Math Mini Research

Recognition No. E-079 s.
2013
S t. R ose of L ima Catholic S chool, I nc. Recognition No. E-102 s. 2016
Recognition No. S-014 s. 1987
Rizal (Poblacion), Santa Rosa, Nueva Ecija Govt Permit SHSP No. 230 s. 2015
(044) 940 78 34 | srlcs_educ@yahoo.com Govt Permit SHSP No. 076 s. 2017
Grade 10 Department
PERFORMANCE IN MATHEMATICS OF GRADE 10 STUDENTS IN ST. ROSE OF LIMA

CATHOLIC SCHOOL
A mini research study presented to the Faculty of the Grade 10 Department

of St. Rose of Lima Catholic School, Inc.
In partial fulfillment of the requirements in
Mathematics 10
(1) Batalla, Jullien Graenald DC.
(2) Gonzaga, Jefferson
(3) Santiago, Vladimir Jhasper G.
(4) Tolentino, Francesca Sophia J.
Researches
Grade 10 – St. Catherine
May 2024
Page 1 of 11
PERFORMANCE IN MATHEMATICS OF GRADE 10 STUDENTS IN ST. ROSE OF LIMA CATHOLIC
SCHOOL
Recognition No. E-079 s. 2013
I. INTRODUCTION
For the past two years, face-to-face classes were implemented once
again by the Department of Education. Students are most likely experiencing
dealing with difficulty while studying subjects these days, especially in
Mathematics. This is because we came from distanced learning while we're
still on a pandemic before caused by the spreading of Covid - 19. It
affected our learning because we got used to just reading modules and
answering it immediately, unlike now that we need to get used and adapt the
normal learning system once again.
This study will focus on investigating the performance in Mathematics

of some Grade 10 students of St. Rose of Lima Catholic School during the
3rd Quarter for school year 2023-2024. Here it will be known what the
situation of the students’ studies in Mathematics is. In addition, it will
be included here the measure of positions for the data.
II. STATEMENT OF THE PROBLEM:
The study will investigate the results of the Summative Examination in

Basic Calculus given to the Grade 11 STEM class during the fourth quarter
period. This will be conducted in St. Rose of Lima Catholic School during
the school year 2020-2021. Specifically, the study will answer the
following:
A.) How many students passed the 3rd quarter Mathematics if the passing
score belongs to the first quartile?
B.) What is the 5th decile score and 95th percentile score of their grades
in 3rd quarter Mathematics?
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C.) Who among them needs support and intervention in this subject?
D.) How does technology benefit students in their academics?
E.) In order to make mathematics easier, what strategies would we

recommend?
III. PRESENTATION OF DATA

Table 1: Ungrouped data containing the scores of the grade 10 students on
their subject Mathematics during the third quarter period of the school
year 2023-2024.
Therefore, the total number of students is 40 and it will be arranged into

ascending order to find the Lowest and Highest score.
67,69,71,72,73,74,74,74,74,74,74,77,77,79,80,81
81,81,82,83,83,84,85,85,85,87,89,90,90,90,90,91
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91,91,92,93,94,95,96,96
The researchers found out that the lowest score is 67, whereas the highest
score is 96.
Table 2: The frequency distribution table below shows the mathematics

scores of the Grade 10 students during the 3rd Quarter period:
LESS THAN LOWER

CUMULATIVE BOUNDARIES
SCORE FREQUENCY(f)
FREQUENCY (LB)
(<cf)
92-96 6 40 91.5
87-91 9 34 86.5
82-86 7 25 81.5
77-81 7 18 76.5
72-76 8 11 71.5
67-71 3 3 66.5
i=5 n=40
IV: Data analysis and Interpretation
A. Getting the passing score or the first quartile:

