1.

2 inch
margin FACILITATING TEACHING AND LEARNING MATHEMATICS

USING ANDROID GADGET WITH MATHEMATICAL

APPLICATIONS

The recommended A Quantitative Research

typeface is Cambria
with 12 point font
size presented to

The Faculty of Senior High School

CANDUMAN NATIONAL HIGH SCHOOL

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margin
Canduman, Mandaue City
1.5 inch
margin

In Partial Fulfillment

of the Requirements for the Subject

PRACTICAL RESEARCH 2

Quantitative Research

JOHANNES HONEY MAE B. MELGAR

JOHN SEDRICK A. MELGAR

Student’s name: first, middle initial, last
EMILY C. MELGAR

March 2018

1 inch Not all bold letters

margin
 Chapter 1 Bold, No underline

THE PROBLEM AND ITS SCOPE Bold, No underline

Center, All Capital
Bold, No underline, Center
Introduction

Bold, No underline
The recommended typeface is
Cambria with 12 point font
Rationale size, double space

The proper functioning of any social system requires some regulations to be

observed by each member. Behavior is dedicated by need, and unacceptable behavior

is born of individual value system in conflict with generally accepted value (Lagrand,
In-text citation: family name, year In-text citation: family name (year)
1969).

According to Klausmeier (1971) in the teaching-learning situation, the

teacher’s best efforts are directed toward creating a classroom environment

supportive of healthy personality integration and enrich with learning experience

that capitalizes on the enthusiasm of youth.

1 space after the last line

Theoretical Background

State the main theory that supports the

study and then literature and studies

Page number is on
the upper right
 3

Conceptual Framework Input Level

Profile Tumbling
1. Age Theory
2. Sex

Double Arrowhead Parenting Style Process Level

means “relationship”

Parenting Seminar
Output Level

Figure No. Title

Figure 1. Conceptual Framework of the Study

Bold, Center

Bold, No underline, Center The Problem

Statement of the Problem

This study aims to determine the relationship between the match-making rank

of DOTA players and mathematics academic achievement of Senior High School

students in Canduman National High School for the school year 2017-2018 basis for

a proposed design of mathematics enrichment learning materials.

Major = state the

Specifically, it will seek to answer the following questions: purpose, subject,
locale, tiempo
1. What is the profile of the respondents in terms of: (time), output

1.1. age;

1.2. weekly average hours playing DOTA; and Specific = current

situation,
1.3. number of years playing dota? problems
encountered,
2. What is the match-making rank of the of the dota players? proposed
solution

3. What is the mathematics performance achievement of the dota players?

4. What is the mathematics academic performance of the DOTA players?

5. Is there a significant relationship between the profile of the respondents and

their mathematics academic performance?

6. Is there a significant relationship between match-making rank of the DOTA

players and their mathematics academic performance?

7. To what extent does playing DOTA affect the students’ mathematics academic

performance in relation with:

6.1 class participation;

6.2 hours spent in studying; and

 6.3 absences in class?

8. What design of mathematics enrichment learning materials can be proposed

based on the findings of the study? Output

Statement of Hypotheses Introduction

The following null hypothesis will be tested in this study:

Ho1: Is there a significant relationship between the profile of the respondents

and their mathematics academic performance?

Ho2: Is there a significant relationship between match-making rank of the

DOTA players and their mathematics academic performance?

Significance of the Study Introduction

A thorough understanding of the specific issues related to the discipline

management practices of the faculty of Canduman National High School would be

beneficial to the following: Bold with period, no underline Reason why they will
benefit in your study
School Administrators. The information gathered in this study would be a great

help to the school administrators. This will be directed on how to handle the

disciplinary management practices of the teachers.

Guidance Counselors. This would give them additional information in facilitating

and monitoring the student’s behavior in school.

Scope of the study

Scope and Limitations

 This study aims to determine the relationship between the match-making rank

of DOTA players and mathematics academic achievement of Senior High School

students in Canduman National High School for the school year 2017-2018 basis for

a proposed design of mathematics enrichment learning materials.

