Basic Mathematical Operations of Integers and Academic

Performance of Grade 11 Senior High School in

San Agustin National High School:
A Basis for Enhancement
Program

A Research Paper
Presented to the Faculty of Senior High School
SAN AGUSTIN NATIONAL HIGH SCHOOL
San Agustin, Naujan
Oriental Mindoro

In Partial Fulfilment
of the Requirements for the Subject
PRACTICAL RESEARCH II
Science, Technology, Engineering, and Mathematics

The Researchers:

De Leon, John Ralph

Gonzales, Aldrin X M.
Pasia, Karla Mae
Soriano, Glayzel Ann O.

January 2023
 TABLE OF CONTENTS
Contents Page
Title Page . . . . . . . . . . . . . . . . . i
Table of Contents . . . . . . . . . . . . . . . . . ii
Chapter I: Introduction . . . . . . . . . . . . . . . 1
Background of the Study . . . . . . . . . . . 1
Statement of the Problems . . . . . . . . . . . 3
Statement of the Hypothesis . . . . . . . . . . . 4
Significance of the Study . . . . . . . . . . . 4
Theoretical Framework . . . . . . . . . . . 5
Conceptual Framework . . . . . . . . . . . 7
Scope and Limitations . . . . . . . . . . . 7
Definition of Terms . . . . . . . . . . . 8
Chapter II: Review of Related Literature . . . . . . 10
and Studies
Related Literature . . . . . . . . . . . 10
Related Studies (Foreign) . . . . . . . . . . . 14
Related Studies (Local) . . . . . . . . . . . 15
Synthesis of the Study . . . . . . . . . . . 17
Chapter III: Research Methodology . . . . . . . . . 18
Research Design . . . . . . . . . . . 18
Research Locale . . . . . . . . . . . 18
Respondents of the Study . . . . . . . . . . . 19
Sampling Technique . . . . . . . . . . . 19
Research Instrument . . . . . . . . . . . 21
Scoring and Quantification . . . . . . . . . . . 22
Validation of Research Instrument . . . . . . . . 22
Reliability of the Instrument . . . . . . . . . . 22
Data Gathering Procedure . . . . . . . . . . . 23
Statistical Treatment of Data . . . . . . . . . . 23
References . . . . . . . . . . . 34
 CHAPTER I
INTRODUCTION

BACKGROUND OF THE STUDY

Mathematics subject is considered as one of the toughest

subjects by many students. It involves plenty of processes in

problem-solving and it takes a lot of time, effort and

persistence for an individual to master it compared to other

subjects. Students with low comprehension and skills in

mathematics struggle greatly in performing the basic

operations that involves integers.

Integers consist of signs of the numbers required to a

given equation. It mainly focuses on calculating skills such

as evaluating the position of integers, as well as

understanding its properties such as addition, subtraction,

multiplication and division of integers. This inadequacy in

the basic aspects of Mathematics leads to incompetence,

especially in the introduction of General Mathematics,

Statistics, and other Mathematics-centered subjects.

For several decades, Organization for Economic

Cooperation and Development (OECD) has conducted the Program

for International Student Assessment (PISA), which tests

students' critical thinking about Mathematics and Science and

requires students to focus on actual-world problem-solving

skills to boost their academic performance. After conducting

researches among 65 countries that make up 90 percent of the

world’s economies, the OECD Directorate for Education has

found out that students’ performance and achievement in Math

and Science can be the significant indicators for future

economic health. Researchers have concluded that PISA (2018)

is an instrument that serves as a basis whether school systems

are preparing students for the global knowledge economy of the

21st century. In 2018, PISA reported that Philippines ranked

second to the last (Dominican Republic) among 79 countries in

Mathematics and Science. The OECD 2018 PISA has left a country

note for the Philippines that states, “Fifteen-year-old

students in the Philippines scored lower in reading,

Mathematics, and Science than those in most of the countries

and economies that participated.” Because of the results in

PISA, the Philippines education system can be the significant

factor in the poor performance of Filipino students.

However, on October 23, 2021, the Department of Education

launched its own program, the Professional Development Program

on Assessment and Emerging Literacies with focus on PISA in

line with its dedication to improve the quality of basic

education in the Philippines. The program’s main objective is

to enhance teaching strategies of teachers and improve their

content knowledge regarding Mathematics and Science and to

help them align their practices and methods of teaching for a

better understanding of students.

 Over the past three years, Philippines encountered the

most challenging problem of all time. The COVID-19 pandemic

arose and impacted the lives of many. It affected and

influenced not only the economic status of the Philippines, as

well as the other aspects of economic development,

specifically in terms of education. Philippines struggles the

most in providing better education as the pandemic crisis

continue to cripple the country. This weakened education

system greatly affected the skills of students in subjects

crucial to building competence, thus, being comprised to lower

learning.

With several factors affecting the attainment of basic

Mathematics competencies in lower levels, many students enter

the Senior High School scene with an incomplete grasp in basic

concepts needed to progress. Such inadequacies were rooted to

come from the skills revolving around understanding and

manipulation of basic mathematical integers, which,

essentially, is the central skill needed in advancing Basic

Mathematics. Some of the factors that affect the attainment of

said competencies are time, efficacy of teaching methods and

approach. This is especially true in Grade 11 as this level is

where Mathematics-related subjects such as General Mathematics

and Statistics are concentrated. This learning gap suggests a

sound indicator of poor academic in learners. Resolving such

issues may teachers by providing high quality resource

material aligned with curricular competencies.

Students who lack knowledge in basic integer operations

will mainly struggle in their academic performance in

Mathematics as it results to low score in quizzes, assignments

and assessments. For these reasons, it is imperative to

conduct additional research about the integer operations in

secondary high school to determine the students’ knowledge in

terms of the basic operations of integers such as addition,

subtraction, multiplication and division of integers. The

researchers perceived it as a way of helping students to

improve their knowledge and skills in Math, as well as in

contributing to the improvement of Math instruction to the

major growth in the amount of research that has investigated

issues regarding the students’ knowledge about the basic

mathematical operations of integers.

