Student Research Journal Volume 2

Asian College of Technology Integrated School JUNIOR HIGH SCHOOL

STUDENT RESEARCH JOURNAL Volume 2 May 2021

Jeanille B. Cogtas Adviser/ Co-Researcher

1

Table of Contents

Correlation between Digital Technology Use and Student’s Academic Performance in Five Core Subjects

2-6

The Effectiveness Of Practice Testing In Understanding Mathematics 7

7 - 10

The Students’ Practice and Perception on Waste Management

11 - 16

Effectiveness of Journal Writing to Rectify Student Infractions and Behavioral Problems

17 - 20

Factors Affecting Students’ Concentration in Learning Araling Panlipunan

21 - 24

Influence of Mobile Legends to the Academic Performance of Junior High School Students of Asian College of TechnologyI

25 - 27

Numerical Expressions and Word Problems: Identifying an Effective Approach in Solving Grade 6 Mathematical Problems

28 - 33

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Correlation between Digital Technology Use and Student’s Academic Performance in Five Core Subjects JUDE FRANCIS TADIOS TIFFANY LORAINE STA. CRUZ DAVE DEGUIÑON FREDERICK JAMES LIM KHYL SHANE GUERERRO VINZENT LARIOSA LOWELL ABAQUITA III HANS EDISON RESTAURO JOHN GABRIEL WAGAS

Asian College of Technology Bulacao Campus Ms. Roxanne T. Jao and Ms. Jeanille B. Cogtas Co. Researcher/adviser

Abstract In the setting of an academic environment, there are a lot of factors to consider in achieving success. Time management is a part of this. Time management is the process of planning and exercising control of time spent on specific activities, especially to increase effectiveness, efficiency, and productivity (Cottrell, 2013). Developing a time management system, from keeping track of important deadlines to prioritizing your responsibilities – it is one of the most important factors to achieve academic success (Hansen, 2015).

The researchers have found out that there is no relationship between the number of hours spent to the grade of a student.

Using Pearson’s correlation method, the values yielded out 0.003 and 0.131, which

indicates that there is no correlation between the two variables as it is near to zero. __________________________________ Keywords: Digital Technology; Academic Performance; Correlation; Talisay City, Cebu, Philippines

Introduction Digital technology use, specifically during and for leisure time, and time management relates to each other in a way that digital technology use can impose other positive and negative effects to a student’s academic performance. Positive impacts include the ease of accessing information, which also improves the student’s learning activity (Ikani, 2019). Searching information on the internet has linked to a positive result in a student’s grade (Rosen, Carrier, Chiever, 2013). Time-management wise, there are also different time management apps to keep track of your schedule such as Rescue time, Offtime, Moment, Breakfree, Flipd, Appdetox and StayonTask (Ramasubbu, 2016).

In regards to the researcher’s perception on this problem, they also believe that technology use hinders a student to do school work, making a perception that it would affect their grades in some way, as they are also students. This is the reason why the researchers are also eager to find out if there is a relationship between digital technology use and academic performance.

The researchers conducted this study because of the alarming statistics and other negative effects of digital technology use as stated earlier. They also wanted to find out if these would affect a student’s

3 academic performance. This research aims to be an aid for the raising of awareness of what the misuse of digital technology use may bring not only to the targeted demographic in the research but also to people who will encounter this research.

This research will also aim at an academic scope. With these effects, it is indeed necessary to not abuse these technological gadgets for entertainment purposes, but for good purposes as an aid for academic success.

The participants of the research are the Junior High School students of Asian College of Technology-Integrated School. To specify, the researchers will use random sampling and choose one of the two sections of Grade 7, Grade 8, Grade 9, and Grade 10. All the students from the chosen cluster will then be given survey forms to represent the stratum (the grade levels). 15 students from each level will be randomly picked to answer the survey, totaling all participants to 60.

This study aims to determine the relationship between a student’s usage on any form of digital technology to their academic performance. It specifically seeks to answer the following:

Findings

1. What is the correlation of a student’s usage of digital technology and their academic performance in the five core subjects, namely, Araling Panlipunan, English, Filipino, Mathematics and Science?

Sub-Problems: 1. What is the average time a student would spend on digital technology on: 1.1. Weekdays?

1.2. Weekends?

2. What are the forms of digital technology students usually use?

3. What is the purpose of the student’s usage of the technology?

4. What are the student’s grade classifications in the five core subjects?

Research Method This research is a quantitative type of study. The researchers aim to find numerical data based on the average number of hours spent on digital technology in relation to their grades. The researchers will use Pearson’s correlation method as a way to test the strength of the relationship between the two variables.