This study is limited to DOTA players who are senior high school students of

Canduman National High School…

then state the limitations
of the study

Define only terms found in the title and SOP

introduction DEFINITION OF TERMS

In order to have an easy and better understanding for the readers, the

researchers define the following terminologies according to how it is used in this

research: Term Definition of the word how it is

being used in the study
Academic Performance. This refers to the final grade of the students in the first
semester.
Consumers. An individual who buys products or services for personal use and
not for manufacture or resale.

Bold with period, no underline

Bold, No underline,
Chapter 3
New Page Bold, No underline
Center, All Capital
 RESEARCH METHODOLOGY

This chapter includes research methodology and procedures. This section also
entails data analysis as well as the ethical considerations of the study.
Chapter introduction
State the design
Research Design
This research is a quantitative research design in nature and used descriptive-

correlational research. Descriptive research aims to describe systematically and

accurately the facts and characteristics of a given population or area of interest.

Correlational research is a nonexperimental research in which the researcher

measures two variables and assesses the statistical relationship between them with

little or no effort to control extraneous variables. Define the design

This study is descriptive because it sought to describe the profile of the

respondents such as age, the weekly average hours of students playing DOTA, and

their number of years playing DOTA. It aimed to determine the match-making rank

and the mathematics academic performance of the DOTA players. This study also

pursued to know how playing DOTA affects the mathematics academic performance

of the DOTA players in class. Discuss why your study used this design

This study is also correlational research because it wanted to know the

significant relationship between the profile of the respondents and their mathematics

academic performance. It also targeted to recognize the significant relationship

between match-making rank of the DOTA players and their mathematics academic

performance.
Describe the environment
Research Environment
 The study was conducted in Canduman National High School of Barangay

Canduman, Mandaue City. This school is one of the big category public schools of the

Department of Education, Mandaue City Division, West District V. This school is

offering junior high school as well as senior high school. This school gives a good

quality education to the less fortunate students.

Figure 2 shows the Map of Canduman, Mandue City showing Canduman

National High School

Figure 2. Map of Canduman, Mandue City showing

Canduman National High School

Figure 3 shows Canduman National High School

 Figure 3. Locale of the study

Describe the repondents

Research Respondents
 The qualified respondents of this study were the DOTA Players of Canduman

National High School, Mandaue City. They were mostly male students coming from

grade 9 and grade 10 junior high school students to grade 11 and grade 12 senior high

school students. The researcher chose those students who played DOTA at least one

hour a day.
State the sampling method used
in selecting the respondents
The researcher used non-probability sampling method specifically purposive

sampling in selecting the respondents of this study. Purposive sampling is also known

as judgment, selective or subjective sampling. It is a sampling technique in which

researchers rely on their own judgment when choosing members of population to

participate in the study. This technique was used to get the sample based on the

purpose of the study.

There were eighty-five (85) respondents that were purposely selected to

partake the study. The table below summarizes the distribution of samples where it

is divided into four grade levels from grade 9 to grade 12.

Table 1. Distribution of Respondents

Number of
Grade Level
Respondents
9 15
10 24
11 27
12 19
Total 85

Adapted, Adopted
Research Instrument
 The main instrument used in this study was a researcher-made questionnaire

in order to gather data from the respondents. Researcher-made questionnaire is a

questionnaire made by the researcher which contains series of questions for the

purpose of gathering information from the respondents.

The questionnaire of this study is divided into two parts. The first part is about

the profile of the respondents such as age, weekly average hours playing DOTA and

number of years of playing DOTA. It also includes the inquiry about the Match-making

Rank of the DOTA players and their mathematics general average last third quarter.

The second part of the questionnaire is about the investigation on the effects of

playing DOTA on students’ mathematics academic performance in relation with class

participation, hours spent in studying, and to their absences.

Research Procedure

A written permit was secured by the researcher with the approval of the

principal to allow the researcher to conduct a study and collect data inside the

premises of the school. After the approval of the principal, the researcher directly

proceeded to data gathering. An informed consent was presented to the respondents

to make sure that the respondents have agreed to all the agreements regarding the

consequences of this research at the same time protecting and prioritizing the

confidentiality of their information and identity. In a similar way, the researchers

handled the chosen respondents appropriately by offering them sufficient time in

responding the given questionnaire. As long as the respondents finished answering

the questionnaires, the researcher directly proceeded to the collection and tabulation

of data.

