Research Team21 Presentation 2

Rizal Technological University
Cities of Mandaluyong and Pasig
Students’ Performance and Misconception in

Metric Conversion:
A Case Study
RESEARCHERS:
Leader: Gurang, Harnel Laurence C.
Members: Caballero, Ara Mae F.
Dela Cruz, Jordan C.
Feudo, Aryan Jean C.
ADVISER: Dr. Marc DG Garvida
Gonda, Rhea D.
Introduction
Metric Conversion is one of the basic, yet
most essential abilities that a person should
have. Having this kind of ability is necessary
in order to usefully carry out major activities.
Students hold some previous experiences as
well as learning by trying to make
connections between the old and new
concepts, as a result, misconception happens,
and if they have that, it will hinder them in
their current and subsequent learning in
school.
To address those students'

misconception, the researchers
purposefully conducted this study in
order to emphasize the issue and to
propose an intervention out of it.
Understanding misconceptions in metric
conversions is necessary for the teachers
to help the learners easily identify and
correct their misconceptions, and to
overcome difficulties in learning
Statement of the Problem

This study aims to determine the
performance and misconceptions on
Metric Conversion among Grade 7 RTU
Laboratory High School students during
the school year 2020-2021.
Specifically, it seeks to answer the

following questions:
1. What is the performance of the students
on Metric Conversion?
2. What are the misconceptions of the

students on Metric Conversion?
3. What are the causes/reasons of the
misconceptions on Metric Conversion as
perceived by the students?
4. What intervention program can be
proposed to address the misconception?
Scope and Limitations of the Study
This study focused only on Grade 7

students of Laboratory High School from
Rizal Technological University, with four
(4) Sections: Generosity, Honesty, Loyalty,
and Humility to know the performance and
identify the misconceptions about the metric
conversion.
The researchers used Purposive

Sampling to select a sample from a
population for study, and this study
involved 30 respondents from 145 grade 7
students at Rizal Technological University
– Laboratory High School. Researchers
also used a purposive sampling method in
order to determine why students have
misconceptions about metric conversion.
The period covered by this study is from
January to June of 2021.
Methodology
Research Design
This study used descriptive research design and
also a case study. Researcher aims to determine
quantitative and qualitative in nature to understand
the patterns characterizing the data as well as the
participants’ understanding of the phenomenon.
Descriptive content analysis analyses quantitative
and qualitative data obtained by methods such as
tests and unstructured interviews in order to
summarize the informational contents of these data
in relation to the research question.
Population, Sample Size and Sampling

Technique
This study used Rizal Technological University

– Laboratory High School, specifically grade 7
students. The researchers used 30 respondents to
collect data for SOP 1 and SOP 2, SOP 3 using
Purposive Sampling for this research. The
respondents came from Grade 7 students indifferent
sections: (1) Generosity with 6 respondents from 35
students (2) Honesty with 6 respondents from 37
students (3) Loyalty with 12 respondents from 37
students and (4) Humility with 6 respondents from
36 students.
The researchers used the Purposive

Sampling Method to select a sample from a
population for study and everyone in the
population has an equal chance of being
included in the sample. Every sample of a
certain size has the same chance of being
chosen to know the student’s performance,
misconception and to figure out the reasons for
their misconceptions about metric conversion.
Methodology
Research Instrument(s)

The first and second research questions were
addressed through the use of Test. This assessment contains
problem-solving which needs to be solved through a step
by step process. This instrument is used to measure the
performance of the learners and to analyse where the
student’s commonly misconceptualized in Metric
Conversion. Furthermore, the third questions were
addressed through the use of Unstructured Interview and in
order to enrich research results and provide more insights
about students’ explanations and personal theories about
the research topic. Unstructured Interviews were used
wherein the interviewer poses questions that have not been
planned ahead of time
Statistical Treatment of Data
In this study the researchers will use

statistical treatments shown below:
After the compilation of all the data
needed in this study, the researchers
will analyse the result of the students'
scores on the test using the Mean.
Mean of Means
The mean of means is used to describe the
average of scores of the students in every step and
their overall scores. It will help the researchers to
have a single value to summarize the data.
μx – Mean of Means
X̅i – Sum of mean
n - No. mean
Percentage
The Percentage is used to interpret and to
describe the performance of the students in
problem solving involving metric
conversion.
P - Percentage
f - Frequency
N - Highest possible score
Content analysis
The researchers used content
analysis to describe and analyze the
misconception and reasons/causes of it
to the students. It is being utilized by the
researchers to determine the relationship
between words, themes, and concepts.
Performance of the Students on Metric Conversion