kn
Q 1 class=
4
1 ( 40 )
¿
4
40
¿
4
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¿ 10
Now we need to find the 10th score in the table. We can find it only
by looking at the less than cumulative frequency in the table. Find a
number which is more than 10 and that is 11. Therefore, the class interval
where Q1 belongs is at the scores 72- 76.
LB = 71.5
{ }
kn
n = 40 −¿ cf
4
Qk =LB+ i
<cf = 3 f
{ }
f = 8
1 ( 40 )
−3
i = 5 4
Q1=71.5+ 5
8
Q1=71.5+ { 10−3
8 }
5
Q1=71. 5+ {78 }5
Q1=71.5+ { 0.88 } 5
Q1=71.5+ 4.4
Q1=75.9 ≈ 76
Therefore, the passing score is 76.
Hence, if the passing score were to be 76 that would mean that there are 29
students who passed the 3rd quartile of Mathematics.
B. What is the 5th decile score and the 95th percentile score of their
grades in 3rd quarter Mathematics?
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- Getting the 5th Decile:
kn
D 5 class=
10
5 ( 40 )
¿
10
200
¿
10
¿ 20
We must examine the less than cumulative frequency in the table in

order to determine the class interval containing the 20th score. Find a
number in the table which is more than 20 and that is 25. Therefore, the
class interval where D5 belongs is at the scores 82- 86.
k = 5
{ }
kn
LB = 81.5 −¿ cf
10
Dk = LB+ i
<cf = 18 f
{ }
f = 7 5 ( 40 )
−18
10
i = 5 D5=81.5+ 5
7
n = 40
{ }
200
−18
10
D5=81.5+ 5
7
D5=81.5+ {20−18
7 }
5
D5=81.5+ { 27 }5
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D5=81.5+ { 0.29 } 5
D5=81.5+1.45
D5=82.95≈ 83
Hence, the 5th decile scored lower than or equal to 82.95.
- Getting the 95th percentile:

kn
P95 class=
100
95 ( 40 )
¿
100
3800
¿
100
¿ 38
We must examine the less than cumulative frequency in the table in

order to determine the class interval containing the 38th score. Find a
number that is more than 38 in the cumulative frequencies in the table and
that would be 40. Therefore, the class interval where D5 belongs is at the
scores 92- 86.
{ }
k = 95 kn
−¿ cf
LB = 91.5 100
Pk =LB+ i
f
<cf = 34
{ }
95 ( 40 )
f = 6 −34
100
P95=91.5+ 5
i = 5 6
n = 40
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{ }
3800
−34
100
P95=91.5+ 5
6
P95=91.5+ {38−34
6 }
5
P95=91.5+ {46 }5
P95=91.5+ { 0.67 } 5
P95=91.5+ 3.35
P95=94.85≈ 95
In conclusion, the 95th percentile scored lower than or equal to 94.85.
C. Who among them needs support and intervention in the subject?

-Because they did not achieve the passing score of 76 in this subject,
25% of the students, or 11 of them, require help and intervention.
D. How does technology benefit students in their academics?

-Technology gives students a lot of information and resources to
enhance their knowledge and skills. Students can explore their ideas about
the subjects they are studying in class by using the knowledge they acquire
from using technology. With the help of technology, students can access a
variety of learning approaches and develop their abilities to think
critically. Moreover, students' minds can absorb a variety of knowledge
through the various materials that technology can provide, which can
broaden their minds and increase their readiness and interest in learning.
It supports them in dealing with their academic challenges. We are now
living with technology; all we have to do is use it responsibly and, as
students, make it a tool to help us reach our academic objectives. Use
technology, don't let technology use you.
Page 8 of 11
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E.) In order to make mathematics easier, what strategies would we

recommend?
-We all know that mathematics is a challenging subject, but for us the
researchers, there are three strategies that can help make it easier.
First, focus on the fundamentals. Fundamentals will serve as a root to grow
our knowledge of mathematics. In order to comprehend the complex, we must
first grasp the basics. Second, don't skip a lesson; every lesson has
something that can help you understand the next lesson. Like a domino, if
you fall, there's a great possibility you will keep falling until the very
end unless you manage to stop it. So, learn to love every lesson. Lastly,
practice what you learned. By continually doing something, it will become
basic to us, so keep on practicing every problem and always remember that
practice will never betray you.
IV. CONCLUSION
The data analysis for the research indicates that according to the
first problem, the passing score is the first quartile which is 76. This
indicates that 11 of pupils had a failing score below 76, while 29 of the
students passed mathematics in the third quarter with a score of more than
or equal to 76. This also demonstrates that the mathematics median score is
83. This indicates that 19 of grade 10 students scored greater than 83 in
math, while 21 of the students obtained a score less than or equal to 83.
Moreover, 2 pupils obtained a score of 96 or above.
The introduction of modular learning in COVID-19 had a worthy effect