Statistical Treatment of Data introduction

The data collected will be tabulated and analyzed using the following
Name
statistical tools: of Tool Definition

1. Weighted Mean. This is referred to as the central tendency. It is use to

get the average daily allowances. Discuss how to use

WM
Formula: 𝑿=∑ N
Formula

Where:
X = Weighted mean description

W = weighted factor

Σ = summation

N = total number of respondents

X = score
 Bold, No underline, Bold, No underline
New Page Chapter 4 Center, All Capital

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the in-depth interviews conducted with the participant.

A broad description and presentation of significant themes are presented entirely to

depict the meaning of the effects of DOTA in the students’ mathematics performance.
Chapter introduction

Profile of the Respondents Sub-problem title introduction

Table 1 presents the frequency and percentage distribution of the respondents

according to age.
Table title
Table 1. Age Profile of the Respondents
Age Frequency Percentage
Table number Below 15 7 8.24%
15 11 12.94% Table,
center
16 13 15.29%
17 24 28.24%
18 23 27.06%
Above 18 7 8.24%
Total 85 100%

The table one shows that there were 24 or 28.24 percent of the respondents
aged of 17 with as ranked are 23 or 27.06 percent were at aged 18 ranked two, 13 or
15. 29 percent belongs to aged 16 as ranked three; 11 or 12.94 percent at the aged 15
as ranked 4; and the last ranked belong to aged 15 and below and also 18 and above
with 7 or 8.24 percent. Table description
Relationship between Match-Making Rank of the DOTA Players and their

Mathematics Academic Performance

Table 6 presents the relationship between match-making rank of the dota

players and their mathematics academic performance.

Table 6. Relationship between Match-Making Rank of the DOTA Players and

their Mathematics Academic Performance
Variable r Interpretation p-value Significance

MMR
vs
Very Slight
Mathematics 0.183 0.094 Not Significant
Correlation
Academic
Performance

The table indicates that, the match-making rank of DOTA players have a very

slight correlation and not significant relationship to their mathematics academic

performance with a p-value of 0.094. Hence, the hypothesis of significant relationship

was rejected.

This implies that, match-making rank is not a determinant of the average

grade in Mathematics. It does not also mean that, having a high MMR they can also

have a high average grade in Mathematics and vice versa. Substantiation

This result contradicts the study of Anand, 2007, “interactive video games can

also increase and lead to higher academic performance.” Another study of Jackson et

al (2008), contradicts the results, “found that the usage of games is causally related

to an increase in visual-spatial skills, which often come in handy in the fields of

science, mathematics, technology, and engineering.”

Effects of Playing DOTA to their Mathematics Academic Performance

Table 7 presents the effects of playing dota to their mathematics academic

performance.

Table 7. Effects of Playing DOTA to their Mathematics Academic Performance

Indicators Mean Interpretation Rank

Class Participation
I have the chance to participate in class. 3.86 Often 1
I listen attentively to my teacher. 3.75 Often 2
I participate in school activities. 3.67 Often 3
I actively participate and answering exercises. 3.58 Often 4
I have a chance to join in a small group discussion. 3.48 Often 5
I become a part of any class activities. 3.31 Sometimes 6
I raise questions about any confusion regarding to the topic. 3.18 Sometimes 7
Average 3.55 Often
Hours Spent in Studying
I do my assignments regularly. 3.13 Sometimes 1
I have time to prepare for mastery tests and major
3.10 Sometimes 2
examinations
I spend less time with my friends during school days to
2.94 Sometimes 3
concentrate more on my studies.
I study for each class every day. 2.80 Sometimes 4
I spend my vacant time studying. 2.72 Sometimes 5
Average 2.94 Sometimes
Absences in class
I come to class on time. 3.70 Often 1
I am present in my morning and afternoon lectures. 3.57 Often 2
I am present in all school-related activities 3.51 Sometimes 3
I did not miss any mastery tests and major examinations. 3.46 Often 4
I study the lessons I missed if I was absent from the class 3.10 Sometimes 5
Average 3.47 Often
Legend:

Mean Scores Descriptive Rating Weights

4.21 – 5.0 Always 5

3.41 – 4.20 Often 4
2.61 – 3.40 Sometimes 3
1.81 – 2.60 Rarely 2
1.0 – 1.80 Never 1

Table 6 presented, the class participation often affects their Mathematics

Academic Performance and with an average mean of 3.55

This implies that playing DOTA will make them to participate often in their

classes that affect their Mathematics Academic Performance.

