MST MATH Thesis Performance and Difficulties Encountered in Basic Mathematical Operations

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PERFORMANCE AND DIFFICULTIES ENCOUNTERED IN
BASIC MATHEMATICAL OPERATIONS
__________________________________________
A Thesis
Presented to the
Faculty of the Graduate School
University of Cebu
Cebu City
__________________________________________
In Partial Fulfillment
Of the Requirements for the Degree
Master in Science Teaching, major in Mathematics
__________________________________________
By Eunice L. Manugas
February 2011
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APPROVAL SHEET
This thesis entitled, “PERFORMANCE AND DIFFICULTIES

ENCOUNTERED IN BASIC MATHEMATICAL OPERATIONS”, prepared and
submitted by MISS EUNICE L. MANUGAS, in partial fulfillment of the
requirements for the degree of MASTER IN SCIENCE TEACHING (MST)
MAJOR IN MATHEMATICS has been examined and is recommended for
acceptance and approval for Oral Examination.
THESIS COMMITTEE
DR. AGAPITO P. PINO, JR., DM

Adviser
PROF. RENATO C. SAGAYNO, MST Math PROF. MA.

NILA R. SABAL, MST Math
Member Member
DR. YOLANDA C. SAYSON, Ed. D

Chairman
PANEL OF EXAMINERS
Approved by the Committee on Oral Examination with a grade of Passed.
AGAPITO P. PINO, JR., DM

Adviser
RENATO C. SAGAYNO, MST Math MA. NILA R. SABAL, MST Math

Member Member
YOLANDA C. SAYSON, Ed. D

Chairman
DR. AGAPITO P. PINO, JR.

Adviser
PROF. RENATO SAGAYNO PROF. MA. NILA SABAL

Member Member
DR. YOLANDA SAYSON

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Chairman
Accepted and approved in partial fulfillment of the requirements for the

degree Master in science Teaching (MST), major in Mathematics.
Comprehensive Examination: Passed
February 17, 2011 DR. YOLANDA SAYSON

Date of Oral Examination Dean, Graduate School
ACKNOWLEDGEMENT
The researcher would like to recognize and acknowledge these people
who, directly or indirectly, contributed to the preparation of this intellectual work in
terms of motivation, encouragement, support and assistance.
Atty. Augusto W. Go, for the financially aid and other privileges he has
extended to this researcher;
Dr. Agapito P. Pino, Jr., the well-educated adviser, who devoted ample
time to correct her works thus leading to an improved completion of her research;
The members of the panel, Prof. Renato Sagayno and Prof. Ma Nila Sabal
for their invaluable comments and suggestions for the improvement of this work;
Dr. Yolanda Sayson, the Graduate School Dean and the Chair of the
Thesis Committee, for her suggestions for the improvement of this study;
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Prof. Marcial Chiu, the researcher’s censor, for his patience in correcting
the grammar and spelling to make the material more comprehensive.
The Grad School staff and working scholars headed by Ma’am Ann who
rendered excellent service by answering all the researcher’s queries,
accommodating her requests and assisted her from the start;
Mr. Precellano Comon, the School Head of San Fernando National High
School, who willingly welcomed the researcher and approved the four-hour
request to administer the four sets of test questionnaires to the high school
freshmen within a week;
The San Fernando NHS Faculty and Staff, for their understanding and
help in the adjustment of their daily schedule so as to give the researcher an
hour a day;
Special citation is given to Mr. and Mrs. Diogenes and Estrella Manugas,
for the dearly treatment and for being the researcher’s main support system;
Gesture of gratitude is given to Ms. Janice Maraviles, the researcher’s
bestfriend, for all the motivation.

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Above all, the researcher is grateful to the Lord Almighty who is her
strength booster, provider and protector.

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Dedication
This piece of work is heartily dedicated to

my loving parents, Pa Deo and Ma Estring,
my only brother Eugene,
my adorable niece, Divine Hannah
my second family Aunty Fe, Uncle Dodong,
and to my cousins, Jessa, Kim and Lowe.
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TABLE OF CONTENTS
CHAPTER 1 1
THE PROBLEM AND ITS SCOPE 1
INTRODUCTION 1
Theoretical Background 2
THE PROBLEM 8
Statement of the Problem 8
Statement of Null Hypothesis 9
Significance of the Study 9
RESEARCH METHODOLOGY 11
Research Environment 12
Research Respondents 14
Research Instruments 14
Research Procedures 15
DEFINITION OF TERMS 1716
CHAPTER 2 1918
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 1918
PROFILE OF HIGH SCHOOL FRESHMEN 1918
PERFORMANCE ON BASIC MATHEMATICAL OPERATIONS

2322
DIFFICULTIES ENCOUNTERED IN BASIC MATHEMATICAL

OPERATIONS 2827
CHAPTER 3 3736
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SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

3736
SUMMARY 3736
FINDINGS 3938
CONCLUSIONS 4342
RECOMMENDATIONS 4342
REFERENCES 4544
APPENDICES
Appendix A-1 – Transmittal Letter 4746
Appendix A-2 – Transmittal Letter 4847
Appendix B – The Research Instrument 4948
Appendix C – Results on Difficulties Encountered 5857
Appendix D – Relationship between Performance and Difficulties

Encountered 6261
Appendix E – Proposed Remedial Class 6362
CURRICULUM VITAE 6564

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LIST OF TABLES AND FIGURES
Table Page
1 Distribution of Respondents According to Gender 19
2 Distribution of Respondents According to Age 19
3 First Grading Period grades of the Respondents 20
4 Second Grading Period grades of the Respondents 21
5 Distribution of the Respondents According to their Performance in 23
Addition
Subtraction
Multiplication
Division
9 Difficulties encountered by the respondents on Addition 27
10 Difficulties encountered by the respondents on Subtraction 29
11 Difficulties encountered by the respondents on Multiplication 31
12 Difficulties encountered by the respondents on Division 33
13 Chi-square Test on Relationship 34
Figure Page
1 The Research Flow 11
2 Location Map 12
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University of Cebu
Cebu City
GRADUATE SCHOOL
Thesis Abstract
Title: PERFORMANCE AND DIFFICULTIES

ENCOUNTERED IN BASIC MATHEMATICAL
OPERATIONS
Author: Eunice L. Manugas
Degree: Master in Science Teaching major in

Mathematics
School: University of Cebu
Adviser: Dr. Agapito P. Pino, Jr., D.M.
Place of Publication: University of Cebu
Date: March 2011
Pages: 65
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ABSTRACT
The ability to perform the basic mathematical operations (addition,
subtraction, multiplication and division) is a pre-requisite for all high school
freshmen to understand high school mathematics. All freshmen are expected to
add, subtract, multiply and divide whole numbers, fractions and decimals. This
means that one cannot fully grasp new learning without understanding the
previous one which calls the attention of teachers to practice the law of readiness
in learning.
To comprehend the concepts of basic mathematical operations is a
significant tool to students’ performance because it is an indicatory factor of how
far they understood the mathematical operations. How the students categorize
an item according to the level of difficulty also tells the teacher what topic needs
to be retaught or reinforced. The findings point out that the freshmen had a
difficulty in the operations involving fractions and decimal numbers. This
suggests that they are not yet ready to learn Mathematics for high school.
Considering the findings of this study, it revealed that the respondents
perform satisfactorily in addition and subtraction but their performance is less
satisfactory in the operations of multiplication and division. Basing from the
aggregate mean, they have a less satisfactory performance in the basic
mathematical operations. They also found the basic mathematical operations to
be difficult.
CHAPTER 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale
In the current education system of the Philippines, Arithmetic is generally
taught by Elementary teachers both in the public and private schools. The 6-year
stage of learning process evolves on real numbers and complex numbers under
the four basic mathematical operations: addition, subtraction, multiplication and
division.
Napoleon Abasolo, the School Principal of Tubod National High School
who is also teaching Math, during the 2009 Math Contest said: “It is alarming that
some; if not most of the high school freshmen in the public schools have difficulty
with the basic operations. On a timed set of examination, they have trouble with
long addition and when challenged with multiplication they result to using addition
instead. A domino effect is observed when one is unable to master multiplication;
he cannot be performing well in division. This has been the major problem of the
high school math teacher because to reteach Arithmetic will definitely consume
time and effort. Inability of the students to fully grasp the concept of the four basic
mathematical operations implies that they are not ready to learn higher math.”
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The NCBTS 2009 San Fernando District, Report on the San Fernando
academic performance revealed that high school students in general had a high
Mean Percentage Score in English and Filipino but low in Math.

Moreover, after the three years at San Fernando NHS, this researcher
noticed that the teachers usually commented that most of the students have
difficulty in the four basic mathematical operations. They can add, subtract,
multiply and divide two-digit numbers; however, when they are presented with
longer ones, they generally ignore them.