STATEMENT OF THE PROBLEM

This study generally aims to determine the knowledge in

basic mathematical operations of integers and academic

performance of the student-respondents.

Specifically, it aims to answer the following research

questions:

1. What is the extent of knowledge of student-respondents in

mathematical operations of integers in terms of:

 1.1 addition of integers;

1.2 subtraction of integers;

1.3 multiplication of integers; and

1.4 division of integers?

2. What is the level of academic performance of student-

respondents in terms of:

2.1 performance;

2.2 quizzes;

2.3 assignment; and

2.4 assessment?

3. Is there a significant relationship between knowledge in

Basic mathematical operations of integers and academic

performance of student–respondents?

4. Is there a significant difference across the indicators of

basic mathematical operations of integers of student–

respondents?

5. Is there a significant difference across the indicators of

academic performance of student–respondents?

6. Based on the findings of the study, what enhancement

program can be formulated?

HYPOTHESIS
 1. There is no significant relationship between knowledge

in basic mathematical operations of integers and academic

performance.

2. There is no significant difference across the

indicators of basic mathematical operations of integers.

3. There is no significant difference across the

indicators of academic performance of student-respondents.

SIGNIFICANCE OF THE STUDY

This study will be conducted to determine the knowledge

in basic mathematical operations of integers and academic

performance of Grade 11 Senior High School students in San

Agustin National High School. The findings of this study will

be used as a basis for enhancement program which can improve

the students’ performance and motivation towards learning.

Specifically, this study would also be beneficial to the

following:

School Administrators. The findings of this study would

serve as basis that will enable them to identify the capacity

to make decisions and formulate a plan to enhance the

knowledge needed in the basic mathematical operations of

integer programs concerning the level of academic performance

of the students. Teachers. The result of this research will

serve as basis for teachers as it will give them an idea about

the possible ways on how to develop their students’ academic

performance to achieve the expected learning outcomes of

students. It can also be a basis for them to improve their

methods and content knowledge in teaching Mathematics subject.

Parents. The result of the analysis of this research

would be beneficial to them as they can modify their

expectations from their child regarding their performance in

Mathematics. Also, the findings of this study will provide

parents a concrete information that will allow them to

determine ways on how to develop their child’s skills and

perception regarding Mathematics

Students. Learners will benefit from this study as this

research will provide material to resolve the learning gap in

Mathematics. The results of this research may produce the

intervention material these students need to attain the

competencies that they need to work on.

Future Researcher. The findings of the study could serve

as a keystone for researchers to explore, investigate and

improve the study that can contribute to the community.

THEORETICAL FRAMEWORK

This study is anchored on the following theories as

advocated by well-known educators and psychologists.

The Law of Exercise (1898), advocated by Edward

Thorndike, has two aspects, the law of use and disuse. The Law
of use states, “When a modifiable connection is made between a

situation and a response, that connection’s strength is being

increased”. On the other hand, the law of disuse states, “when

a modifiable connection is not made between a situation and

response over a length of time, the connection’s strength is

decreased.” This means practice increases the effectiveness of

learning. Connecting with the present study, the law of use

can be interpreted to the performed skills of students in

Mathematics, whereas, the more the students engage themselves

in performing mathematical operations, the more the skill is

integrated into them. Having to repeat a process over and over

again can improve an individual’s skills and knowledge in a

certain activity. Oppositely, the longer the period of disuse,

the greater is the loss of memory and weakening skills. When a

child is required to process or actively maintain too much

information in memory for a mathematical task, there is a loss

of information and, as a result, poor performance.

In addition, According to Edward Thorndike's law of

effect theory, reactions that are closely followed by

satisfaction will become strongly associated with the event

and are therefore more likely to reoccur when the situation is

repeated. In relation to this, students who work hard in

improving their performance in Mathematics will be more likely

to continue to put more effort at studying. As a result,

students will more likely to engage and participate themselves

in performing mathematical operations.

Edward Thorndike’s law of readiness theory asserts that

if a person is ready to learn, he/she can learn quickly. This

means that if a person is not prepared to learn, then learning

cannot be instilled in him/her. Students who are ready to

learn specially in mathematics will learn more effectively.

To support the previous theories, John Locke’s Tabula

Rasa (1689) states, “the mind is a blank slate.” This means

that the mind is a blank slate and that children will accept

input constantly from them. In relation to the present study,

this can mean that constant exposure to mathematical

operations of students can lead to faster learning.

Furthermore, Arends (1998) elaborates constructivist

ideas which Piaget formulated by stating that constructivism

believes in the learner's personal construction of meaning

through experience, and that meaning is influenced by the

interaction of prior knowledge and new events. Students who

have a prior knowledge regarding the basic mathematical

operations of integers will have a clear perception in

Mathematics and will more likely to have an excellent

performance in their future Mathematics subjects.

Another theory to which the study is anchored is the

theory of Developmental Constructivism by Piaget (1968) which

believed that all knowledge is constructed. Not only are

intellectual processes themselves constructive but are

themselves product of continued construction and subsequent

elaboration of new understandings is stimulated when

established structures of interpretation do not permit or

accept a new situation or idea. Piaget’s theory pointed out

that every normal student is capable of good mathematical

reasoning if attention and care is directed to activities of

his/her interest and if by this method the emotional

inhibitions that too often give him a feeling of inferiority

in lessons in Mathematics are removed.

These aforementioned theories will serve as important

theoretical and conceptual bases for the analysis of the data.

CONCEPTUAL FRAMEWORK

IV DV

Basic Mathematical Academic Performance

Operation of Integers
 performance
 addition of
integers  quizzes
 subtraction of  assignment
integers
 assessment
 multiplication
of integers
 division of
integers

Basis for Enhancement Program

Figure 1. Hypothesized relationship and differences of the
variables

As shown in the framework above, the study will determine

the relationship between the extent of knowledge in the

mathematical operations of integers and the students’ academic

performance. This study will also determine the difference on

the indicators of knowledge in basic mathematical operations

of integers and the academic performance of Grade 11 Senior

High School students.