As reflected in the table, the hours spent in studying sometimes affect their

Mathematics Academic Performance and with an average mean of 2.94.

This implies that playing DOTA will make them to study their lessons

occasionally that affect their Mathematics Academic Performance.

The table indicates, the absences in class often affects their Mathematics

Academic Performance and with an average mean of 3.47.

This conveys that playing DOTA will make them to absent in their classes in

general that affect their Mathematics Academic Performance. Substantiation

These results support the study of Park (2014), “this will lead them to cutting
classes, not taking seriously the assignments and projects they need in compiling in
school and getting into trouble.”
 Bold, No underline, Bold, No underline
New Page Chapter 5 Center, All Capital

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusion, and

recommendations of the study in relation to the link between the matchmaking ranks
of students in playing DOTA to their mathematics academic performance.
Chapter introduction

Summary

This study aims to determine the link between the match-making rank and

mathematics academic performance of the DOTA players in Canduman National High

School for the school year 2017-2018 basis for a proposed design of mathematics

enrichment learning materials.

Specifically, it sought to answer the following questions:

1. What is the profile of the respondents in terms of:

1. age;

2. weekly average hours playing DOTA; and

3. number of years playing DOTA?

2. What is the match-making rank of the of the DOTA players?

3. What is the mathematics academic performance of the DOTA players?

4. Is there a significant relationship between the profile of the respondents and

their mathematics academic performance?

5. Is there a significant relationship between match-making rank of the DOTA

players and their mathematics academic performance?

 6. To what extent does playing DOTA affect the students’ mathematics academic

performance in relation with:

6.2 class participation;

6.2 hours spent in studying; and

6.3 absences in class?

7. What design of mathematics enrichment learning materials can be proposed

based on the findings of the study?

Findings of the Study

Based from the analyses and interpretation of data, the following findings are

drawn:

1. In the frequency and percentage distribution of the respondents according to age,

there were 24 or 28.24 percent of the respondents aged of 17 with as ranked are

23 or 27.06 percent were at aged 18 ranked two, 13 or 15. 29 percent belongs to

aged 16 as ranked three; 11 or 12.94 percent at the aged 15 as ranked 4; and the

last ranked belong to aged 15 and below and also 18 and above with 7 or 8.24

percent.

2. In the frequency and percentage distribution of the respondents according to the

average number of hours playing DOTA, there were almost half of the

respondents that play DOTA for three to four hours in a day. The result also

shows that there are only five teenagers who play DOTA for more than 7 hours a
 day. Delving deeper into the figures, there are 20 plus respondents who play

either 1 to 2 hours or 5 to 6 hours.

3. In the frequency and percentage distribution of the respondents according to the

average years of playing DOTA, there were 23 or 27.06% who played for one to

two hours in a day, while 31 or 36.47% played three to four hours in one day.

Twenty-one of the respondents or 24.71% played 5 to 6 hours a day. Five or

5.88% played 7 to 8 hours; in addition there were also 5 or 5.85% of DOTA

players who played for more than 8 hours a day.

4. In the average matchmaking ranks of the respondents, the average match-

making rank of the respondents is 3021.53 or Archon medal rank. In explaining

this result, it can be stated that the average Match-Making Rank of DOTA players

in general is Archon medal rank. This means DOTA players are in the halfway to

achieve Divine medal rank.

5. The DOTA players’ mathematics academic performance as respondents shows

that the average grade of the DOTA players is 83.45 or satisfactory grading scale.

This implies that DOTA players Mathematics Academic Performance is

satisfactory, which means that students have time to study, studies their lessons

well, and have high scores as reflected in their general average in Mathematics.