Determining the level of performance and the difficulties encountered in
the basic mathematics operations as well as determining if there is a significant
relationship between the two has geared the researcher to conduct her studies at
the said school.
Theoretical Background
This study is anchored on Bloom’s Theory (1976) which stated that when
the students do not know the basic skills, then it follows that they are not ready to
receive the next step of learning. Learners who mastered the first course in a
subject to a high level have the tendency to learn the succeeding courses in the
same subject to a high level in less time and with less help from the teacher.
This theory is supported by Bruner (2000) who also stated that when
students fail to master a certain skill, instruction for another skill is postponed
until they are more ready. Math is like a pyramid. Every new skill requires an
understanding of prerequisites to do well. He added, by the same token, before
learning pre-algebra, a good understanding of basic mathematics is important.
And before learning algebra, a solid understanding of pre-algebra is a must. That

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is why high school Math teachers, especially those who are handling Elementary
Algebra expect the freshmen to be skillful in addition, subtraction, multiplication
and division. Although granted that a three-month review on Arithmetic is
administered, teachers still presume their students to have functional learning on
their previous math lessons specifically the basic mathematical operations.

According to Sidhu, (2005), Arithmetic was developed out of a need for a
system of counting. It has been considered to be essential for efficient and
successful living. The need of a good command of arithmetic by a house-wife, by
a modern farmer, by a successful merchant, by a skilled worker, and by a
progressive professional man; is too obvious to need any discussion. Also its
utilitarian, cultural and disciplinary values are too obvious to need any argument
at this stage. The teaching of arithmetic has to fulfill two major responsibilities: (1)
the inculcation of an appreciative fundamental processes; (2) the socialization of
number experiences.
He also stated that for some years every young learner is concerned
mainly with the so-called ‘four simple rules’. Proficiency in these processes is
very important. The student has to depend on these at all the states of learning
mathematics. These are foundation. It is customary and natural to enable the
child to acquire speed and accuracy in these in the very beginning.

Furthermore, he cited that the most important thing in teaching these rules
is that the preliminary experiences should be given in an inter-connected form
with the help of concrete material. Ultimately, for the purpose of practice, their
teaching will take abstract form. Their operations have to be taught side by side
as far as possible. The teacher must impress upon the students the educational
values and necessity of the avoidance of errors in these operations and of their
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careful execution. He must not allow any such errors to persist, otherwise the
learner’s later performance are bound to be defective.
The DepEd’s Basic Education Curriculum for SY 2010-2011 on
Mathematics, mandated that Mathematics in Grades 1 and 2 should include the
study of whole numbers, addition and subtraction, basic facts of multiplication
and division, basics of geometry, fractions and metric and local measurements,
the use of money and their application to practical problems on real life
activities. Grades 3 and 4 deals with the study of whole numbers, the four
fundamental operations, fractions and decimals including money, angles, plane
figures, measurements and graphs. In Grades 5 and 6 the child is expected to
have mastered the four fundamental operations of whole numbers, performs
skills in decimals and fractions, conceptualize the meaning of ration and
proportion, percent, integers, simple probability, polygon, spatial figures,
measurement and graphs.

However, Brown (2004) said in his studies that in the typical elementary
classroom, students are expected to learn and master their addition facts through
countless practice problems and rote memorization. Yet for many teachers, the
biggest mathematical frustration is students not knowing their basic facts. For
students, this creates a problem as the mathematical concepts build on each
other and become more difficult. Students work with applications of new ideas,
yet without a firm grasp of basic mathematics they become bogged down in the
“simple” computations. The longer students go without knowing their facts, the
longer they struggle through the related mathematical topics.

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Brown (2004) also added that the students who successfully master their
basic mathematics facts quickly are able to create mental schemes each time
they encounter a fact. Although students as well as adults may not consciously
think of it, when we see a problem like 8 + 5 = 13 we think of some strategy (for
example, we might add 2 to 8to obtain 10, and then add 3 to 10 to get the final
result). As adults, we have mastered these “strategies” to a point that we know
the solution to a problem instantly because the strategies are automatic for us.
Escalera (1987) in his study revealed that an error in computation is one
of the major difficulties in the work with fractions. This could be traced to
inadequacy in the basic combination on the four fundamental processes of
Mathematics. He added that the major difficulties that ran true in all processes
were lack of comprehension of process involved. This was the result when pre-
requisite skills were not drilled to the point of mastery. This has been supported
by Tesorio (1998) in his studies who affirmed that in Mathematics, if mastery of
the basic skills would not be achieved then one would be confronted with a
difficulty in coping with the higher skills. In like manner, Butler (1965) stated that
“students tend to remain interested in those things which they can do most
successfully and which they understand most completely.” Therefore,
understanding the concepts of the basic mathematical operation is important in
learning Mathematics because it determines the interest level of the learners.

Eslabon (2003) recommended that teachers should be encouraged to
attend in-service training activities or seminars and conferences to update their
teaching strategies and they should scholarly assist students in their activities to
help build good foundations and concepts in Mathematics.

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Boaler (2002) further stated that learning happens through participation in
social practices. By including all students in meaningful interaction within the
Mathematics classroom, the diversity of perspectives and problem solving
approaches that ensues is critical for the intellectual healthy both the classroom
and the disciplines of study as a whole.

Teenagers, of course represent an age group that has challenged adults
since the beginning of time, and that many teachers are finding it more difficult to
reach them. (Kranendonk, 2010)

Teachers must also be able to deliver the subject matter efficiently and
effectively. The truism that one cannot teach a subject effectively unless his
knowledge and understanding go well beyond the scope of that which he is
expected to teach. (Schaaf, 1967)

Furthermore, many researchers have found out that students who feel
they have supportive, caring teachers are more strongly motivated to engage in
academic work than students who do not have. Teachers must address the
attitude of many high school students. In many Mathematical classrooms,
students (especially teenagers) evince boredom, restlessness and a general
inability to pay attention to details of a teacher’s lecture. Teachers need to
incorporate a more extensive range of instructional strategies that will provide
opportunities to expand students’ thinking. (Mayer, 2006)

From these theories, this study intends to assess the level of performance
and the difficulties encountered by the high school freshmen in basic
mathematical operation.
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THE PROBLEM
Statement of the Problem
The main purpose of this study is to determine the level of performance in
the basic mathematical operation and the difficulties encountered by the high
school freshmen of San Fernando National High School for the School Year
2010-2011. Based on the findings, remedial measures were proposed.

Specifically, it seeks to answer the following questions:
1. What is the profile of the high school freshman as regards

1.1 gender,
1.2 age,
1.3 grades in Math, and
1.4 school of origin?
2. What is the performance of the high school freshmen under study
in the basic mathematical operations concerning whole numbers,
fractions and decimal numbers in terms of:

2.1 addition,
2.2 subtraction,
2.3 multiplication, and
2.4 division?
3. What are the difficulties encountered by the high school freshmen
in the basic mathematical operation?

4. Is there a significant relationship between the performance of basic
mathematical operation and their difficulties encountered by the
high school freshmen in the basic mathematical operations?

5. What remedial measures may be proposed to make the high school
freshmen become ready for the Elementary Algebra on the findings
of the research?
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Statement of Null Hypothesis
The following null hypothesis was tested in this study:

H0: There is no significant relationship between the high school freshmen’s
performance and difficulties encountered in the basic mathematical operations.
Significance of the Study
This study would be beneficial to the following:

DepEd. The findings of the study would aid DepEd in improving the
“Budgeted Lessons” which is the teaching guide of the public school teachers.
San Fernando National High School. The findings of the research would
be influential in achieving an increase in the Mean Percentage Score (MPS) in
Periodical and achievement test from forty-five percent (45%) to at least seventy-
five percent (75%).

Principals of San Fernando District. In-service trainings’ topics are
decided by principals and school heads, this study will guide the principals on
which Math lessons are to be included during the training.

Mathematics Coordinator. This would become a reference for the Public
School Math Coordinators which will guide them to study methods, strategies
and techniques that are likely acceptable to students. Knowing their performance
level and determining the difficulties would help the coordinators map out the
necessary steps to improve students’ performance in the basic mathematical
operations.
Mathematics Teachers. This would be a helpful tool to teachers in
dealing with students having difficulty in the basic mathematical operation skills.
They will be able to decide which teaching technique to use as discussed by the
Math Coordinators.
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Freshman Students. Knowing the causes of students’ difficulty in learning
the four basic mathematical operations will be remedied through a proposed
remedial measure. This will then lead to respondents’ responsive and
participative attitude in Mathematics 1 (Elementary Algebra).

The Researcher. The study would make the researcher knowledgeable
on the causes of students’ inability to master the basic mathematical operation
skills that will lead her to propose a remedial measure.

Future Researchers. The study would help future researchers on the
implications and reasons of students’ inability to master the basic mathematical
operation skills. The researcher suggests that they look deeper on the reasons
why these difficulties occur.