The first box shows the Independent Variable (IV) of the

study which is the Basic Mathematical Operations of Integers

and its indicators. The second box, on the other hand, shows

Academic Performance which is the Dependent Variable (DV). The

findings of this study will be used as basis for enhancement

program.

SCOPE AND LIMITATION

This study focuses on determining the knowledge in the

basic mathematical operations of integers in terms of solving

addition, subtraction, multiplication, and division of

integers, as well as student’s academic performance in terms

of performances, quizzes, assignments and assessments of Grade

11 Senior High school students in San Agustin National High

School located at barangay San Agustin II, Naujan, Oriental

Mindoro. This is quantitative research to be conducted in the

First and Second quarters of the school year 2022-2023.

DEFINITION OF TERMS

For better understanding of the study, the following

terminologies were operationally and conceptually defined:

Academic Performance. In this study, this term refers to

the knowledge of students in mathematical operations of

integers that measures the students’ performance, such as

quizzes, performances, assignments, and assessments.

Addition of Integers. It is a process of finding the sum

of two or more integers. It may result in an increase or

decrease in value depending on whether the integers are

positive or negative or a mixture. ([Link])

Assessments. In this study, this refers to the objectives

of mathematics if they are being met or not through giving

summative tests to students.

Assignments. In this research, this term refers to the

assigned activity of students to be done at home.

Division of Integers. It means equal grouping or dividing

an integer into a specific number of groups. ([Link])

Mathematical Operations. In this study, this refers to

the basic mathematical operations of integers such as

addition, subtraction, multiplication and division of

integers. It is also an action, or procedure that produces a

new value from one or more input values.

Multiplication of Integers. It is the repetitive addition

of numbers which means that a number is added to itself a

specific number of times. ([Link])

Performance. In this study, this refers to the capability

of students to actively participate in manipulating operations

of integers.

Quizzes. This refers to the informal assessment given to

students to test their knowledge in mathematics, specifically

in the operations of integers.

Subtraction of integers. The process of finding the

difference of two or more integers. It may result in an

increase or decrease in value, depending on whether the

integers are positive or negative or a mix. ([Link])

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter is a compendium of literatures and studies

which contributed to the development of the present study.

Related Literatures

Understanding Basic Mathematical Operations of Integers

Learning integers is considered as an important pre-

condition in Mathematics course, and is a basis of algebra

learning domain as its concept symbolizes the transition from

concrete thinking to abstract thinking.

1
Suryadi (2013) suggested that if context was only used as

application, students could perform the operations depending

on what procedure was shown to them without understanding its

1
Suryadi D. (2013). Didactical Design Research (DDR) to Improve the
Teaching of Mathematics. Far East Journal of Mathematical Education, 10
(1), pp. 91-107.
concept, and as a result, students were most likely to answer

and solve problems involving integers.

2
According to Makonye & Fakude (2016), most students from

secondary school are attached to their primary school

arithmetic representations which hinders them to manipulate

calculations that involve negative integers. This is because

they learn to perform operations with positive numbers only

before they are introduced to negative integers. With this,

the majority of students struggle greatly in solving problems

involving negative numbers, particularly, those with lower

abilities. The poor performance of students can be partly

explained by the lack of understanding the rules of integers

and due to the wrong interpretation of the negative sign.

3
In addition, Khalid and Embong (2019) emphasized that

the negative sign can be an operational sign or the nature of

integer itself which often confuses students. For instance,

when students were asked to arrange integers in ascending or

descending order, most students think that (-6), for example,

is bigger than (-5).

4
Rubin et al.,(2014) also supported it by emphasizing that

this kind of situation and other factors contributes to

2
Makonye J.P. and Fakude F. (2016). A Study of Errors and Misconceptions in
the Learning of Addition and Subtraction of Directed Numbers in Grade 8.
SAGE Open.

3
Khalid M. and Embong Z. (2019). Sources and Possible Causes of Errors and
Misconceptions in Operations of Integers. International Electronic Journal
of Mathematics Education.
4
Rubin R. J. et al,. (2014). Activity–Based Teaching of Integers Concepts
and its Operations. DLSU Research Congress.
students’ difficulties to manipulate mathematical problem that

involves integers.

5
However, Star et al,. (2014) stated that the context for

integers may be related to limitations in physical embodiments

of integers. Students often question why negating a negative

number will result to a positive quantity.

6
Apart from this, Stephan and Akyuz (2012) cited that

students mostly have difficulties in conceptualizing numbers

less than zero, creating negative numbers as mathematical

objects, and formalizing rules for integer arithmetic

particularly, the meaning for the opposite of a negative

number being a positive.

7
Blair et al., (2012) assert that negative numbers have

not perception referential which is clear unlike positive

numbers, and therefore, students must practice more in solving

negative numbers in order for them to fully understand its

concept.

8
According to Minarni et al.,(2016), relational

understanding refers to the capability to extrapolate

5
Star J.R. et al., (2014). Model Breaking Conceptualized. Education
Psychology Review, 26, 73-90.
6
Stephan M. and Akyuz D. (2012). A Proposed Instructional Theory for
Integer Addition and Subtraction. Journal for Research in Mathematics
Education.
7
Blair, K. P. et al,. (2012). Beyond Natural Numbers: Negative Number
Representation in Parietal Cortex. Frontiers in Human Neuroscience, 6(7),
1-17.
8
Minarni, A. et al., (2016). Mathematical Understanding and Representation
Ability of Public Junior High School in North Sumatra. Journal on
Mathematics Education, 7(1), 43-56.
particular rules or procedures from a more general

mathematical relationship.

9
Napaphun (2012) emphasized that relational understanding

is an effective way to improve students understanding in

Mathematics.