Table 1
Student’s Performance in Metric Conversion

Mean Percentag Descripti
Performance
Score e on
Rephrase the problem in
2.65 88 Good
your own words
How will you answer the
problem? Illustrate the 2.63 88 Good
problem if necessary
Solution 2.24 75 Passing
Check and interpret 2.36 76 Passing
Overall Score 9.88 82 Fair
Misconceptions of the Students on Metric Conversion
1. Misconceptions with Algebra

First on the list of misconception identified based on the
solutions are associated with Misconceptions with algebra as
shown in the figure below:
Figure 1. Misconception with the variables and letter usage

2. Errors due to lack of Understanding the problem

Second on the list of the misconception obtained is
based on the step 1 (rephrase) to step 4 (Interpretation)
associated with Errors due to lack of understanding the
problem as shown in the figure below:
Figure 2. Misconception on the analyzing the problem

3. Errors due to lack of Understanding the

Directions
The third list of the of the misconception that
researchers recognized based on the answer of the
students is associated with the Errors due to lack
understanding the directions as shown in the figure
below:
Figure. 3 Misconceptions due to instructions

Causes/reasons of the misconceptions on

Metric Conversion as perceived by the
students

Aside from the test, the researchers also
obtained data from the unstructured interview.
From the interview implemented, there are four
themes used such as (1) Procedural Errors (2)
Concept Errors (3) Application Error (4)
Mathematical Language Barrier (5) Errors due to
lack of learnings. These themes were adapted from
the study entitled “Dealing with Grade 10 learners'
misconceptions and errors when simplifying
Algebraic fractions” (Baido, 2019)
Theme 1: Concept Errors
There are some invalid uses of formula when

converting metric units and it were categorized as concept
errors. When learners do not understand the principles or
properties as well as the proper formula needed to the
solution in question, they attached their own understanding
or idea that leads to Concept errors.
Theme 2: Application Error
This theme occurs when a learner knows the concept of a

formula but cannot apply it correctly and properly in
solving problems. It is the wrong application of correct
rules or strategies that leads to application error.
Theme 3: Mathematical Language Barrier
Basically, during classes and assessment the

language of instruction used is different from the first
language of the students. This leads to students having
difficulties understanding the questions and instructions.
Theme 4: Procedural Errors

From the interview conducted by the researchers,
one of the students said that errors occur due to the mix
up of rules and formulas during the computation of word
problem and due to the lack of time when answering.
Theme 5: Error due to lack of learnings

In class, usually there are some teachers who
did not meet the expectation to teach all the
required topics in a subject.
Due to lack of learnings and background to the
topics, this may affect the performance of a
learner and make an error out of it.
INTERVENTION PROGRAM
I. TITLE:
Proposed Intervention Program on
Misconceptions in Metric Conversion
II. RATIONALE
The goal of this proposed intervention program is
to address learner’s misconceptions and errors when
solving metric conversion. Also, for the learners to
appreciate the sense of elegance and power of solving
basic mathematical worded problem.
Similarly, it encourages teachers/ educators to use Metric

Conversion applying in real life to help students become
interested, related, self-motivated, and effective learners. It does
so by encouraging students to engage in inquiry and active
involvement in challenging and engaging activities.
III. GENERAL OBJECTIVES