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RESEARCH METHODOLOGY
This study made use of the Descriptive Survey Method. Figure 1 shows
the research process.
 Profile of the high school freshmen

 Performance in basic mathematical operation
INPUT
 Difficulties encountered by the high school
freshmen in basic mathematical operation
 Significant relationship between the performance
and difficulties encountered
PROCESS  Descriptive Survey Method using Teacher-made
Test in Arithmetic, Researcher-made Likert scale
test Gathering of Data

OUPUT
 Data processing, analysis and interpretation
Proposed Remedial Measures
Figure 1. The Research Flow
Research Environment
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Figure 2. Location Map of San Fernando National High School
The study was conducted at San Fernando National High School located
in South Poblacion, San Fernando, Cebu. It is alongside the road going to Tapon,
South Poblacion and is at the back of Nexus Subdivision. Students nearby can
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walk to school. The common means for transportation is the famous “choppy”, a
remodeled tricycle.
The 5,000 square meter lot was donated by the Benedictos to DepEd last
2008. It was August 2009 when the first two classrooms were constructed. The
following year, 4th of January2010, the studentry and the faculty and staff moved
in. The school is under the 1st Congressional District of Cebu Province along with
Sibonga, Carcar, Naga, Minglanilla and Talisay. Moreover, it is supervised by
Mrs. Laurencia Suening, District supervisor and managed by the Area Consultant
who hails from Barili.
As documented, San Fernando National High School first operated last
2007 with 150 high school freshmen, because the school location was yet to be
decided, temporarily, the students were housed at the South Poblacion Barangay
Hall. On the following year, the increase of the students’ population cited a major
problem. The teachers opted to use the San Fernando Sports Complex just to
accommodate the sophomores. In August 2009, the construction of the two-room
building commenced and on January 4, 2010, San Fernando NHS moved to its
school building.
Most of the students were from South Poblacion proper and the nearby
barangays. It offers First to Third year secondary education for the time being.
Fourth year secondary education will be offered the next school year. The school
is headed by Mr. Precellano Comon, Head Teacher III. It has three (3)
regular/permanent teachers who are nationally funded and two (2) locally funded
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teachers whose compensations are taken from the Government Special
Education Fund.
Research Respondents
The research respondents were the 112 high school freshmen of San
Fernando National High School enrolled this school year 2010-2011 who were
taking up Elementary Algebra.
Research Instruments
The tools used in this research were as follows: Teacher-made Test in
Arithmetic, Researcher-made Likert Scale Test and a form necessary for
respondent’s profile.
An hour of Teacher-made Arithmetic Test on basic mathematical skills was
administered in four days which covered the four basic mathematical operations.
The students were required to write their age and gender as these were
beneficial for the profiling. Each operation had 15-items subdivided into three test
types of 5-items each: Test I - Whole Numbers, Test II - Fractions and Test III -
Decimal Numbers.
The Researcher-made Likert Scale Test was designed to gather
information required for the study to determine the difficulties encountered in the
basic mathematical operations. It is administered shortly after the high school
freshmen had answered the Teacher-Made Arithmetic Test.

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It consisted of 20-items. The respondents were given the opportunity to
identify whether the item is very difficult (4), difficult (3), easy (2) or very easy
(1).The following ranges were given as the descriptive interpretation of the
weighted mean scores.
Ranges Interpretation
3.25 – 4.00 Very Difficult

2.50 – 3.24 Difficult
1.75 – 2.49 Easy
1.00 – 1.74 Very Easy
Research Procedures
Gathering of Data. The researcher submitted a transmittal letter to the School
Head of San Fernando National High School for approval on Nov 17, 2010. The
researcher commenced the research and administered the test on Dec 13, 2010
which culminated on the 17th.The Arithmetic test was given to students followed
by the Lickert-Scale made test.
Treatment of Data. Data collected and gathered were analyzed using
appropriate statistical tool. All information was tabulated, quantified and
appropriate rank-order scales were given, and then it was analyzed and
interpreted correspondingly using frequency distributions, weighted means,
simple percentages, standard deviation and Chi Square test.

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DEFINITION OF TERMS
The following words are defined by the researcher to provide clarity and
substance to the research:
Addition
In this research, addition refers to the process of finding the total of two or
more numbers in whole numbers, fractions and decimals only.
Basic Mathematical Operations

This covers the four fundamental operations of Math: the addition,
subtraction, multiplication and division.
Difficulties Encountered
These are the levels of difficulties encountered by the freshmen in the
basic mathematical operations.
Division
In this research, this refers to the operation of determining the number of
times one quantity is contained in another among whole numbers, fractions and
decimals only.
High School Freshmen

This refers to the respondents.
Multiplication
In this research, an arithmetical operation, defined initially in terms of
repeated addition in whole numbers, fractions and decimals only.
Performance
Performance means the students ability to apply their knowledge and
understanding on the basic mathematical operations.

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Profile
Refers to the gender, age, grades in Mathematics and school of origin
Proposed Remedial Measures

This refers to a proposal to remedy the inability of freshman students to
master the basic mathematical operations.
Subtraction
In this research, an arithmetic operation in which the difference between
two numbers is calculated in whole numbers, fractions and decimals only.

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CHAPTER 2
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analyzes and interprets the data on the profile of
the respondents, their performance and the difficulties encountered in the basic
mathematical operations concerning whole numbers, fractions and decimals, and
the significant relationship between their performance and the difficulties
encountered in the basic mathematical operations.

To facilitate presentation and clarify purposes, the data are presented in
tabular form followed by brief discussions.
PROFILE OF HIGH SCHOOL FRESHMEN
The first four tables reveal the profile of the one hundred and twelve (112)
high school freshmen of San Fernando National High School for the school year
2010-2011. Table 1 shows the gender of the respondents. Table 2 shows the age
in years. The third and the fourth tables are the grades in Math for the First and
Second grading. A short description on the high school freshmen’s school of
origin was also provided. Frequencies are shown with their corresponding
proportions in percentages. These are between or among the identified
categories.
Gender
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Table 1
Distribution of Respondents According to Gender
Gender Frequency Percentage (%)

Male 62 55
Female 50 45
Total 112 100
Table 1 shows that of the hundred and twelve (112) respondents, sixty-two
(62) or fifty-five percent (55%) were males and fifty (50) or forty-five percent
(45%) were females. It depicts that respondents were dominated by males.
Age
Normal age for the high school freshmen is at 11 – 13 years old. Table 2
shows the distribution of students’ ages.
Table 2
Distribution of Respondents According to Age
Ages in years Frequency Percentage (%)

17+ 10 9
14-16 37 33
11-13 65 58
Total 112 100
Ten (10) among the high school freshmen aged 17 years and above,
thirty-seven (37) were at the bracket of 13-16 years and sixty-five (65) were aged
11-13 years. These are equivalent to nine percent (9%), thirty-three percent
(33%) and fifty-eight percent (58%) respectively. It implies that normal age for
high school freshmen which should be at 11-13 dominates.

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Grades in Math
To determine the respondents’ learning capabilities, the researcher had
requested the school registrar as approved by the school principal to furnish a
copy of the first and second grading grades of the high school freshmen. These
are depicted in Table 3 and Table 4. It is important to consider that the passing
grade is 75 and up whereas 70 to 74 is a failing mark.
Table 3
First Grading grades of the Respondents
Mark for the

Frequency Percentage (%)
1st Grading
90-94 4 4
85-89 5 4
80-84 8 7
75-79 46 41
70-74 49 44
Total 112 100
Table 3 shows the frequencies of the respondents’ grades during the First
Grading in Math. Four (4) respondents or four percent (4%) received the mark
90-94. Five (5) respondents or four percent (4%) were marked 85-89. Eight (8)
among them or seven percent (7%) had a grade of 80-84. Forty-six (46) or forty-
one percent (41%) were marked 75-79. This means that fifty-six percent (56%)
passed during the first grading which leaves to forty-nine students (49) or forty-
four percent (44%) who received a failing mark of 70-74.

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Table 4
Second Grading grades of the Respondents
Mark for the

Frequency Percentage (%)
2nd Grading
90-94 3 3
85-89 9 8
80-84 36 32
75-79 49 44
70-74 15 13
Total 112 100
As presented in table 4, three or three percent (3%) among the
respondents were graded 90-94. Nine respondents or eight percent (8%)
received the mark 85-89, thirty-six or thirty-two percent (32%) were marked 80-
84 and forty-nine (49) respondents or forty-four percent (44%) had 75-79. Fifteen
(15) high school freshmen or thirteen percent (13%) has a failing mark. This
implies that eighty-seven percent (87%) passed the second grading period, a
positive inclination of thirty-one percent (31%) as compared to their first grading.
School of origin
All one hundred and twelve (112) high school freshmen or one-hundred
percent (100%) graduated from public schools and none from private schools.
PERFORMANCE ON BASIC MATHEMATICAL OPERATIONS
The tables 5 to 8 reveal the high school freshmen’s academic
performance in Mathematics in the basic mathematical operations concerning

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whole numbers, fractions and decimals. Four sets of Teacher-made Test in
Arithmetic were administered in four days. Each questionnaire had two parts.
Part 1 determines the performance of the respondents in the basic mathematical
operations and part 2 identifies the difficulties encountered. This section will
focus Part 1.
Part 1 has a total of 15 items equally divided into three test types: Whole
numbers, Fractions and Decimals. To identify the categories where the
respondents belong, the researcher took the mean and the standard deviation.
There are four categories namely: Very Satisfactory (VS), Satisfactory (S), Less
Satisfactory (LS) and Poor (P).