10
With this, Yung and Paas (2015) state that students

often struggle with relational terms, tend to use all numbers

in word problems, apply incorrect operations to arrive at a

solution, and only have a mechanistic understanding of

arithmetic operations on the basis of integers without

relational and logical understanding.

11
Schneider (2014) explains that epistemological obstacles

have a relationship with conception in the form of mental

object and students’ point of view of thinking. As a result,

mathematical concept possessed by students is based on

definition they know from their point of view in thinking

12
mathematically to solve problem as demonstrated by Vinner

(2014).

9
Napaphun, V. (2012). Relational Thinking: Learning Arithmetic in Order to
Promote Algebraic Thinking. Journal of Science and Mathematics, 35(2), 84-
101.
10
Yung, H., & Paas, F. (2015). Effects of Computer-Based Visual
Representation on Mathematics Learning and Cognitive Load. Educational
Technology of Society, 18(4), 70-77.
11
Schneider M. (2014). Epistemological Obstacle. Encyclopedia of Mathematics
Education.
12
Vinner S. (2014). Concept Development in Mathematics Education.
Encyclopedia of Mathematics Education (pp 91-95). London: Springer.
 13
Likewise, Cai et al.,(2015) inferred that researchers

should find ways on how students think about integers as they

apply contexts to them, especially as they may not use

integers when provided ready-made contexts, as it provides

students’ insights into conceptual structures and cognitive

processes rather than just their strategies and procedures.

They also specified that there are ways on accessing the

students’ conceptions of addition and subtraction of integers.

One method is through semi-structured type of problem posing.

Through the use of problem posing that build conceptual

models, it will provide students with an opportunity to make

sense in Mathematics in an open situation that includes the

assumption that conceptual structures may be uncovered as

students pose integer addition and subtraction stories with

variety of contexts.

Academic Performance

Several researches proposed several solutions in the poor

academic performance of students yet the problem persisted,

believing that poor knowledge in basic Mathematics among

students is the key root to the problem.

14
According to Gueudet et al., (2016), students’

difficulties in learning Mathematics at the tertiary level are

related to how Mathematics is taught in secondary schools. The

13
Cai J. et al., (2015). Mathematical Problem Posing: From Research to
Effective Practice. New York, NY: Springer.
14
Gueudet, G. et al., (2016). Transition in Mathematics Education. Springer
Nature, 2016.
more basic mathematical problem typically taught at the lower

secondary levels, such as the operations of integers

constitute building blocks necessary for the development of

students’ knowledge in understanding symbolic algebra and

functions.

15
Hakielimu (2013) specified that inadequate in service

training, few qualified teachers to teach Mathematics and poor

working conditions are some of the major factors affecting

students’ academic performance in Mathematics.

16
However, Mtitu (2014) noted that learner-centered

strategies that require teachers to actively involve students

in teaching and learning process must be applied for effective

and efficient learning.

17
Similarly, Suan (2014) observed that teachers who have

mathematical knowledge, good attendance and participate in

programs development have the students with good performances

in Mathematics.

18
Yu & Singh (2016) widely believed that interest has a

vital role in Mathematics learning. Additionally, Sauer (2012)

15
Hakielimu, (2013). Joint Civil Society Statement on Government’s decision
to Nullify. 2012 Form IV result.
16
Mtitu, E. A. (2014). Learner-centred teaching in Tanzania: Geography
teachers’ perceptions and Experiences. Victoria University 0f Wellington,
2014.
17
Suan, J. S. (2014). Factors Affecting Underachievement in Mathematics.
Proceeding of the Global Summit on Education GSE 5, 2014.
18
Yu, R. and Singh K. (2018). Teacher Support, Instructional Practices,
Student Motivation, and Mathematics Achievement in High School. The Journal
of educational Research 111 (1), 81-94, 2018.
concluded that students’ interest towards learning is one of

the contributing factors in successful academic performance.

19
Likewise, Guner (2012) highlighted that students who

have positive attitudes in mathematics will be more likely to

have high scores in Mathematics. On the other hand, learners

who think of Math negatively are less likely to pay attention

to it. Therefore, a positive attitude is essential for

students to learn and actively engage in performing

mathematical problems.

20
McGoldrick and Schuhmann (2016) identified that quizzes
21
can also enhance learning. Moreover, Stratton (2014) stressed

that quizzes and tests are routinely used to assess and

promote learning in students.

22
Dalfen (2018) stated that quizzes as an assessment

strategy, is an effective way to increase the academic

performance of students.

19
Guner, N. (2012). Using Metaphor Analysis to Explore High School Students’
Attitudes towards Learning Mathematics. Education 133 (1), 39-48, 2012.
20
McGoldrick, K. and Schuhmann, P. W. (2016). The Impact of Challenge
quizzes on Student Knowledge. American Economic Review 106 (5), 373-77,
2016.
21
Stratton, T. D. (2014). A Holistic Review of the Medical School Admission
Process: Examining Correlates of Academic Underperformance. Medical
Education Online 19 (1), 22919, 2014.
22
Dalfen, S. (2018). A Comparison of Quiz Grading Criteria, Exam Question
Type and Novelty, and their effect on Exam Scores. Doctoral Dissertation.
City University of New York.
 23
Similarly, Depaulo and Wilkinson (2014) noted that

quizzes can be used to increase motivation for attendance and

students’ participation in class.

24
According to Pelech (2015), quizzing requires activation

of prior knowledge to build one’s own learning. Students

distinguish this process as associating with the

constructivist principle of making prior knowledge the

starting point of new learning.

25
Additionally, Agarwal (2016) define retrieval practice

as a learning strategy that focuses on getting information

from memory. Learners strengthen memory for retrieved

information and forgetting is less likely to occur through the

use of retrieval practice.

26
As stated by Karpicke and Grimaldi (2012), frequent

testing as a retrieval practice enhances student learning both

directly and indirectly as it produces direct effect on the

learning process.