The overall objective of this program is to provide
teachers with materials that allow them to accurately
assess and identify the level of mathematical skills of
Laboratory High School Grade 7 students, particularly in
computational and problem-solving skills, in order to
administer effective and appropriate materials to correct
the misconceptions that leads to errors as from the test
results and from the data obtained from the interview
IV. TARGET BENEFICIARIES:
The researchers aimed to lessen, eliminate,

and correct the students' misconceptions in
order to improve their mathematical exam
scores, grades, and student participation in
learning; hence the program's expected
benefactors are Grade 7 students at
Laboratory High School.
V. Intervention Matrix
KEY RESULTS OBJECTIVE/ STRATEGIES SUCCESS TIME TARGET LEARNING
AREA COMPETENCIES INDICATORS FRAME BENEFICIARIES MATERIALS
Critical- Enable for the teachers Cognitive Conflict Improved Grade 7 students Worksheets
Thinking Skills to identify student’s Models formative test
misconceptions and result Cards
errors in metric
conversion specifically Visual Aids
on the following
category:
Misconceptions with
Algebra
Errors due to lack of Compare and
understanding the Contrast games
problem
Error due to lack of
understanding the
direction
For the teachers to know

the reasons behind
student’s misconceptions
according to the
following themes
emerged from the
interview:
• Concept Errors
• Application Error
• Mathematical
Language Barrier
• Procedural Errors
• Error due to lack of
learnings
KEY RESULTS OBJECTIVE/ STRATEGIES SUCCESS TIME TARGET LEARNING
AREA COMPETENCIES INDICATORS FRAM BENEFICIARIE MATERIALS
E S
Problem-Solving Designed to teach the Intervention Taped- Improved
Skills skills that involves Problem formative test
effective problem result
solving, including skills
that address practical
problems faced by the Cooperative Learning
learners specifically: High scores
Thinking obtained
Reasoning practices
Making sense

Allow students to
explore, discover, learn
and apply mathematical
problems. Peer tutorial in Math

Select and apply
appropriate inquiry for
mathematical problem-
solving techniques.
KEY RESULTS AREA OBJECTIVE/ STRATEGIES SUCCESS TIME TARGET LEARNING
COMPETENCIES INDICATORS FRAM BENEFICIARIE MATERIALS
E S
Computational skills For the students to
demonstrate
understanding word
problems specifically
when they asked to:

Rephrase the problem Self-correction
in their own words.
Stating on how they
will answer the
problem asked.
And interpret the
answers they got.
Allow students to
explore, discover, learn Games
and apply mathematical
problems.

Enjoy mathematics and
develop patience and
persistence when Games
solving problems.
Findings
A total of thirty (30) Grade 7 students took
part in the study, which was conducted at Rizal
Technological University - Laboratory High
School. To determine the performance and
misconception, the researchers used the Problem
Solving Test. Unstructured interview method was
used to know the causes and reasons of
misconceptions.
1. Performance of the Students on Metric

Conversion
The performance of the respondents in Step 1

has 2.65 mean score with 88% and in step 2 has
2.63 which described as “good”. In step 3 has the
mean of 2.24 with 75% and in step 4 has 2.36
with 76% described as “passing”. Having the
percentage of 82 in their overall score, the
performance of respondents in Metric Conversion
is fair.
2. Misconceptions of the Students on Metric

Conversion
The misconception gathered by the researchers from

the problem-solving test has three themes which are:
• Misconceptions with Algebra - The majority of

the incorrect answers occurred from a
misunderstanding of the operation and concept of
algebra, particularly when it came to letter usage.
• Errors due to lack of Understanding the problem

- The student was confused about how to properly
analyze the problem set, which resulted in incorrect
input to all four steps.
• Errors due to lack of Understanding the

Directions
Errors due to lack of Understanding the

directions is another misconception that showed
up in the summary. It is the common mistakes
made by the students; they input their answers
without considering the instructions given on the
problem-solving test.
3. Causes/reasons of the misconceptions on Metric

Conversion as perceived by the students
The researchers gathered information from an

unstructured interview. There are five themes that
emerged from the interview:
• Concept Errors - Concept errors are the result of a lack

of conceptual understanding of the topic at hand. There
have been instances where students have failed to apply
the necessary principles and formulas to solve problems.
• Application Errors- It is the wrong application of

correct rules or strategies that leads to application error .
It leads from the student’s lack of understanding of
where and when the concepts and skills they learned
should be applied.
 Mathematical Language Barrier - Due to lack

of understanding the medium of instruction, the
students tend to struggle in proving their answer.
 Procedural Errors – A common

misunderstanding among students is the process
of converting units, which they are unfamiliar
with. They clearly struggled not only with the
time constraints, but also with the conversion
rules and formulas.
 Errors due to lack of learnings - Due to lack of