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Addition
Table 5
Distribution of the Respondents
According to their Performance in Addition
Category Frequency Percentage (%)

Very Satisfactory (13 – 15) 3 3
Satisfactory (10 – 12) 88 78
Less Satisfactory (7 – 9) 19 17
Poor (4 – 6) 2 2
Total 112 100
Mean = 9.545
SD = 1.792
Table 5 reveals the distribution of the respondents in terms of their
performance in addition. The categories used were Very Satisfactory (score
ranges from 13-15), Satisfactory (score ranges from 10-12), Less Satisfactory
(score ranges from 7-9) and Poor (score ranges from 4-6).
The table shows that of the one hundred and twelve (112) respondents,
the majority’s performance in addition was satisfactory at seventy-eight percent
(78%) or eighty-eight respondents. Nineteen (19) or seventeen percent (17%)
belonged to the category of less satisfactory. There were three respondents or
three percent (3) who performed very satisfactorily and only two respondents or
two percent (2%) had a poor performance.

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Subtraction
Table 6
According to their Performance in Subtraction

Poor (0 – 3) 13 12
Total 112 100
Mean = 8.027
SD = 2.586
ranges from 12-15), Satisfactory (score ranges from 8-11), Not Satisfactory
(score ranges from 4-7) and Poor (score ranges from 0-3).
Table 6 shows that nobody can be categorized as very satisfactory; fifty-
five (55) or forty-nine percent (49%) were within the satisfactory category; forty-
four (44) or thirty-nine percent (39%) were within the less satisfactory category;
and, thirteen (13) or twelve percent (12%) performed poorly. This show that
majority of the respondents performed satisfactorily in the mathematical
operation of subtraction.
24
Multiplication
Table 7
According to their Performance in Multiplication

Poor (0 – 2) 34 30
Total 112 100
Mean = 5.777
SD = 2.207
ranges from 10-12), Satisfactory (score ranges from 7-9), Not Satisfactory (score
ranges from 3-6) and Poor (score ranges from (0-2).
Table 7 shows that only one or one percent (1%) was categorized as very
satisfactory; ten (10) or nine percent (9%) were categorized as satisfactory; sixty-
seven (67%) or sixty percent (60%) were categorized as Less satisfactory; and,
thirty-four (34) or thirty percent (30%) were categorized as poor. It means then
that majority of the students did not perform well in multiplication hence they
were categorized as less satisfactory.

25
Division
Table 8
According to their Performance in Division

Poor (0 – 2) 43 39
Total 112 100
Mean = 4.875
SD = 2.027
ranges from 9-11), Satisfactory (score ranges from 6-8), Less Satisfactory (score
ranges from 3-5) and Poor (score ranges from (-1)-2).
As presented in table 8, nobody belonged to very satisfactory category;
five (5) or four percent (4%) belong to satisfactory category; sixty-four (64) or
fifty-seven percent (57%) belong to Less satisfactory category; and, forty-three
(43) or thirty-nine percent (39%) belonged to poor category. This implied that
majority did not perform well in division.

26
DIFFICULTIES ENCOUNTERED IN BASIC MATHEMATICAL OPERATIONS
Tables 9 to 12 present the result on the difficulties encountered by the
respondents on the basic mathematical operations. To determine the difficulties
encountered by the respondents, the researcher made a 20-item Lickert-Scale.
Table 9
Difficulties encountered by the respondents on Addition
Indicators Weighted Interpretation

Mean
1. adding one digit number 2.29 Easy
2. adding two-digits 2.06 Easy
3. adding three-digits 2.39 Easy
4. adding whole numbers 2.52 Difficult
5. adding similar fractions 2.42 Easy
6. adding dissimilar fractions 2.46 Easy
7. adding mixed fractions 2.58 Difficult
8. adding proper fraction and proper fraction 2.68 Difficult
9. adding proper fraction and improper 2.71 Difficult
fractions
10. adding improper fraction and improper 2.69 Difficult
fraction
11. adding mixed fraction and mixed fraction 2.63 Difficult
12. addition rules of adding similar fractions 2.60 Difficult
13. addition rules of adding dissimilar fractions 2.51 Difficult
14. adding fractions 2.71 Difficult
15. adding numbers with one decimal places 2.45 Easy
16. adding two decimal places 2.53 Difficult
17. adding three decimal places 2.47 Easy
18. adding decimals 2.54 Difficult
19. addition as a process 2.57 Difficult
20. general approach to addition. 2.64 Difficult
Aggregate Mean 2.52 Difficult
27
Table 9 clearly shows that the high school freshmen find adding two-digit
number, one-digit number, three digit-numbers, similar fractions, dissimilar
fractions and three decimal places easy. The ratings were 2.06, 2.29, 2.39, 2.42,
2.45 and 2.47, respectively. The highest rating of 2.71 was tied between adding
fractions and specifically adding proper fractions with an improper fraction. The
respondents also find the following to be difficult: adding improper fraction with
another improper fraction, adding proper fraction with another proper fraction,
general approach to addition, adding mixed fraction with another mixed fraction,
addition rules of adding similar fractions, adding mixed fractions, addition as a
process, adding decimals, adding two decimal places, adding whole numbers
and addition rules of adding dissimilar fractions. It shows that high school
freshmen were able to add whole numbers and that their difficulty were more on
fractions and decimals. Based on the researcher’s calculated aggregate mean of
2.52, it shows that the majority of the respondents find the mathematical
operation involving addition difficult.
This implies that the Math teacher handling the high school freshmen must
allocate time to reteach the basic rules of adding fractions and decimal numbers.
Hence basic rules involving addition of fractions and decimal numbers apply in
higher math. If students do not fully understand or grasp the addition concept of
fractions then they could not understand the basics of Elementary Algebra. The
teacher must also reinforce addition of whole numbers.

28
Table 10
Difficulties encountered by the respondents on Subtraction

Mean
1. subtracting one digit number from one digit 2.14 Easy
number
2. subtracting two-digit number from two digit 2.46 Easy
number
3. subtracting two-digit number from three 2.42 Easy
digit number
4. subtracting three-digit number from three 2.38 Easy
digit number
5. subtracting whole numbers 2.54 Difficult
6. subtracting similar fractions 2.62 Difficult
7. subtracting dissimilar fractions 2.70 Difficult
8. subtracting mixed fractions 2.58 Difficult
9. subtracting proper fraction from proper 2.80 Difficult
fraction
10. subtracting proper fraction from improper 2.76 Difficult
fractions
11. subtracting improper fraction from improper 2.73 Difficult
fraction
12. subtracting mixed fraction from mixed 2.71 Difficult
fraction
13. rules of subtracting similar fractions 2.85 Difficult
14. rules of subtracting dissimilar fractions 2.92 Difficult
15. subtracting one decimal place number from 2.77 Difficult
one decimal place number
16. subtracting two decimal places number 2.71 Difficult
from two decimal places number
17. subtracting two decimal places number 2.74 Difficult
from three decimal places number
18. subtracting decimals 2.61 Difficult
19. subtraction as a process 2.83 Difficult
20. general approach to subtraction. 2.87 Difficult
29
Table 10 shows that of the 20 indicators only 4 of them were easy
according to the high school freshmen. Subtracting one-digit number from one-
digit number got the lowest rating of 2.14. Subtracting three-digit number from
three-digit number had a rating of 2.39. Subtracting two-digit number from three-
digit number and subtracting two-digit number from two-digit number had a close
interval at 2.42 and 2.46. The 16 indicators were interpreted as difficult. The
indicator that had the highest rating was “rules of subtracting dissimilar fractions”
at 2.92. This implies that the freshmen can subtract whole numbers however they
have difficulty with fractions and decimals. The teacher must reteach the basic
concepts on how to subtract fractions starting from similar ones. The teacher
must reinforce the learning through activities and assignments. If students are
doing well in subtracting similar fractions, then it is ample time to introduce the
rules of subtracting dissimilar fractions hence this is deemed hardest according
to the result.
If the high school freshmen have fully understood the concept of
subtracting fractions already, then they are expected to perform well on
subtracting decimals.
The aggregate weighted mean of 2.66 means that the students find the
mathematical operation involving subtraction as difficult.