23
Depaulo, C. A. & Wilkinson, K. (2014). Recurrent Online Quizzes:
Ubiquitous Tools for Promoting Student Presence, Participation and
Performance. Interdisciplinary Journal of E-Learning and Learning Objects,
10, 75-91.
24
Pelech, J. R. (2016). Comparing the Effectiveness of Closed-Notes Quizzes
with Open Notes Quizzes: Blending Constructivist Principles with Action
Research to Improve Student Learning. i.e. :Inquiry in Education, 8(1), 1-
21.
25
Agarwal, P. K. (2016). Retrieval practice. Educational Psychology Review.
26
Karpicke, J. D. & Grimaldi, P. (2012). Retrieval-based learning: A
perspective for enhancing meaningful learning. Educational Psychology
Review, 24(3), 401-418.
 27
Roediger and Pyc (2012) affirmed that reading,

highlighting and flashcard study methods may help students

prepare for an exam, but they will not help students to retain

knowledge for extended period of time. They strongly advocate

frequent testing for knowledge retention, advising students to

study with self-testing and teachers to incorporate more

quizzes and tests into their teaching activities.

28
Hanewicz et al., (2017) highlighted that assignment can

increase students’ engagement, improve academic outcomes, and

promote student satisfaction in higher education courses.

29
Theodore et al., (2014) gave emphasis to the four

primary instructional purposes of homework: practice,

preparation, extension, and integration. It is concluded that

practice as homework is meant for strengthening skills taught

in class through mindless repetition in order to reach

mastery. Homework as preparation on the other hand, help

students prepare and will help them have a prior knowledge

about their upcoming lessons. Homework as extension includes

expanding on skills that were learned during classroom

instruction to different situations and contexts. Lastly,

27
Roediger, H. L. & Pyc, M. A. (2012). Inexpensive Techniques to Improve
Education: Applying Cognitive Psychology to Enhance Educational Practice.
Journal of Applied Research in Memory and Cognition, 1(4), 242-248.
28
Hanewicz, C. et al., (2017). Creating a Learner-centered Teaching
Environment Using Student Choice in Assignments. Distance Education 38 (3),
273-287, 2017.
29
Theodore, N. D. et al., (2020). Creating a Learning Community and Building
Engagement in Online Engineering Courses Using Active Learning
Instructional Practices and Edtech Tools. Journal of Education and Training
Studies 6 (9), 152-162, 2018.
homework as an integration demands students to perform learned

skills and concepts and create a more comprehensive outcome.

Assigning homework to students will give them opportunity

30
to assess what they have learned. In fact, Sipila-Thomas et

al., (2020) mentioned in their article titled “Self-Management

Strategies to Support Homework Completion with Studies with

Developmental Disabilities” that the purpose of homework is to

help students develop responsibility, perseverance, and self-

confidence while encouraging academic skills in a variety of

settings.

31
Also, Buyukalan and Altinay (2018) believed that in the

view of teachers, homework helps in learning new skills as

well as building good study habits.

32
Gotwals et al., (2015) noted that assessment is one of

the important tools for success in education as it focuses on

the enhancement of learning rather than assessment to what had

been learned.

33
According to the NCTE (2013), formative assessment is one

of the essential parts of every instructional method.

Assessment informs students about their own learning, and

30
Sipila-Thomas, E. S. et al., (2020). Self-Management Strategies to
Support Homework Completion with Studies with Developmental Disabilities.
Teaching Exceptional Children, 52(6), 414-424.
31
Buyukalan S. F. and Altinay Y. B. (2018). Views of Primary Teachers about
Homework. Journal of Education and Training Studies 6 (9), 152-162, 2018.
32
Gotwals, A. W. et al., (2015). Using Video to Examine Formative Assessment
Practices as Measures of Expertise for Mathematics and Science Teachers.
International Journal of science and Mathematics Education 13 (2), 405-423,
2015.
33
NCTE (2013). Formative Assessment that Truly Informs Instruction. National
Council of Teachers of English.
informs teachers of how students are doing, what works, and

where students need help.

34
In relation to this, Garrison and Ehringhaus (2016)

identified formative assessment can also inform interested

parties whether goals and standards of education are being

met.

35
Moss and Bookhart (2019) delineate self- assessment as

an act of observing, analysing and evaluating a student’s own

performance based on criteria and determining how to develop

it.

Related Studies

Foreign Studies

Understanding Basic Mathematical Operations of Integers

36
In the study conducted by Cetin (2019) titled

“Explaining the Concept and Operations of Integer in Primary

School Mathematics Teaching: Opposite Model Sample” it was

found out that opposite model which is based on theory enables

the easy learning of the concept of integers and addition and

subtraction operation. The study also discusses the necessity

of opposite model, which is to be offered as an alternative

34
Garrison, C. & Ehringhaus, M. (2016). Formative and Summative Assessment
in the Classroom.
35
Moss, C. M. & Bookhart, S. M. (2019). Advancing Formative Assessment in
Every Classroom: A Guide for Instructional Leaders. ASCD.
36
Cetin, H. (2019). Explaining the Concept and Operations of Integer in
Primary School Mathematics Teaching: Opposite Model Sample. Universal
Journal of Educational Research 7 (2), 365-370, 2019.
mathematical model for teaching the concept of integers an

addition and subtraction operations.

37
Stephan and Akyuz (2012) in their study titled “A

Proposed Instructional Theory for Integer Addition and

Subtraction” discovered that students can successfully draw on

their experiences with asset, debts, and net worth to create

meaning for integer addition and subtraction using the

Instructional Sequence which was based on financial context,

and was designed using the Realistic Mathematics Education

Theory. It is also concluded that an empty vertical line is

considered as a potential model to supports students in

organizing their addition and subtraction strategies.