6. In the relationship between profile of the respondents and their mathematics

academic performance, the age profile of the respondents has a very slight

correlation to their mathematics academic performance with p-value of 0.083

and it is a not significant relationship, the sex profile of the respondents has a

very slight correlation and not significant relationship to their mathematics

 academic performance with a p-value of 0.567, then registered with negative

correlation to the number of hours playing DOTA have a very slight correlation

and not significant relationship to their mathematics academic performance with

a p-value of -0.049, and the numbers of years playing DOTA have a slight

correlation and significant relationship to their mathematics academic

performance with a p-value of 0.043.

7. In the relationship between match-making rank of the dota players and their

mathematics academic performance, the match-making rank of DOTA players

have a very slight correlation and not significant relationship to their

mathematics academic performance with a p-value of 0.094. Hence, the

hypothesis of significant relationship was rejected.

8. In the survey about the effects of playing dota to their mathematics academic

performance, the class participation often affects their Mathematics Academic

Performance and with an average mean of 3.55, the hours spent in studying

sometimes affect their Mathematics Academic Performance and with an average

mean of 2.94, and the absences in class often affects their Mathematics Academic

Performance and with an average mean of 3.47.

Conclusion
 Based on the findings of the study, the following conclusions were obtained:

Age is not a predictor of DOTA players mathematics academic performance. It

does not mean that while you are playing DOTA and you are younger compare to

other age brackets you have a low academic performance in Mathematics. And, when

you are older than other age brackets it does not mean that you have a high academic

performance in Mathematics.

The time spent in playing DOTA has no significant relationship to DOTA players

academic performance. It doesn’t imply that the longer hours playing DOTA makes

your mathematics academic performance lower. It does not also mean that, shorter

hours playing DOTA makes your mathematics academic performance higher. The

longer you have played DOTA will make your mathematics academic performance

elevated.

Match-making rank of DOTA players is not a determinant in their Mathematics

academic performance. It does not also mean that, having a high MMR they can also

have a high average grade in Mathematics and vice versa. Playing DOTA will make

them to participate often in their classes that affect their Mathematics Academic

Performance. Playing DOTA will make them to study their lessons occasionally that

affect their Mathematics Academic Performance. Paying DOTA will make them to

absent often in their classes in general that affect their Mathematics Academic

Performance.
Recommendation

From the findings of the study based on the conclusions drawn the following:

1. It is important that DOTA players, parents and teachers understand the

positive and negative aspects of video games.

2. Students and educators need to be aware of the dangers of excessive gaming.

3. There should be a balanced time and activities of DOTA players as an

important part of their healthy life.

4. Finally, the researcher recommended a DOTA inspired Mathematics

Enrichment Learning Material aimed to improve students’ mathematics

academic performance.

RESEARCH OUTPUT
 MATHEMATICS ENRICHMENT LEARNING MATERIAL

Introduction

Mathematics Enrichment Learning Material refers to teaching aid or a learning

material aims to stimulate the activity of the students and thereby increasing their

level of understanding and skills in mathematics. It also target to support millennial

students whose access to mathematics related opportunities in their local community

was limited.

The following are the different parts of the MELMat:

a. Guide Card

b. Activity Card

c. Enrichment Card

d. Reference Card

Guide Card

1. Gives a preview of what students will learn.

2. Stimulates interest in the topic

3. Mentions the learning competency

Activity Card

Translate the focus skills into 3 activities

a. Level 1

b. Level 2

c. Level 3

Enrichment Card

1. Provide activities that reinforce the content of the lesson.

2. Provides opportunities for students to apply what they have learned.

Reference Card

1. Provides readings that relate with students’ life experiences

2. Provides a list of resources that will reinforce concepts/skills learned.

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Campbell, L. E. (2006). The Impact Of Video Game Playing On Academic Performance

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CURRICULUM VITAE
 JOHN SEDRICK A. MELGAR
Riverside, Canduman, Mandaue City
Landline: 3187298 Mobile: 09333000466
Email Address: jsam.emath@yahoo.com