30
Table 11
Difficulties encountered by the respondents on Multiplication

Mean
1. multiplying one digit number with another 2.39 Easy
one digit number
2. multiplying two-digit number with one digit 2.41 Easy
number
3. multiplying two-digit number with another 2.67 Difficult
two-digit number
4. multiplying three-digit number with one digit 2.54 Difficult
number
5. multiplying three-digit number with two digit 2.51 Difficult
number
6. multiplying whole numbers 2.64 Difficult
7. multiplying similar fractions 2.56 Difficult
8. multiplying dissimilar fractions 2.73 Difficult
9. multiplying mixed fraction with mixed 2.76 Difficult
fraction
10. multiplying proper fraction with a proper 2.71 Difficult
fractions
11. multiplying proper fraction with and 2.61 Difficult
improper fraction
12. multiplying improper fraction with another 2.65 Difficult
improper fraction
13. multiplying fractions 2.54 Difficult
14. multiplying one decimal place with another 2.48 Easy
one decimal place
15. multiplying two decimal place with one 2.64 Difficult
decimal place
16. multiplying two decimal place with two 2.60 Difficult
decimal place
17. multiplying three decimal place with two 2.54 Difficult
decimal place
18. multiplying decimals 2.54 Difficult
19. multiplication as a process 2.72 Difficult
20. general approach to multiplication. 2.78 Difficult
31
As presented in table 11, only 3 indicators out from 20 were easy
according to the respondents. The least rating of 2.39 was for the indicator
“multiplying one-digit number with another one-digit number”. Multiplying two-
digit number with one-digit number had a rating of 2.41 and multiplying one-
decimal place with another one-decimal place had a rating of 2.48. The 17
indicators were branded as difficult with a highest rating of 2.78 for the indicator
“general approach to multiplication.”
This table clearly shows that the high school freshmen have the ability to
multiply whole numbers and small value places decimal numbers however they
have difficulty understanding the rules of multiplying fractions. With a rating of
2.76, multiplying mixed fraction with another mixed fraction proved to be difficult
to them. This can be eased if the freshmen knew how to change mixed fractions
to improper fractions before they can proceed to multiplication.
If the freshmen have a sound learning in addition, then it would have been
easier for them to master or at least comprehend the concept of multiplication.
Hence multiplication is just a duplication or replication of addition.
The aggregate weighted mean of 2.60 meant that the respondents find the
mathematical operation involving multiplication to be difficult.

32
Table 12
Difficulties encountered by the respondents on Division

Mean
1. dividing one digit number with another one 2.52 Difficult
digit number
2. dividing two-digit number with one digit 2.58 Difficult
number
3. dividing two-digit number with another two- 2.63 Difficult
digit number
4. dividing three-digit number with one digit 2.66 Difficult
number
5. dividing three-digit number with two digit 2.73 Difficult
number
6. dividing whole numbers 2.72 Difficult
7. dividing similar fractions 2.80 Difficult
8. dividing dissimilar fractions 2.84 Difficult
9. dividing mixed fraction with mixed fraction 2.90 Difficult
10. dividing proper fraction with a proper 2.80 Difficult
fractions
11. dividing proper fraction with and improper 2.79 Difficult
fraction
12. dividing improper fraction with another 2.96 Difficult
improper fraction
13. dividing fractions 2.77 Difficult
14. dividing one decimal place with another 2.85 Difficult
one decimal place
15. dividing two decimal place with one decimal 2.79 Difficult
place
16. dividing two decimal place with two decimal 2.82 Difficult
place
17. dividing three decimal place with two 2.96 Difficult
decimal place
18. dividing decimals 2.83 Difficult
19. division as a process 2.79 Difficult
20. general approach to division. 2.81 Difficult
33
Table 12 clearly shows that of the 20 indicators of the difficulties
encountered by the respondents in the basic mathematical operations on
division, they find all of them as difficult. The indicators “dividing improper fraction
with another improper fraction” and dividing three-decimal places with two-
decimal places” tied at a rating of 2.96. The table presents that the freshmen do
not understand the concept and the basics of dividing whole numbers, fractions
and decimals. This can be traced from their less performance in the operations of
addition, subtraction and multiplication.
Table 13
Chi-square Test on Relationship
Computed c.v at
Paired Variable df Significance
X2 0.05
Performance and
77.554 9 16.92 Significant
difficulties encountered
Table 13 presents the results of the test on the significant relationship
between the performance and the difficulties encountered in the basic
mathematical operations.
The table shows that the obtained value of X 2 which is 77.554 is greater
than the critical value of 16.92 at 9dfat 0.05 level of significance. It is clear that
there is a significant relationship between the freshmen’s performance and the
difficulties encountered in the basic mathematical operations. It also implies that
the lesser is the respondent’s performance on the mathematical operations, the
greater is the difficulty they have encountered. Thus, the null hypothesis which
34
states that there is no significant relationship between the high school freshmen’s
performance and difficulties encountered in the basic mathematical operations is
rejected.
Furthermore, the result supported Bloom’s Theory which stated that when
the students do not know the basic skills, then it follows that they are not ready to
receive the next step of learning. Learners who mastered the first course in a
subject to a high level have the tendency to learn the succeeding courses in the
same subject to a high level in less time and with less help from the teacher.
35
CHAPTER 3
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter provides the summary and findings of the study, and based
upon these findings, a conclusion is drawn.
SUMMARY
The main purpose of this study is to determine the level of performance in
the basic mathematical operation and the difficulties encountered by the high
school freshmen of San Fernando National High School for the School Year
2010-2011. Based on the findings, remedial measures will be proposed.

Specifically, it seeks to answer the following questions:
1. What is the profile of the freshman students as regards

1.1 gender,
1.2 age,
1.3 grades in Math, and
1.4 school of origin?
2. What is the performance of the high school freshmen under study
in the basic mathematical operations concerning whole numbers,
fractions and decimal numbers in terms of:

2.1 addition,
2.2 subtraction,
2.3 multiplication, and
2.4 division?
3. What are the difficulties encountered by the high school freshmen
in the basic mathematical operation?

36
4. Is there a significant relationship between the performance of basic
mathematical operation and their difficulties encountered by the
high school freshmen in the basic mathematical operations?

5. What remedial measures may be proposed to make the highs
school freshmen become ready for the Elementary Algebra on the
findings of the research?
The research methodology used was the Descriptive Survey Method. It
was conducted in San Fernando National High School, San Fernando, Cebu.
The 112 freshmen were the respondents. The tools used in this research were
as follows: Teacher-made Test in Arithmetic, Researcher-made Likert Scale Test
and a form necessary for respondent’s profile.

37
FINDINGS
After the data were gathered, tabulated, analyzed and interpreted, the
following are the findings of the study:
1. The profile of the respondents as revealed in Tables 1 to 5 are as
follows:
1.1 A majority of the respondents were males.
1.2 Two-thirds of the students’ age was the normal age for first
year high school student which is 12 - 13.

1.3 First grading marks of the students increased on the second
grading.
1.4 All of the freshmen were from public elementary schools
2. Performance of freshmen in the basic mathematical operation.
2.1 Majority of the students have a satisfactory performance in
the basic mathematical operation involving addition.

2.2 Almost half of the number of the respondents has a
satisfactory performance in the basic mathematical operation
involving subtraction.
2.3 Three-fifths of the freshmen have a not satisfactory
performance in the basic mathematical operation involving
multiplication.
2.4 More than half of the freshmen have a not satisfactory
performance in the basic mathematical operation involving
division.
3. Difficulties encountered by the freshmen in the basic mathematical
operations
3.1 On Addition
38
The freshmen have difficulties in: adding whole
numbers, adding mixed fractions, adding proper fraction and
proper fraction, adding proper fraction and improper
fractions, adding improper fraction and improper fraction,
adding mixed fraction and mixed fraction, addition rules of
adding similar fractions, addition rules of adding dissimilar
fractions, adding fractions, adding two decimal places,
adding decimals, addition as a process, general approach to
addition.
3.2 On Subtraction
The freshmen have difficulties in: subtracting whole
numbers subtracting similar fractions, subtracting dissimilar
fractions, subtracting mixed fractions, subtracting proper
fraction from proper fraction, subtracting proper fraction from
improper fractions, subtracting improper fraction from
improper fraction, subtracting mixed fraction from mixed
fraction, rules of subtracting similar fractions, rules of
subtracting dissimilar fractions, subtracting one decimal
place number from one decimal place number, subtracting
two decimal places number from two decimal places
number, subtracting two decimal places number from three
decimal places number, subtracting decimals, subtraction as
a process, general approach to subtraction.

39
3.3 On Multiplication
The freshmen have difficulties in: multiplying two-digit
number with another two-digit number, multiplying three-digit
number with one digit number, multiplying three-digit number
with two digit number, multiplying whole numbers, multiplying
similar fractions, multiplying dissimilar fractions, multiplying
mixed fraction with mixed fraction, multiplying proper fraction
with a proper fractions, multiplying proper fraction with and
improper fraction, multiplying improper fraction with another
improper fraction, multiplying fractions, multiplying two
decimal place with one decimal place, multiplying two
decimal place with two decimal place, multiplying three
decimal place with two decimal place, multiplying decimals,
multiplication as a process, general approach to
multiplication
3.4 On Division
The freshmen have difficulties in: dividing one digit
number with another one digit number, dividing two-digit
number with one digit number, dividing two-digit number with
another two-digit number, dividing three-digit number with
one digit number, dividing three-digit number with two digit
number, dividing whole numbers, dividing similar fractions
dividing dissimilar fractions, dividing mixed fraction with
mixed fraction, dividing proper fraction with a proper

40
fractions, dividing proper fraction with an improper fraction,
dividing improper fraction with another improper fraction,
dividing fractions, dividing one decimal place with another
one decimal place, dividing two decimal place with one
decimal place, dividing two decimal place with two decimal
place, dividing three decimal place with two decimal place
dividing decimals, division as a process, general approach to
division.
4. There was a significant relationship between the freshmen’s
performance in the basic mathematical operations and the
difficulties encountered.
41
CONCLUSIONS
The high school freshmen had a satisfactory performance in Addition and
Subtraction and a less satisfactory performance in Multiplication and Division and
their difficulties encountered were mostly on the operations involving fractions
and decimals.
RECOMMENDATIONS
Based on the findings of the study, the researcher recommends the
following:
1. The high school freshmen can add, subtract, multiply and divide
whole numbers. However, there is a need to reinforce operations
on fractions and decimals.