38
Perhaps, the most closely related study was Khalid and

Embong (2020) titled “Sources and Possible Causes of Errors

and Misconceptions in Operations of Integers” which

investigated the sources and causes of errors of students’

misconception in solving routine problems involving the Basic

Mathematical Operations of Integers such as addition,

subtraction, multiplication, and division of integers. It is

then concluded that the sources of errors were cause by

carelessness and poor basic knowledge. In this study, teachers

were also asked about the common errors and possible reasons

37
Stephan, M. and Akyuz, D. (2012). A Proposed Instructional Theory for
Integer Addition and Subtraction. Journal for Research in Mathematics
Education 43 (4), 428-464, 2012.
38
Khalid, M. and Embong, Z. (2019). Sources and Possible Causes of Errors
and Misconception in Operations of Integers. International Electronic
Journal of Mathematics Education 8.
for these errors. It was found out that the main cause of

misconceptions is superficial understanding which was most

probably due to teachers rushing to complete the extensive

curriculum.

39
Fouryza et al., (2019) concluded that Fun and Easy Math

(FEM) approach can help students understand the right concept

of integer number operation simply, useful, meaningfully, and

fun. It is expected to be a good way for teachers in creating

a conducive learning environment to involve students’

participation in learning Mathematics. All these findings were

concluded based on their research entitled “Designing Lesson

Plan of Integer Number Operation Based on Fun and Easy Math

(FEM) Approach.”

40
The study of Whitacre (2015) titled “’Negative of my

Money, Positive of her Money’: Secondary Students Way of

Relating Equations to a Debt Context” also revealed that

students may not perceive the importance of negative integers.

Consequently, learners are unable to contextualize the purpose

of integers in real-life situations.

39
Fouryza, D. et al., (2019). Designing Lesson Plan of Integer Number
Operation Based on Fun and Easy Math (FEM) Approach. International Journal
of Evaluation and Research in Education 8 (1), 103-109, 2019.
40
Whitacre, I. (2015). ‘Negative of my Money, Positive od her Money’:
Secondary Students’ Way of Relating Equations to a Debt Context.
International Journal of Mathematical Education in Science and Technology.
 41
Furthermore, the study of Sadler (2012) titled “The

Positives about Negatives: A Study of Errors and

Misconceptions with Operations in Adult Education” found a

significant proportion (38%) of adult students between 18-25

years of age who still have poor knowledge to routine problems

on operations of integer due to various reasons which could be

resolved if certain measures were taken to address the

situation.

Academic performance

42
The findings of the study of Zadshir et al., (2013)

titled “Investigating Barriers to Math Performance as Viewed

by Teachers: Emphasis on Textbook Content and Students’

Performance in Junior High School” concluded that in order to

improve students’ performance in Mathematics, they should

recognize the barriers to math performance. It is then,

revealed that several math lessons in mathematics textbook of

every junior high school could function as inhibiting factors

in students’ performance.

41
Sadler, J.T. (2012). The Positives about Negatives: A Study of Errors and
Misconceptions with Operations in Adult Education. (Unpublished Master’s
Thesis) State University of New York.

42
Zadshir, et al., (2013). Investigating Barriers to Math Performance as
Viewed by Teachers: Emphasis on Textbook Content and Students’ Performance
in Junior High School. European Journal of Experimental Biology, 3 (2): 332
341, 2013.
 43
Additionally, the study of Michael (2015) titled

“Factors Leading to Poor Performance In Mathematics Subject in

Kibaha Secondary Schools” indicates teaching and learning of

Mathematics greatly influenced some factors such as poor

teaching environment, inadequate self-practice and students’

poor background in Mathematics.

44
Turmudi et al., (2017) revealed that the difficulties of

students in negative numbers is related to the concept of

integers and its operation as part of identifying

epistemological obstacles regarding negative numbers with

their study called “Some Difficulties in Understanding

Negative Numbers Faced by Students in Indonesia.” The study

showed some difficulties by students in analysing negative

numbers in terms of prerequisite knowledge, understanding

concepts, procedures, principles and problem solving.

In addition, the findings of the study conducted by

45
Kloosterman (2012) titled “Mathematics Performance of 13 Year

Olds in the United States” shows that a quarter of 13 year-old

students were not able to add positive and negative numbers

correctly while half of them were unable to divide integers

correctly.

43
Michael, I. (2015). Factors Leading to Poor Performance in Mathematics
Subject in Kibaha Secondary Schools. The Open University of Tanzania, 2015.
44
Turmudi, N. et al., Some Difficulties in Understanding Negative Numbers
Faced by Students in Indonesia. International Education Studies 10 (1), 24-
38, 2017.
45
Kloosterman, P.(2012). Mathematics Performance of 13 Year Olds in the
United States: [Link] Presession of the Annual Meeting of the
National Council of Teachers of Mathematics.
 46
Apart from this, the study of Fuadiah et al,. (2017)

titled “Some Difficulties in Understanding Negative Numbers

Faced by Students: A Qualitative Study Applied at Secondary

Schools in Indonesia” revealed how students’ understanding of

negative numbers and identified their difficulties related

with the concept of integer and its counting operation as part

of identifying epistemological obstacles about negative

numbers in terms of prerequisite knowledge, understanding

concepts, procedures, and principles and problem solving.

Local Studies

Academic Performance

47
The study of Magayon (2016) titled “Learning Mathematics

and Differentiated Instruction in the Philippines: A

Phenomenographical Study on Struggles and Success of Grade 7

Students” found that differentiated instruction encourages

students’ interest, makes learning Mathematics easy, and

challenges student to engage themselves in performing

mathematical problems.

48
In line with this, according to DepEd National Report of

the Philippines (2019), the Philippines ranked second from the

bottom among the participating countries in the recent

46
Fuadiah N.M. et al., (2017). Some Difficulties in Understanding Negative
Numbers Faced by Students: A Qualitative Study Applied at Secondary Schools
in Indonesia. International Education Studies; Vol.10,No.1;2017.
47
Magayon, V. C. (2016). Learning Mathematics and Differentiated Instruction
in the Philippines: A Phenomenographical Study on Struggles and Success of
Grade 7 Students. Internationzal Journal of Educational Studies in
mathematics 3 (3), 1-14, 2016.
48
DepEd (2018). Programme for International Student Assessment. DepEd.
Programme for International Student Assessment (PISA) 2018.