on pupils. However, as compared to modular learning, face-to-face classes
has demonstrated more good benefits. When teachers provide assistance, it
can assist pupils in achieving academic success. Although they still
Page 9 of 11
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provide guidance to students during modular learning, face-to-face

engagement is not the same as this experience. In addition to promoting
active participation in class discussions and improving comprehension of
the material, in-person instruction can further assist students become less
lazy.
Technology has been really helpful for us, especially during the
pandemic. It helps the student to be able to continue their studies online.
It also has a lot of functions that can help students improve their
learning by watching some tutorials if they want to master a particular
lesson that they did not easily get. It also summarized that we can fulfill
learning every topic if we have patience and if we will put strategies.
Make effort and love every lesson. It will help you to understand it easily
if you really want it. Remember, there’s always a way if we really want to
learn and improve.
V. RECOMMENDATIONS FOR THE PROBLEM
FOR TEACHERS: The researchers encourage teachers to have better

relationships with students for both to have better communication.
This is valuable because if they have better communication, the
students will be more comfortable on telling them about their
problems on a specific lesson. Incorporate interactive methods such
as group activities, math games, and real-world applications to
make learning math more engaging and enjoyable. This can help
students grasp concepts more effectively and retain information
better.
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FOR STUDENTS: The researchers want the students to make a better

time management plan. They noticed that a lot of students cram
their works and project to the point it's stressing them and taking
their energy for the other projects. Time management is beneficial
so they can make things more organized and efficient.
FOR SCHOOL: Provide personalized feedback to students to identify

their strengths and areas for improvement. Offer one-on-one support
or tutoring sessions for struggling students to address their
specific challenges and help them overcome difficulties in
understanding mathematical concepts.
Page 11 of 11
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Recognition No. E-079 s.

PERFORMANCE IN MATHEMATICS OF GRADE 10 STUDENTS IN ST. ROSE OF LIMA

A mini research study presented to the Faculty of the Grade 10 Department

In partial fulfillment of the requirements in

(1) Batalla, Jullien Graenald DC.

(2) Gonzaga, Jefferson

(3) Santiago, Vladimir Jhasper G.

(4) Tolentino, Francesca Sophia J.

Grade 10 – St. Catherine

This study will focus on investigating the performance in Mathematics

II. STATEMENT OF THE PROBLEM:

The study will investigate the results of the Summative Examination in

D.) How does technology benefit students in their academics?

E.) In order to make mathematics easier, what strategies would we

III. PRESENTATION OF DATA

Therefore, the total number of students is 40 and it will be arranged into

Table 2: The frequency distribution table below shows the mathematics

LESS THAN LOWER

IV: Data analysis and Interpretation

A. Getting the passing score or the first quartile:

Therefore, the passing score is 76.

- Getting the 5th Decile:

We must examine the less than cumulative frequency in the table in

Hence, the 5th decile scored lower than or equal to 82.95.

- Getting the 95th percentile:

We must examine the less than cumulative frequency in the table in

In conclusion, the 95th percentile scored lower than or equal to 94.85.

C. Who among them needs support and intervention in the subject?

D. How does technology benefit students in their academics?

E.) In order to make mathematics easier, what strategies would we

The introduction of modular learning in COVID-19 had a worthy effect

provide guidance to students during modular learning, face-to-face

V. RECOMMENDATIONS FOR THE PROBLEM

FOR TEACHERS: The researchers encourage teachers to have better

FOR STUDENTS: The researchers want the students to make a better

FOR SCHOOL: Provide personalized feedback to students to identify

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