2. The high school freshmen need to be taught again by Math 1
teacher the concept of the four basic mathematical operations
stressing the need of the students in understanding the operations
on fractions and decimals. New methods and strategies should be
introduced by the teacher.

3. To adopt the proposed remedial measures:
a. Teaching seminars and trainings. The researcher finds it
significant for the Math teacher to undergo seminars and
trainings about new methods, strategies and approaches they
will use to reteach the operations on fractions and decimals.

42
b. 2-Hour Remedial Classes in Basic Mathematics. This will be
done during Saturdays. It will be participated by the high school
freshmen. A topic will be discussed per session and
reinforcement will be given. (See Appendix E)

c. Peer-teaching. High school freshmen who have a satisfactory
performance in the basic mathematical operations are
encouraged to teach their classmates.

43
REFERENCES
Books
Bloom, B. (1976). Human characteristics and school learning. New York: Wiley
McGraw – Hill Book Company.
Butler, C. (1965). The teaching of secondary mathematics. New York: Wiley

McGraw – Hill Book Company.
Mayer, R. (2006). Learning and instruction. New Jersey: Prentice Hall.
Schaaf, W. (1967). Basic concept of elementary mathematics. New York: Wiley.
Sidhu, Kaulbir Singh. (2005). The teaching of mathematics. New Delhi: Sterling
Publishers.
Internet Sources
Bruner, Jerome. (2000). Philosophical insights from Jerome Bruner. Retrieved

October 2010 from http://www.uk.edu/~eushe2/quotations/bruner.html.
Brown, T. (2004). Helping third grade students with addition facts. Retrieved
October 2010 from http://www.bsu.edu/web/math/exchange/02-
02/brown.pdf.
Boaler, Jo (2002). Experiencing school mathematics traditional and reform

approaches to teaching and their impact on student learning. Retrieved
November 2010 from http://www.questiaschool.com/read/110691058.
DepEd Elementary (2010). Curriculum in mathematics. Retrieved November

2010 from http://www.deped.gov.ph/cpanel/uploads/issuancelmg/Math-
Elementary.pdf.
Periodical
44
Kranendonk, H. (2010, February). “Can we make high school more relevant?”

Mathematics teachers. pp. 392-393.
Unpublished Materials
Dayonot, J. J. (2001). The intra-extra psychological difficulties of freshman

college in St. Catherine's College: A difficulty-based skills reinforcement
material. Unpublished master's thesis, Cebu Normal University, Cebu City.
Escalera, A. (1987). Learning difficulties in fractions, grades V and VI, schools

district of Canduay, Division of Bohol, 1986-1987: A proposed remedial
teaching program of fractions for the intermediate grades. Unpublished
master's thesis, Cebu Normal University, Cebu City.
Eslabon, R. (2003). The level of performance in algebra of freshman education

students of West Negros College, school year 2002-2003: Proposed
Remedial Measures. Unpublished master's thesis, University of Cebu,
Cebu City.
Tesorio, G. (1998). Learning difficulties in the operations of basic and algebraic

fractions of the freshman computer science students at the University of
Cebu, Cebu City, school year 1997-1998: Implications to curriculum
revision, enrichment and teacher preparation. Unpublished master's
thesis, University of Cebu, Cebu City.
45
Appendix A-1
TRANSMITTAL LETTER
November 17, 2010
MR. PRECELLANO C. COMON, M.A., Ed.

School Head Teacher
San Fernando National High School
San Fernando, Cebu
Dear Sir:
The undersigned is now writing her thesis entitled PERFORMANCE AND

DIFFICULTIES ENCOUNTERED IN BASIC MATHEMATICAL OPERATION
SKILLS, as required for the degree of Master of Science Teaching major in
Mathematics.
With this view, she would like to request your permission to allow him to
conduct the afore-mentioned study in San Fernando National High School
especially to the freshmen.
Your approval of this request is a step toward the success of this endeavor
and will be beneficial to the academic progress of your school.
Thank you and God bless!
Very truly yours,
EUNICE L. MANUGAS
Masterand
DR. AGAPITO P. PINO JR.

Adviser
46
Appendix A-2
TRANSMITTAL LETTER
November 17, 2010
MRS. CRESCEL SORIANO

School Registrar
San Fernando, Cebu
Dear Madam:
The undersigned is a masterand of UC Graduate School and who is now

writing her thesis entitled PERFORMANCE AND DIFFICULTIES
ENCOUNTERED IN BASIC MATHEMATICAL OPERATION SKILLS, as
required for the degree of Master of Science Teaching major in Mathematics.
Moreover, the researcher will conduct her study in the San Fernando National
High School especially to the freshmen as approved by the proposal hearing last
November 8, 2010.
It is in this light that she would like to request your good office an
authenticated copy of the first two grading period marks only in Mathematics I as
the basis for evaluating their academic performance in Mathematics.
Rest assured that the data provided will be handled with confidentiality
and will be used only for this research and will hold the researcher liable ones it
is violated.
Thank you and God bless!
Very truly yours,
EUNICE L. MANUGAS
Masterand
DR. AGAPITO P. PINO JR.

47
Adviser
Appendix B
THE RESEARCH INSTRUMENT
Addition
Whole numbers, Decimals and Fractions
Name: ________________________ Yr. & Sec.: ___________________

Gender: _______________________ Age: ________________________
Instruction: Solve the following basic mathematical operations on whole

numbers, fractions and decimals. Use the back page of the questionnaire for
your solutions.
Test I. Addition
A. Whole Numbers
1. 4+9 =
2. 37 + 46 =
3. 29 + 22 =
4. 972 + 491 =
5. 694 + 512 =
B. Fraction
1. 4.
2. 5.
3.
C. Decimals
48
1. 49. 5 + 29.6 =
2. 94.68 + 33.79 =
3. 64.09 + 65.68 =
4. 67.618 + 44.408 =
5. 34.133 + 33.846 =
Name: ________________________________________________
Note: This questionnaire is designed to determine the difficulties encountered by

the high school freshmen in the basic mathematical operation skills. Honesty is
requested to obtain accurate answers. This will not affect grades of the
respondents
Researcher-made Likert scale test

Below is a list of attitudes toward the basic mathematical operation skills.
Please encircle the number which corresponds to the level of difficulty in
each of the category.
4 – VERY DIFFICULT
3 – DIFFICULT
2 – EASY
1 – VERY EASY
ADDITION - I find … 4 3 2 1
1. adding one digit number 4 3 2 1
2. adding two-digits 4 3 2 1
3. adding three-digits 4 3 2 1
4. adding whole numbers 4 3 2 1
5. adding similar fractions 4 3 2 1
6. adding dissimilar fractions 4 3 2 1
7. adding mixed fractions 4 3 2 1
8. adding proper fraction and proper fraction 4 3 2 1
9. adding proper fraction and improper fractions 4 3 2 1
10. adding improper fraction and improper fraction 4 3 2 1
11. adding mixed fraction and mixed fraction 4 3 2 1
12. addition rules of adding similar fractions 4 3 2 1
13. addition rules of adding dissimilar fractions 4 3 2 1
14. adding fractions 4 3 2 1
15. adding numbers with one decimal places 4 3 2 1
16. adding two decimal places 4 3 2 1
17. adding three decimal places 4 3 2 1
18. adding decimals 4 3 2 1
19. addition as a process 4 3 2 1
20. general approach to addition. 4 3 2 1
49
Subtraction
Name: ________________________ Yr. & Sec.: ___________________

Gender: _______________________ Age: ________________________

your solutions.
Test II. Subtraction
A. Whole Numbers
1. 9–4 =
2. 42 – 34 =
3. 81 – 12 =
4. 783 – 87 =
5. 968 – 439=
B. Fractions
1. 4.
2. 5.
3.
C. Decimal Numbers
1. 95.4 – 82.7 =
2. 94.81 – 83.17 =
3. 55.14 – 41.04 =
4. 93.147 – 92.71 =
5. 93.476 – 51.873 =
50
Name: ________________________________________________

respondents

3 – DIFFICULT
2 – EASY
1 – VERY EASY
I find … 4 3 2 1
1. subtracting one digit number from one digit number 4 3 2 1
2. subtracting two-digit number from two digit number 4 3 2 1
3. subtracting two-digit number from three digit number 4 3 2 1
4. subtracting three-digit number from three digit number
5. subtracting whole numbers 4 3 2 1
6. subtracting similar fractions 4 3 2 1
7. subtracting dissimilar fractions 4 3 2 1
8. subtracting mixed fractions 4 3 2 1
9. subtracting proper fraction from proper fraction 4 3 2 1
10. subtracting proper fraction from improper fractions 4 3 2 1
11. subtracting improper fraction from improper fraction 4 3 2 1
12. subtracting mixed fraction from mixed fraction 4 3 2 1
13. rules of subtracting similar fractions 4 3 2 1
14. rules of subtracting dissimilar fractions 4 3 2 1
15. subtracting one decimal place number from one decimal 4 3 2 1
place number
16. subtracting two decimal places number from two decimal 4 3 2 1
places number
17. subtracting two decimal places number from three 4 3 2 1
decimal places number
18. subtracting decimals 4 3 2 1
19. subtraction as a process 4 3 2 1
20. general approach to subtraction. 4 3 2 1
51
Multiplication
Name: ________________________ Yr. & Sec.: ___________________