This alarming result revealed that Filipino students recorded

a mean score of 353 points in Mathematics Literacy which is

significantly lower than the OECD mean of 489 points. It is

also reported that only 1 out of 5 Filipino students or

approximately 19.7% attained at least the minimum proficiency

level (level 2) in Mathematics Literacy

49
Moreover, the 2015 review report on the Philippine

Education for All on National Achievement Test (NAT) described

that while the Filipino learners’ NAT mean percent (MPS) has

increased over the eight years (2005-2013), it has not yet

reached the 75 percent MPS target. It is reported that

Filipino learners in secondary level scored 23.59% points away

from the target.

50
Rubin et al., (2014) investigated the effect of various

activities using models of integers such as the target

integer, integer chips, the use of Damath, and an online game

number cruncher. They concluded that students’ conceptual

understanding, procedural skills and perception are enhanced

when activity-based teaching is used in their study entitled

“Activity-Based Teaching of Integer Concepts and its

Operation”.

49
Philippine Education (2015). National Achievement Test. Philippine
Education.
50
Rubin, R. J. et al., (2014). Activity-Based Teaching of Integer Concepts
and its Operations. DLSU Research Congress, 6-8, 2014.
 51
Cruz (2021), in her study titled “Development and

Validation of Supplemental Material on Operation on Integers”

assessed the level of validity and acceptability of the

Developed Supplemental Material on Operation on Integers and

the findings of the study further concluded that Supplemental

Material on Operations of Integers could help explore

students’ knowledge and skills, which could therefore help

them solve mathematical problems involving integers. The

findings also showed that Supplemental Material on Operations

of Integers serve as an encouragement in developing learners’

analytical skills, provides additional information, discussing

the different rules to follow in computing integers, and that

it adds a sense of challenge for students to perform well.

Understanding Basic Mathematical Operations of Integers

“Sequence of Mathematical Task for Intensifying

Procedural Fluency in Integer Operations,” a study conducted

52
by Valmoria & Tan (2019) explored the effects of sequencing

students’ engagement in mathematical tasks on their level of

procedural fluency. The results showed that conceptual to

procedural instruction influenced the Grade 7 students’

fluency on integer operation more than the procedural to

conceptual instruction. Thus, the researchers recommend that

51
Cruz, S. G. (2021). Development and Validation of Supplemental Material
on Operation on Integers. EPRA International Journal of Research and
Development (IJRd) 6 (6), 1-1, 2021.
52
Valmoria, E. L. and Tan, R. G. (2019). Sequence of Mathematical Tasks for
Intensifying Procedural Fluency in Integer Operation. [Link],
2019.
mathematics teachers may practice the conceptual-to procedural

sequence in teaching mathematics to strengthen the foundation

of mathematical concepts, and in turn, develop procedural

fluency.

53
A study conducted by Punzalan and Buenaflor (2017)

titled “Modeling the Relationship between the Basic

Computational and Problem-solving Skills of fourth-year High

School Students in the Division of Zambales, Philippines”

aimed to derive a model of relationship between the basic

computational and problem- solving skills of fourth-year high

school students under the Basic Education Curriculum using the

simple linear regression analysis. The findings of the study

revealed that fourth-year high school students obtained the

highest score in the basic computational skills test on

integers and the lowest score in the test on fractions and the

level of performance in solving problems involving integers

was proficient, developing for decimals and fractions.

Synthesis

The aforementioned literature and studies presented, show

the impact of understanding basic mathematical operations of

integers which is anchored in academic performance of

students. Integers are considered as the building blocks of

Mathematics. It is implied through the help of related

53
Punzalan E.N. and Buenaflor R. 2017. Modeling the relationship between the
basic computational and problem-solving skills of Fourth-Year high school
students in the Division of Zambales, Philippines. International Journal of
Education and Research Vol. 5 No. 1.
literatures that were anchored in this study that students

often struggle in analysing and interpreting negative numbers

which resulted to the poor academic performance of students in

Mathematics.

Studies also revealed the reasons behind the struggle of

students in leaning basic mathematical operations of integers.

As stated by some authors, students do not see the purpose of

using negative integers in real life. It was also revealed

that factors such as lack of knowledge, poor teaching

strategies, and inability to concentrate, inadequate self-

practice and students’ poor background in Mathematics

contribute to the poor performance that continue to hinder the

learning progress of students in manipulating problems that

involve integers.

However, teaching methods indicate the learning progress

of students. Based on the presented literatures and studies,

teachers also contribute to the learning development of

students as well as in the cause of poor academic performance.

Teaching methods represent the ability of students in

performing various activities. It is then concluded that

students’ learning progress depends on the strategies

presented to them by their teachers.

With the help of the findings of the presented studies,

it is significant to undertake a study in similar context in

our locality. This will be added to those continuously growing

researches focusing on the level of knowledge of students in

basic mathematical operations of integers that can provide

information that may help students in assessing themselves for

the development of their learning regarding integers.

CHAPTER III

RESEARCH METHODOLOGY

RESEARCH DESIGN

This study will employ the descriptive-correlational

research design in determining the relationship of Basic

mathematical operations of integers to the academic

performance of the student-respondents. This design will use

to quantify the numerical data needed for the study. It will

emphasize objective measurements and the statistical,

mathematical, or numerical analysis of data collected through

self-made questionnaires.

According to Quaranta (2017), descriptive-correlational

is a study in which the researcher is primarily interested in

describing relationships among variables, without seeking to

establish a causal connection.

In addition, MohktarianPour (2016) emphasized comparative

research as a means to compare two or more things being

compared. [Link] also described this design in which

the researcher considers two or more variables (not

manipulated) and establish a formal procedure to compare and

conclude that one is better that the other if significant

differences exist. Indicators of the students' academic

performance and basic mathematical operations of integers will

be measured in this study.

