performance of third-year BSED students major in
Mathematics before and after participating in Math Club tutoring
sessions.

Alternative Hypothesis (H1): There is a significant

difference between the academic performance of third-year BSED
students major in Mathematics before and after participating in
Math Club tutorial sessions.

The researcher discovered that before the students

participate in tutorial sessions, students had different scores
in their Calculus 3 preliminary exam, ranging from 23% to 96%. On
average, they scored around 54.94%. And After joining the math
club tutorials, students’ Calculus 3 exam scores during midterm
varied from 24% to 95%. On average, their scores increased a bit

12
to around 56.94%. Thus, the increase means that there’s an
improvement on the performance of third-year students after
participating in Math Club tutorial sessions.

Based on the Data conducted by the researcher, The result

shows that the Wilcoxon value is less than the value of the
critical, which means that the null hypothesis is rejected.
Therefore, there is significant difference between the exam
scores of the students on preliminary (before tutorial) and
midterm (after tutorial).

Conclusion

In conclusion, there is a significant difference between the

academic performance of third-year BSED students major in
Mathematics before and after participating in Math Club tutorial
sessions. The study found a clear improvement in performance,
supporting the idea that Math Club tutorial sessions makes a
significant difference on the academic performance of Third-Year
Mathematics Major in Veritas College of Irosin. This suggests
that having extra help, like Math Club tutorial sessions, can
really boost the academic performance of third-year Math students
at Veritas College of Irosin.

The result of the study also had an Implication of the

findings for educational practices and students. These are:

1. It implies that having a tutorial sessions to the students can

greatly affect their scores to their exams positively.

2. It implies that there is a big difference to the scores of

the students to their examination between not having a tutorial
sessions and having a tutorial sessions.

13
3. It implies that having a tutorial sessions on the students can
greatly affect the academic performance of the students
positively.

Recommendations

1. Continue Math Club Tutoring Programs - Keep having Math Club

sessions because they help third-year Math students do better in
their studies.

2. Expand Tutorial Support – Offer extra help for other tough

subjects in the Math major to support students even more.

3. Promote Student Participation - Encourage more students

specially math majors to join Math Club tutorial sessions to get
the most out of the help available.

4. Collaborate with Educators - Make sure Math Club tutors and

teachers work together to make sure they’re covering the same
topics and helping students in the best way.

5. Explore Online Tutorial Options - See if students can also get

help online, especially for those who find it hard to attend in-
person tutorial sessions.

References

Amit, M., & Naaman, K. (2014). Kidumatica—The mathematics

club for creativity and excellence among multicultural pupils:
Practice and research. Procedia: Social and Behavioural Sciences,
141, 1403–1411.

Black, L., Mendick, H., & Solomon, Y. (Eds.). (2009).

Mathematical relationships in Education: Identities and
participation. Routledge.

14
 Graven, M. (2015). Strengthening math’s learning
dispositions through math’s clubs. South African Journal of
Childhood Education, 5(3), 1–7.

Karin Brodie (2022) Learning Mathematics in an After-school

Mathematics Club, African Journal of Research in Mathematics,
Science and Technology Education, 26:3, 237-247, DOI:
10.1080/18117295.2022.2131267

Lampen, C.E., & Brodie, K. (2020). Becoming mathematical:

Designing a curriculum for a mathematics club. Pythagoras, 41(1).

Retrieve from
https://dictionary.cambridge.org/us/dictionary/english/impact

Retrieve from https://www.britannica.com/dictionary/tutorial

Retrieve from
https://www.nnlm.gov/guides/data-glossary/quantitative-data

Retrieve from
https://sphweb.bumc.bu.edu/otlt/mph-modules/bs/bs704_nonparametri
c/BS704_Nonparametric6.html

Retrieve from https://www.math.lsu.edu/ugrad/mathclub

15