Gender: _______________________ Age: ________________________

your solutions.
Test III. Multiplication
A. Whole Numbers
1. 7×8=
2. 42 × 9 =
3. 49 × 17 =
4. 638 × 8 =
5. 695 × 43 =
B. Fractions
1. 4.
2. 5.
3.
C.
C. Decimal Numbers
1. 70.9 × 60.3=
2. 95.85 × 73.4 =
3. 80.65 × 57.78 =
4. 72.383 × 67.5 =
5. 93.488 × 6.71 =
52
Name: ________________________________________________

respondents

3 – DIFFICULT
2 – EASY
1 – VERY EASY
I find … 4 3 2 1
1. multiplying one digit number with another one digit number 4 3 2 1
2. multiplying two-digit number with one digit number 4 3 2 1
3. multiplying two-digit number with another two-digit number 4 3 2 1
4. multiplying three-digit number with one digit number 4 3 2 1
5. multiplying three-digit number with two digit number 4 3 2 1
6. multiplying whole numbers 4 3 2 1
7. multiplying similar fractions 4 3 2 1
8. multiplying dissimilar fractions 4 3 2 1
9. multiplying mixed fraction with mixed fraction 4 3 2 1
10. multiplying proper fraction with a proper fractions 4 3 2 1
11. multiplying proper fraction with and improper fraction 4 3 2 1
12. multiplying improper fraction with another improper fraction 4 3 2 1
13. multiplying fractions 4 3 2 1
14. multiplying one decimal place with another one decimal 4 3 2 1
place
15. multiplying two decimal place with one decimal place 4 3 2 1
16. multiplying two decimal place with two decimal place 4 3 2 1
17. multiplying three decimal place with two decimal place 4 3 2 1
18. multiplying decimals 4 3 2 1
19. multiplication as a process 4 3 2 1
20. general approach to multiplication. 4 3 2 1
53
Division
Name: ________________________ Yr. & Sec.: ___________________

Gender: _______________________ Age: ________________________

your solutions.
Test IV.
D. Division
A. Whole Numbers
1. 9÷0=
2. 81 ÷ 3 =
3. 64 ÷ 16 =
4. 763 ÷ 6 =
5. 288 ÷ 36 =
54
Name: ________________________________________________

respondents

3 – DIFFICULT
2 – EASY
1 – VERY EASY
I find … 4 3 2 1
1. dividing one digit number with another one digit number 4 3 2 1
2. dividing two-digit number with one digit number 4 3 2 1
3. dividing two-digit number with another two-digit number 4 3 2 1
4. dividing three-digit number with one digit number 4 3 2 1
5. dividing three-digit number with two digit number 4 3 2 1
6. dividing whole numbers 4 3 2 1
7. dividing similar fractions 4 3 2 1
8. dividing dissimilar fractions 4 3 2 1
9. dividing mixed fraction with mixed fraction 4 3 2 1
10. dividing proper fraction with a proper fractions 4 3 2 1
11. dividing proper fraction with and improper fraction 4 3 2 1
12. dividing improper fraction with another improper fraction 4 3 2 1
13. dividing fractions 4 3 2 1
14. dividing one decimal place with another one decimal 4 3 2 1
place
15. dividing two decimal place with one decimal place 4 3 2 1
16. dividing two decimal place with two decimal place 4 3 2 1
17. dividing three decimal place with two decimal place 4 3 2 1
18. dividing decimals 4 3 2 1
19. division as a process 4 3 2 1
20. general approach to division. 4 3 2 1
55
___________________________________________
This section is to be filled in by the school registrar.
1. Did the student graduate from a Public or Private School? (tick the box of the
appropriate answer)
Public
Private
Name of School:
____________________________________________________
2. Academic Performance in Mathematics I
First Grading Period : _____________________
Second Grading Period : _____________________
_______________________
School Registrar
56
Appendix C
Results on Difficulties Encountered for Addition
ADDITION - I find … VD D E VE Total WM

4 3 2 1
1. adding one digit number 8 36 48 20 112 2.29
2. adding two-digits 10 23 43 36 112 2.06
3. adding three-digits 20 32 32 28 112 2.39
4. adding whole numbers 24 30 38 20 112 2.52
5. adding similar fractions 17 32 44 19 112 2.42
6. adding dissimilar fractions 13 42 41 16 112 2.46
7. adding mixed fractions 23 33 42 14 112 2.58
8. adding proper fraction and proper fraction 23 36 47 6 112 2.68
9. adding proper fraction and improper fractions 25 38 41 8 112 2.71
10. adding improper fraction and improper fraction 23 40 40 9 112 2.69
11. adding mixed fraction and mixed fraction 21 38 43 10 112 2.63
12. addition rules of adding similar fractions 21 42 32 17 112 2.60
13. addition rules of adding dissimilar fractions 18 38 39 17 112 2.51
14. adding fractions 27 33 44 8 112 2.71
15. adding numbers with one decimal places 15 34 49 14 112 2.45
16. adding two decimal places 20 33 45 14 112 2.53
17. adding three decimal places 17 34 46 15 112 2.47
18. adding decimals 19 36 44 13 112 2.54
19. addition as a process 18 41 40 13 112 2.57
20. general approach to addition. 29 29 39 15 112 2.64
Aggregate Mean 2.52
57
Results on Difficulties Encountered for Subtraction
I find … VD D E VE Total WM
4 3 2 1
1. subtracting one digit number from one digit 19 20 31 42 112 2.14
number
2. subtracting two-digit number from two digit 20 33 38 21 112 2.46
number
3. subtracting two-digit number from three digit 21 28 40 23 112 2.42
number
4. subtracting three-digit number from three digit 19 28 42 23 112 2.38
number
5. subtracting whole numbers 24 31 39 18 112 2.54
6. subtracting similar fractions 26 27 49 10 112 2.62
7. subtracting dissimilar fractions 24 38 42 8 112 2.70
8. subtracting mixed fractions 18 39 45 10 112 2.58
9. subtracting proper fraction from proper fraction 29 38 39 6 112 2.80
10. subtracting proper fraction from improper 21 49 36 6 112 2.76
fractions
11. subtracting improper fraction from improper 25 40 39 8 112 2.73
fraction
12. subtracting mixed fraction from mixed fraction 25 39 39 9 112 2.71
13. rules of subtracting similar fractions 30 39 39 4 112 2.85
14. rules of subtracting dissimilar fractions 29 47 34 2 112 2.92
15. subtracting one decimal place number from one 26 41 38 7 112 2.77
decimal place number
16. subtracting two decimal places number from two 25 36 45 6 112 2.71
decimal places number
17. subtracting two decimal places number from 28 35 41 8 112 2.74
three decimal places number
18. subtracting decimals 21 38 41 12 112 2.61
19. subtraction as a process 35 33 34 10 112 2.83
20. general approach to subtraction. 29 50 22 11 112 2.87
Aggregate Mean 2.66
58
Results on Difficulties Encountered for Multiplication
4 3 2 1
1. multiplying one digit number with another one digit 20 27 42 23 112 2.39
number
2. multiplying two-digit number with one digit number 16 37 36 23 112 2.41
3. multiplying two-digit number with another two-digit 27 37 32 16 112 2.67
number
4. multiplying three-digit number with one digit 16 43 38 15 112 2.54
number
5. multiplying three-digit number with two digit 17 40 38 17 112 2.51
number
6. multiplying whole numbers 28 34 32 18 112 2.64
7. multiplying similar fractions 21 37 38 16 112 2.56
8. multiplying dissimilar fractions 27 37 39 9 112 2.73
9. multiplying mixed fraction with mixed fraction 18 55 33 6 112 2.76
10. multiplying proper fraction with a proper fractions 23 41 40 8 112 2.71
11. multiplying proper fraction with and improper 17 46 37 12 112 2.61
fraction
12. multiplying improper fraction with another improper 25 31 48 8 112 2.65
fraction
13. multiplying fractions 18 40 39 15 112 2.54
14. multiplying one decimal place with another one 14 45 34 19 112 2.48
decimal place
15. multiplying two decimal place with one decimal 25 40 29 18 112 2.64
place
16. multiplying two decimal place with two decimal 23 35 40 14 112 2.60
place
17. multiplying three decimal place with two decimal 19 41 34 18 112 2.54
place
18. multiplying decimals 19 38 40 15 112 2.54
19. multiplication as a process 28 36 37 11 112 2.72
20. general approach to multiplication. 28 36 43 5 112 2.78
Aggregate Mean 2.60
59
Results on Difficulties Encountered for Division
4 3 2 1
1. dividing one digit number with another one digit 25 34 27 26 112 2.52
number
2. dividing two-digit number with one digit number 28 30 33 21 112 2.58
3. dividing two-digit number with another two-digit 25 34 39 14 112 2.63
number
4. dividing three-digit number with one digit 28 34 34 16 112 2.66
number
5. dividing three-digit number with two digit 33 37 21 21 112 2.73
number
6. dividing whole numbers 29 37 32 14 112 2.72
7. dividing similar fractions 27 44 33 8 112 2.80
8. dividing dissimilar fractions 32 39 32 9 112 2.84
9. dividing mixed fraction with mixed fraction 33 42 30 7 112 2.90
10. dividing proper fraction with a proper fractions 34 36 28 14 112 2.80
11. dividing proper fraction with and improper 32 38 29 13 112 2.79
fraction
12. dividing improper fraction with another improper 41 37 22 12 112 2.96
fraction
13. dividing fractions 31 36 33 12 112 2.77
14. dividing one decimal place with another one 35 33 36 8 112 2.85
decimal place
15. dividing two decimal place with one decimal 28 46 25 13 112 2.79
place
16. dividing two decimal place with two decimal 29 39 39 5 112 2.82
place
17. dividing three decimal place with two decimal 36 39 33 4 112 2.96
place
18. dividing decimals 39 35 36 12 112 2.83
19. division as a process 36 30 33 13 112 2.79
20. general approach to division. 37 32 28 15 112 2.81
Aggregate Mean 2.78
60
Appendix D
Relationship between Performance and Difficulties Encountered
Performance