PERSONAL INFORMATION

DATE OF BIRTH : May 15, 1981

PLACE OF BIRTH : Talibon, Bohol
CITIZENSHIP : Filipino
GENDER : Male
STATUS : Married
FATHER : Juanito D. Melgar
MOTHER : Zosima A. Melgar
WIFE : Emily B. Melgar

ACADEMIC BACKGROUND

GRADUATE STUDIES Doctor of Philosophy

Major in Research and Evaluation
Earned Units Only
Cebu Normal University
Main Campus, Cebu City
2017 - Present

Master in Education
Major in Mathematics
 Graduated
Cebu Technological University
Main Campus, Cebu City
May 2016

Master Arts in Education

Major in Mathematics
Cebu Normal University
Main Campus, Cebu City
May 2008 - 2011

COLLEGE Bachelor of Science Secondary Education

Major in Mathematics
Blessed Trinity College
Talibon, Bohol
2000 – 2004

HIGH SCHOOL Blessed Trinity College

Talibon, Bohol
1995 – 1999

ELEMENTARY San Isidro Elementary School

San Isidro, Talibon, Bohol
1990-1995

PROFESSIONAL CAREER SERVICE ELIGIBILITY

Licensure Examination for Teachers

August 2014 (84.32)
Passed

Career Service Professional Examination

October 2014 (83.61)
Passed

TEACHING EXPERIENCE
 Teacher 2
Canduman National High School
Mandaue City
2015 - Present

Instructor
Cebu Technological University
Main Campus, Cebu City
2013 - 2017

SAO Head / Instructor

Consolacion Community College
Consolacion, Cebu
2011 - 2015

Classroom Teacher
Maria Montessori International School
Talamban, Cebu City
2009 – 2011

Classroom Teacher
Marie Ernestine School
Talamban, Cebu City
2008 - 2009

Classroom Teacher
La Consolacion College
Liloan, Cebu
2007 – 2008

Instructor
Cristal e-College
Tagbilaran City, Bohol
2006 – 2007

Instructor / Teacher
Blessed Trinity College
Talibon, Bohol

SEMINARS ATTENDED
Senior High School Mass Training Of Teachers For Academic Track (Core And
Specialized Subjects) (Batch 5)
Department of Education
Cebu City
February 5 – 10, 2016

Senior High School Mass Training Of Teachers For Academic Track (Core And
Specialized Subjects) (Batch 2)
Department of Education
Cebu City
January 8 – 13, 2016

World Expert Lecture On Inclusive Education

University of the Philippines
Cebu City
January 18, 2017

Senior High School Mass Training On Teachers For Academic And Core
Subjects
Department of Education
Cebu City
June 6 – 10, 2016

Mass Training of Senior High School Teacher

Department of Education
Cebu City
June 6 – 10, 2016

Responsible Conduct of Professional Research in HEI

Consolacion Community College
Consolacion, Cebu
May 27 – June 3, 2013

Research and Data Mining Seminar

Consolacion Community College
Consolacion, Cebu
May 3 – 4, 2013

Environmental Awareness Seminar

Consolacion Community College
Consolacion, Cebu
November 3, 2011

Effective and Efficient Classroom Facilitators Seminar

Consolacion Community College
 Consolacion, Cebu
October 23 – 24, 2011

Seminar on RA 7610 and RA 9344

Consolacion Community College
Consolacion, Cebu
August 14, 2011

Sharp – MTG Math Seminar

MTG Philippines
Cebu City
May 29, 2010

Art of Questioning and Critical Thinking

Phoenix Publishing House Inc.
Quezon City
April 29, 2009

Math Ideas and Life Application Seminar

Abiva Publishing House Inc.
Cebu City
November 28, 2008

Teaching Strategies in Mathematics

Sibs Publishing House Inc.
Cebu City
October 2015

NON-ACADEMIC DISTINCTIONS / RECOGNITION

 Region VII MTOT Demonstration Process Observer (2018)
 Region VII MTOT Demonstration Process Observer (2017)
 Region VII MTOT Demonstration Process Observer (2016)
 In-Service Training Lesson Demonstrator (2016)
 In-Service Training Resource Speaker (2016)
 MTAP Trainor (2015 – 2017)
 Team Building Facilitator (2014)
 Best Researcher (2014)
 Best Research Paper (2014)