learnings and background to the topics, this may
affect the performance of a learner and make an
error out of it.
Conclusion
In this research, learners' performance and
misconceptions in metric conversion were
analyzed to help educators to simply identify and
recognize learners' alternative conceptions or
misconceptions on the said topic. Also, enable for
the learners to learn conversion adequately and
effectively.
There are three major misconception arised
which are the (1) Misconception with algebra (2)
Errors due to lack of understanding the problem
(3) Errors due to lack of understanding the
directions
Along with causes/reasons of the misconception

perceived by the students there are 5 main themes
discovered namely (1) Concept Errors (2)
Application Errors (3) Mathematical Language
Barrier (4)Procedural Errors (5)Error due to lack of
learning.
There are strategies recommended (See

Intervention Matrix) that will empower learners to
procure their misconceptions that will be resulted to
minimize errors. Those strategies can help not only
the students but also the teachers to provide
interesting and pro-active learning to correct
misconceptions.
Basically, in classroom, students tend to construct

their own mathematical concepts or alternatives in
order for them to provide smart solution as well as
answers to a given problem.
Misinterpretation to the problem results in errors
in solving metric conversion. When learners
understand errors and misconceptions might be the
beginning of the solution of fail performance in
mathematics and it might end up equipping
mathematics teachers to effectively identify learning
difficulties and challenges when unpacking metric
conversions and its concept.
Recommendation
Based on the findings and conclusions presented,
the following recommendations are suggested;
1. Provide a program that can enhance the metric

conversion skills of the students since there are fair
level performance when it comes to the
performance of the student’s skills of the grade 7
students..
2. Make a unique activity to keep the it fun for all the

types of learners to engage them the hard topic like
conversion. They also may practice the peer
tutoring, group review and remedial classes for all
the students.
3. Motivate and monitor the education of the students

considering school performance in different
disciplines.
4. Make the interactive discussion in solving

conversion. Let the students to practice the said
skills to master and apply in real life situation.
5. Provide further study on the misconception of

metric conversion of the grade 7 students. This is
beneficial for the future researcher, students and
teachers as it can give in-depth understanding on
the misconception and further remove its existence.

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Rizal Technological University

Cities of Mandaluyong and Pasig

Students’ Performance and Misconception in

To address those students'

Statement of the Problem

Specifically, it seeks to answer the

2. What are the misconceptions of the

Scope and Limitations of the Study

This study focused only on Grade 7

The researchers used Purposive

Population, Sample Size and Sampling

This study used Rizal Technological University

The researchers used the Purposive

Statistical Treatment of Data

In this study the researchers will use

Performance of the Students on Metric Conversion

Misconceptions of the Students on Metric Conversion

1. Misconceptions with Algebra

Figure 1. Misconception with the variables and letter usage

2. Errors due to lack of Understanding the problem

Figure 2. Misconception on the analyzing the problem

3. Errors due to lack of Understanding the

Figure. 3 Misconceptions due to instructions

Causes/reasons of the misconceptions on

Theme 1: Concept Errors

There are some invalid uses of formula when

Theme 2: Application Error

This theme occurs when a learner knows the concept of a

Theme 3: Mathematical Language Barrier

Basically, during classes and assessment the

Theme 4: Procedural Errors

Theme 5: Error due to lack of learnings

Similarly, it encourages teachers/ educators to use Metric

III. GENERAL OBJECTIVES

IV. TARGET BENEFICIARIES:

The researchers aimed to lessen, eliminate,

For the teachers to know

1. Performance of the Students on Metric

The performance of the respondents in Step 1

2. Misconceptions of the Students on Metric

The misconception gathered by the researchers from

• Misconceptions with Algebra - The majority of

• Errors due to lack of Understanding the problem

• Errors due to lack of Understanding the

Errors due to lack of Understanding the

3. Causes/reasons of the misconceptions on Metric

The researchers gathered information from an

• Concept Errors - Concept errors are the result of a lack

• Application Errors- It is the wrong application of

 Mathematical Language Barrier - Due to lack

 Procedural Errors – A common

 Errors due to lack of learnings - Due to lack of

Along with causes/reasons of the misconception

There are strategies recommended (See

Basically, in classroom, students tend to construct

1. Provide a program that can enhance the metric

2. Make a unique activity to keep the it fun for all the