Not Satisfactory (17 – 28) 46 41
Poor (4 – 16) 10 9
Total 112 100
Difficulties Encountered

Very Difficult (229 – 247) 8 7
Difficult (211 – 228) 46 41
Easy (193 – 210) 52 47
Very Easy (175 – 192) 6 5
Total 112 100
Relationship
Difficulties Encountered Very Easy

Difficult
Difficult
Performance Total
Easy
Very
Very Satisfactory (41 – 53) 0 0 4 2 6

Satisfactory (29 – 40) 0 13 34 3 50
Not Satisfactory (17 – 28) 2 30 13 1 46
Poor (4 – 16) 6 3 1 0 10
Total 8 46 52 6 112
Appendix E

San Fernando, Cebu
61
Proposed Remedial Classes for the Freshmen Students

of San Fernando National High School
in Basic Mathematical Operations
Title:
This proposed remedial class for the high school freshmen of San
Fernando National High School is entitled, “DEVELOPING STUDENTS
MASTERY ON THE FOUR FUNDAMENTAL OPERATIONS OF MATH.”
Description:
“DEVELOPING STUDENTS MASTERY ON THE FOUR FUNDAMENTAL

OPERATIONS OF MATH” is a 2-hour weekend remedial class for 6 sessions and
participated by all high school freshmen and conducted by Math teachers. A topic
will be discussed every session and reinforcement will be given.
Objectives
This proposal aims to enhance the high school freshmen’s performance
on the basic mathematical operations. More specifically, after the remedial
classes, the high school freshmen are expected to:
1. Acquire a thorough knowledge on the basic mathematical
operations
2. Comprehend the concept of the basic mathematical operation
3. Perform satisfactorily in the operations involving fractions and
divisions
4. Become ready for high school mathematics
Scheme of Implementation
In the process of working for the implementation of the proposed remedial
class, the researcher will ascertain that the various phases of the program will be
taken cared of:
Planning. The researcher shall present the result of this study to the
principal of San Fernando National High School and request that a
meeting with the faculty be held in order to discuss the findings of
the research and the implementation of the remedial class. The
meeting should cover the planning of the remedial measure.
62
Organizing. The students will be grouped according to section. Each

Math teachers are to follow the program given to them to
administer learning in an hour and an hour of series of activities
and reinforcement.
Supervision. The teachers are to determine their students’ performance
before they are going to proceed to another topic. They should
see to it that the students have mastered the topic discussed
during the session.
Evaluation. The principal will evaluate the performance of the high
school freshmen on the basic mathematical operations.
Content
Session Topics
1 Rules of Adding and Subtracting Fractions
2 Rules of Multiplying and Dividing Fractions
3 Long quiz on operations involving Fractions
4 Addition and Subtraction of Decimals
5 Multiplication and Division of Decimals
6 Long quiz on operations involving Decimals
CURRICULUM VITAE
63
PERSONAL DATA
Name : Eunice Lawas Manugas
Age : 26
Date of Birth : Jan 11, 1985
Gender : Female
Civil Status : Single
Nationality : Filipino
Religion: Christian
Permanent Address: 291 South Poblacion, San Fernando, Cebu, Philippines
EDUCATION
LEVEL School / University Date of Completion
Post Graduate: MST – Math March 2011

University of Cebu – Grad School
Sanciangko St., Cebu City
Tertiary: BSED – Math October 2006

University of Cebu
Sanciangko St., Cebu City
Secondary: Notre Dame Academy March 2002

South Poblacion, San Fdo., Cebu
Elementary: North Central Elementary School March 1998

North Poblacion, San Fdo., Cebu
SCHOLARSHIP ENJOYED
College : JAASH
64
CIVIL SERVICE ELIGIBILITIES
License License No. Date

1. LET Examination for Teachers 0975xxx Aug 15, 2007
WORK EXPERIENCE
1. Position: Administrative Assistant

Duration: Aug 2010 – present
e-School: Fortress Learning
Location: Brisbane, Australia
2. Position: Faculty Member, Class Adviser, Math Teacher
Duration: Jun 15, 2009 – July 1, 2010
School: San Fernando National High School
Location: San Fernando
3. Position: Sales Representative
Duration: Jun 15, 2008 - Jun 1, 2009 (1 yr.)
Organization: iCOMM Phil. Inc.
Location: Lahug, Cebu, Phil.
4. Position: Faculty Vice-president, teacher
Duration: Jun 1, 2007 - Mar 31, 2008 (1 School Year)
School: Notre Dame Academy
Location: San Fernando
5. Position: Technical Service Representative
Duration: Nov. 2006–May 2007
Organization: Qualfon Phil. Inc.
Location: Lahug, Cebu, Phil.
SKILLS
1. Hosting
2. Computer/Internet Savvy
3. Sketching
4. Debating
5. Indoor games player
6. Facilitating/organizing events

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2

PERFORMANCE AND DIFFICULTIES ENCOUNTERED IN

BASIC MATHEMATICAL OPERATIONS

Faculty of the Graduate School

Of the Requirements for the Degree

Master in Science Teaching, major in Mathematics

This thesis entitled, “PERFORMANCE AND DIFFICULTIES

DR. AGAPITO P. PINO, JR., DM

PROF. RENATO C. SAGAYNO, MST Math PROF. MA.

DR. YOLANDA C. SAYSON, Ed. D

Approved by the Committee on Oral Examination with a grade of Passed.

AGAPITO P. PINO, JR., DM

RENATO C. SAGAYNO, MST Math MA. NILA R. SABAL, MST Math

YOLANDA C. SAYSON, Ed. D

DR. AGAPITO P. PINO, JR.

PROF. RENATO SAGAYNO PROF. MA. NILA SABAL

DR. YOLANDA SAYSON

Accepted and approved in partial fulfillment of the requirements for the

Comprehensive Examination: Passed

February 17, 2011 DR. YOLANDA SAYSON

The researcher would like to recognize and acknowledge these people

who, directly or indirectly, contributed to the preparation of this intellectual work in

terms of motivation, encouragement, support and assistance.

extended to this researcher;

the grammar and spelling to make the material more comprehensive.

rendered excellent service by answering all the researcher’s queries,

accommodating her requests and assisted her from the start;

freshmen within a week;

help in the adjustment of their daily schedule so as to give the researcher an

Gesture of gratitude is given to Ms. Janice Maraviles, the researcher’s

bestfriend, for all the motivation.

strength booster, provider and protector.

This piece of work is heartily dedicated to

THE PROBLEM AND ITS SCOPE 1

Statement of the Problem 8

Statement of Null Hypothesis 9

Significance of the Study 9

DEFINITION OF TERMS 1716

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 1918

PROFILE OF HIGH SCHOOL FRESHMEN 1918

PERFORMANCE ON BASIC MATHEMATICAL OPERATIONS

DIFFICULTIES ENCOUNTERED IN BASIC MATHEMATICAL

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Appendix A-1 – Transmittal Letter 4746

Appendix A-2 – Transmittal Letter 4847

Appendix B – The Research Instrument 4948

Appendix C – Results on Difficulties Encountered 5857

Appendix D – Relationship between Performance and Difficulties

Appendix E – Proposed Remedial Class 6362

CURRICULUM VITAE 6564

LIST OF TABLES AND FIGURES

Title: PERFORMANCE AND DIFFICULTIES

Author: Eunice L. Manugas

Degree: Master in Science Teaching major in

School: University of Cebu

Adviser: Dr. Agapito P. Pino, Jr., D.M.

Place of Publication: University of Cebu

Date: March 2011

The ability to perform the basic mathematical operations (addition,

subtraction, multiplication and division) is a pre-requisite for all high school

freshmen to understand high school mathematics. All freshmen are expected to

To comprehend the concepts of basic mathematical operations is a

significant tool to students’ performance because it is an indicatory factor of how