“The Study On Spatial Visualization And

Mathematical Ability Of The Grade 9

Students: A Mixed Method
Design”

A.Y. 2019-2020

A Mixed Method Research to be presented in partial fulfillment with

requirements for the subject Inquiries, Investigation and Immersion.
 PRESENTERS
Jonas T. Ado
Kevin G. Ballad
Christian P. Castillo
Florencio Rence F. Mitran
Irigan Mark S. Necor
John Keneth G. Pitalco
Axl Rose A. Villanueva

JULY 31, 2019

THE SISTERS OF MARY SCHOOL-ADLAS, INC.

ADLAS, SILANG 4118, CAVITE,PHILIPPINES
 CHAPTER 1:
THE PROBLEM AND ITS
BACKGROUND
RATIONALE OF THE STUDY
 Spatial Ability
Spatial Visualization
and Mathematical
Ability
 STATEMENT OF THE PROBLEM
This study aims to determine and explain the relationship between the
Spatial Visualization and Mathematical Ability of the Grade 9 Students of the
Sisters of Mary School- Adlas, Inc.
In line with this, it sought to answer the following questions:

1. What is the level of Spatial Visualization of the

Grade 9 Students?

2. What is the level of Mathematical Ability of the

Grade 9 Students?
3. Is there a significant relationship between the Students
Spatial Visualization and Mathematical Ability?

4. How does Spatial Visualization of the Grade 9

Students influence their Mathematical Ability?
(central question)

5. What possible recommendation can be made to

improve the Spatial Visualization of the Grade 9 Students in
order for them to improve their Mathematical Ability?
 RESEARCH HYPOTHESES
Pertaining to the questions of this study, this
hypothesis were put into test:

(null hypothesis) There is no significant relationship

between the Students Spatial Visualization and
Mathematical Ability.

(alternative hypothesis) There is a significant

relationship between the Students Spatial Visualization
and Mathematical Ability.(Researchers’ claim)
 RESEARCH ASSUMPTIONS
The assumptions were as follows:

1. Spatial Visualization has an influence

on students individual Mathematical
Ability.
2.Students’ who are good in Spatial
Visualization tend to be also good in
Mathematics.
 SCOPE AND DELIMITATION
The very sole purpose of this study is to determine and
explain the relationship between the Spatial Visualization
and Mathematical Ability of the 212 randomly selected
Grade 9 students as a respondents of the study in the
Quantitative phase and 9 randomly selected Grade 9
students as a participants of the study in the Qualitative
phase. The respondents and participants of the study
(grade 9) belong to the community of the Sisters of Mary
School- Adlas, Inc. were the study held. This study will be
conducted for the whole first semester of the Grade12
students (A.Y. 2019-2020).
 THEORETICAL
and CONCEPTUAL FRAMEWORK
and BACKGROUND
 SPEARMAN’S THEORY

GENERAL KNOWLEDGE

Visual Numerical
Spatial
high

Spatial Mathematical
Influence ability
visualization
low
FIGURE 1:THEORETICAL AND CONCEPTUAL FRAMEWORK OF THE STUDY
 SIGNIFICANCE OF THE STUDY

1. ARDC
(Administrative Research Development
Center)
2. Mathematics Teachers
3. Students
4. Future Researchers
 DEFINITION OF TERMS
For the purpose of the clear understanding of this
research the contextual definition of terms are
hereby offered:

1. Mathematical Ability
2. Spatial Ability
3. Spatial Visualization
4. Students
 CHAPTER 2:
REVIEW OF RELATED
LITERATURE
CHAPTER 3:
RESEARCH
METHODOLOGY
RESEARCH
METHOD
MIXED METHOD DESIGN
 EXPLANATORY MIXED METHOD RESEARCH DESIGN

QUANTITATIVE PHASE
 CORRELATIONAL RESEARCH DESIGN

QUALITATIVE PHASE
 CASE STUDY
 POPULATION AND SAMPLING
The respondents of the study were 212 out of 451 total
population of the Grade 9 students of the Sisters of Mary School
-Adlas, Inc. during the Academic Year 20119-2020.
The sample size was determined using the Yamane’s
Formula. The researcher used stratified random sampling where
the sections was used as the stratum or the partition of the
whole population. In order to have an equal sample in every
stratum, the researcher used the ratio and proportion. From the
total of 451 Grade 9 students enrolled in the Sisters of Mary
School -Adlas, Inc.
 The Table below shows the ratio and proportion of
the respondents:

PARTITION Total every Partition Respondents per

Partition
Yamane’s Formula:
A 50 24

𝑁 B
C
47
51
22
24
𝑛= 2 D 51 24
1 + 𝑁ⅇ E 51 24
Where: F 52 24
G 51 24
N = Population Size
H 51 24
n = Sample Size
I 47 22
e = margin of error 451 212
 RESPONDENTS AND
PARTICIPANTS OF THE STUDY
The Researcher selected 212 respondents out of 451 Grade 9
students. It all comes from sections A, B, C, D, E, F, G, H, and I, of
the Sisters of Mary School –Adlas, Inc. Academic Year 2019-2020 .
The Participants of the study was identified from the same
population and sample using the criteria: 1.Belong to the top three
highest, average, lowest mean in spatial visualization and
mathematical test 2.Open to be interviewed.
Purposive non-random sampling was used to get the
participants. There were three participants, 1 in section A, E, and I.
 RESEARCH INSTRUMENT

1. Purdue Spatial Visualization Test (PVST), which was adopted to suit the study. It
is a test of Spatial Visualization Ability published by Rolando B. Guay in
1997. The test was consisting of 30 Questions of increasing difficulty. The
standard time limit is 20 minutes. It was used in order to measure the level
of Spatial Visualization of the Grade 9 students.

2. Basic Mathematical Test, which was revised to suit the study. It is a test
consisting 30 Questions with the 20 minutes time limit. It was used by the
researcher to examine the level of Mathematical Ability of the grade 9
students and this test suited to their current year level which are all Grade
9 topics.
 DATA GATHERING PROCEDURES
In gathering the data of the study through Mixed Method Study, The following steps were Observed:

I. The researchers requested the approval of the School Principal, Research Adviser, Research Instructor
and the Mother Sisters as well as the consent of the selected respondents and participants.
II. The researchers distributed the Spatial Visualization Test to be followed by Mathematical
Ability Test in each of the selected respondents.
III. After an hour, the researchers personally collected the test from the respondents.
IV. The researcher tabulated, analyzed and interpreted the data through Quantitative Phase.
V. The researcher selected a three(3) participants from the selected respondents of each
section by the use of purposive sampling. The participants were selected based on the
computed mean.
VI. In- depth one-to-one interview was conducted through the use of semi-structured interview
questionnaire.
VII. The researchers analyzed the interview data base on Qualitative Phase.
VIII. After retrieving all the data from Quantitative phases, the researcher, Organized, Analyzed
and Interpreted the data to make a possible recommendation.
Statistical Treatment
And
Data Analysis
 Frequency Distribution
 Frequency distribution , in statistics, a graph or data set organized to
show the frequency of occurrence of each possible outcome of a
repeatable event observed many times. Simple examples
are election returns and test scores listed by percentile. A frequency
distribution can be graphed as a histogram or pie chart. For large data
sets, the stepped graph of a histogram is often approximated by the
smooth curve of a distribution function (called a density functionwhen
normalized so that the area under the curve is 1). The famed bell
curve, or normal distribution, is the graph of one such function.
Frequency distributions are particularly useful in summarizing large data
sets and assigning probabilities.
 Weighted Mean
weighted mean is a type of mean that is calculated by
multiplying the weight (or probability) associated with a
particular event or outcome with its associated
quantitative outcome and then summing all the products
together. It is very useful when calculating a theoretically
expected outcome where each outcome shows a
different probability of occurring, which is the key feature
that distinguishes the weighted mean from the arithmetic
mean.

SOURCE: https://corporatefinanceinstitute.com/resources/knowledge/other/weighted-mean/
 Pearson’s R
Pearson product-moment correlation coefficient (or
Pearson correlation coefficient, for short) is a measure of
the strength of a linear association between two variables
and is denoted by r. Basically, a Pearson product-moment
correlation attempts to draw a line of best fit through the
data of two variables, and the Pearson correlation
coefficient, r, indicates how far away all these data points
are to this line of best fit (i.e., how well the data points fit
this new model/line of best fit).
SOURCE: https://statistics.laerd.com/statistical-guides/pearson-correlation-coefficient-statistical-guide.php