RESEARCH LOCALE

The study will be conducted in seven (7) sections of

Grade-11 in San Agustin National High School namely: Isaac

Newton (STEM), Mark Twain (HUMSS), William Blake (HUMSS), Rene

Descartes (ABM), Abraham Lincoln (GAS), Auguste Escoffier

(TVL), and Conrad Hilton (TVL).

RESPONDENTS OF THE STUDY

 From the total population of 225, the respondents of the

study will be the 144 selected Grade 11 students in San

Agustin National High School enrolled in the first semester of

school year 2022-2023. They will be selected through

stratified proportional random sampling in order to gather

various data and ensure the validity, accuracy, and

reliability of the gathered data

SAMPLING TECHNIQUES

The respondents were chosen using stratified proportional

random sampling.

Number of student-respondents based on the total

population of each section was obtained through the Slovin’s

Formula.

N
n= ( 1+ Ne )2

Where:

n = number of sample

N = Total population

e = Error of Tolerance

226
n = 1+ 226( 0 . 05) 2^
 226
n = 1. 565

n = 144

The number of the students in the seven (7) sections of

grade 11 was computed as follows:

Science, Engineering, and Mathematics Strand (STEM)

Grade-11 Isaac Newton

No. of Samples = Number of Section Population X Number of

Samples
Number of Total Population
(27 )(144 )
= 226

3888
= 226

N = 17

Humanities and Social Sciences Strand (HUMSS)

Grade-11 Mark Twain

No. of Samples = Number of Section Population x Number of

Samples
Number of total population
(38 )(144 )
= 226
 5472
= 226

N = 24

Grade-11 William Blake

No. of Samples = Number of Section Population x Number of

Samples
Number of total population
(37 )(144 )
= 226

5328
= 226

N = 24

Technical Vocational and Livelihood Strand (TVL)

Grade-11 Auguste Escoffier

No. of Samples = Number of Section Population x Number of

Samples
Number of total population
(39 )(144 )
= 226

5616
= 226

N = 25

Grade-11 Conrad Hilton

No. of Samples = Number of Section Population x Number of

Samples
Number of total population
 (35 )(144 )
= 226

5040
= 226

N = 22

General Academic Strand (GAS)

Grade-11 Abraham Lincoln

No. of Samples = Number of Section Population x Number of

Samples
Number of total population
(33 )(144 )
= 226

4752
= 226

N = 21

Accountancy and Business Management Strand (ABM)

Grade-11 Rene Descartes

No. of Samples = Number of Section Population x Number of

Samples
Number of total population
(17 )(144 )
= 226
2448
= 226

N = 11
 Table 1. Distribution of Respondents

Respondents Population of grade 11 Number of samples

Isaac Newton 27 17

Mark Twain 38 24

William Blake 37 24
Auguste Escoffier 39 25

Conrad Hilton 35 22

Abraham Lincoln 33 21

Rene Descartes 17 11

RESEARCH INSTRUMENT

To obtain the necessary data for this study, a self-

structured 40-item questionnaire will be used as a research

instrument. This instrument will be composed of two parts,

with each indicator containing five (5) questions. The

questionnaire will be validated by the researchers’ research

adviser, and any corrections and suggestions will be subsumed

into draft for the next process of validation.

SCORING AND QUANTIFICATION

The level of knowledge in Basic Mathematical Operations

in Integers and Academic Performance of Grade 11 students will

be described using a four-point rating scale.

Table 2. Numerical scale, Statistical Limit, and Verbal

Interpretation

Numerical scale Statistical limit Verbal interpretation

4 3.26 – 4.00 Very High Level

3 2.51 – 3.25 High Level

2 1.76 – 2.50 Low Level

1 1.00 – 1.75 Very Low Level

Table 2.1 Scores and Description

The level of knowledge in Basic Mathematical

Operations of Integers was described using the following:

Scores Description
4-5 High Extent
2-3 Average Extent
0-1 Low Extent

VALIDATION OF RESEARCH INSTRUMENT

The questionnaire will be sent to and validated by the

research adviser and the comments, suggestions, and further

recommendations will be utilized to improve the questionnaire

and achieve the expected outcome.

RELIABILITY OF THE RESEARCH INSTRUMENT

The questionnaire will be administered to ten (10) non-

respondent Grade 11 students in San Agustin National High

School and their responses will then be recorded, tabulated,

and computed.

Table 3. Reliability of the Instrument

3.1. Level of knowledge in Basic Mathematical Operations of

Integers

Cronbach’s
Variable Alpha Interpretation
Addition of Integers

Subtraction of Integers

Multiplication of Integers

Division of Integers

3.2. Level of Academic Performance

Cronbach’s
Variable Alpha Interpretation
Performance

Quizzes

Assignment

Assessment

DATA GATHERING

To seek approval for the conduct of the study, a letter

of request will be addressed to the San Agustin National High

School's School Head.

 In order to reduce disrupting classes, the data will be

collected upon consent at lunch and recess.

STATISTICAL TREATMENT OF DATA

The data will be treated statistically using descriptive

statistics namely: percentage mean and rank.

To determine the association between level of knowledge

in basic mathematical operations of integers and academic

performance, the Spearman's rank correlation coefficients will

be computed at 0.05 level of significance.

On the other hand, one-way analysis of variance will be

used to compare the differences across the indicators of basic

mathematical operations of integers and academic performance.

The following statistical formulas will be used in this

study:

1. Mean

The average of a set n data xi.

X = ΣX
N
where:

N= number of respondents

X= rates of the students

2. Spearman's rank Correlation Coefficients

6 ∑ di
2
ρ=1− 2
n(n −1)

ρ = Spearman’s rank correlation coefficient

d i= difference between two ranks of each observation

N = number of observations

3. One–way Analysis of Variance

F= MS b= SSb /df b
MS w SSw /df w

MS w = mean square within

MS b = mean square between

SSb = sum of the square between

SSw = sum of the square within

df w = degrees of freedom between

df b = degrees of freedom within

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