The researchers have found out that students spend an average of 9.725 hours on their gadgets during the weekends, while it decreases during the weekdays, with 4.875 hours. Additionally, Grade 9 students spend the most hours – with 9.15 hours, followed by the Grade 10 students with 8.3 hours, following the Grade 7 students with 7.15 hours, and lastly the Grade 8 students with 4.6 hours. Overall, students spend an average of 7.3 hours every day.

Additionally, 47% of the respondents sometimes get distracted and 25% of them always. Most respondents also always sleep late because of their gadgets with 43% and 47% of them always using their gadgets during leisure time.

They also found out that the majority of the students usually prefer and use cellphones as their main form of technology with 72%, followed by computers and laptops with 17% and television being the least used with 11% of the respondents using it.

Aside from research and school work, 11.5 out of 15 students use their gadgets for entertainment, followed closely by social media with 10.75 people out of 15.

Listening to music becomes the 3rd preferred purpose with 8.5 out of 15 people.

Video games have the second least

4 purpose with 6 people out of 15 and lastly with reading, with only 3.75 people out of 15.

Having a grade from 90 to 100, 28.33% of the respondents belong to this grade range. 26.67% of the students classify in Class B, with a grade of 85 to 89.

Class C is where the most respondents are classified, with 33.33% having a grade of 80 to 84. Lastly, Class D has the lease respondents, with 11.67% having a grade of 75 to 79.

Lastly, the researchers have found out that there is no relationship between the number of hours spent to the grade of a student.

Using Pearson’s correlation method, the values yielded out 0.003 and 0.131, which indicates that there is no correlation between the two variables as it is near to zero.

Discussion

other factors that affect the grade such as class participation, school environment, and etc. It is also recommended that students still limit technology usage as it can still distract the students from doing work and it can affect a student’s sleep. It can also affect the student’s daily habits. It is recommended that students should do more productive things rather than using cellphones mostly during leisure time. ●

General public or the people

To people who think that spending too much time on gadgets affects the grades negatively, it is not a strong factor in determining the reason why a student’s grade is affected. It is also recommended that people should focus more on other factors that could be seriously affecting a student’s grade, not only on a student’s gadget use. Although it may take a long time, people’s perception of gadgets directly affecting grades should change.

References

The researchers have concluded that there is no relationship between the grade of a student and the number of hours spent on their devices. Also, both variables do not affect each other. It doesn’t affect the grade positively or negatively. Contrary to people’s perception about using too much time on gadgets affecting grades negatively, there is no relationship between the two at all. This perceived strong and negative factor is not effective, but it can affect a student’s studying and sleeping habits.

Following the results and conclusion, the researchers have made recommendations in hopes of changing what people think of this topic: ●

Students

To the students, digital technology use has no relationship with the grades itself, meaning that it does not affect the grade directly. But, even if it is not related to each other, there are also

Adrian F. Ward, Kristen Duke, Ayelet Gneezy, and Maarten W. Bos, "Brain Drain: The Mere Presence of One’s Own Smartphone Reduces Available Cognitive Capacity," Journal of the Association for Consumer Research 2, no. 2 (April 2017): 140-154.

Akinwale, O. (n.d.). The Effect of Mobile Phones on Student's Academic Performance. Retrieved from https://www.academia.edu/29026191/THE_ EFFECT_OF_MOBILE_PHONES_ON_ST UDENTS_ACADEMIC_PERFORMANCE Asemah, E.S and Edegoh, L.O.N. (2013). Influence of Social Media on the Academic Performance of the Undergraduate Students of Kogi State University, Anyigba, Nigeria. Journal of

5 Research on Humanities and Social Sciences Vol .3(12) Chang, Aeschbach, Duffy, Czeiler. (2015, January 27). Evening use of light-emitting eReaders negatively affects sleep, circadian timing, and next-morning alertness. Retrieved from https://www.pnas.org/content/112/4/1232 Common Sense Media. (2015). New Report: Parents Spend More Than Nine Hours a Day with Screen Media | Common Sense Media. Retrieved from https://www.commonsensemedia.org/about -us/news/press-releases/new-report-parent s-spend-more-than-nine-hours-a-day-with-s creen-media Daily Alert. (2019, July 3). Positive and Negative Effects Of Technology On Our Lives - Impacts. Retrieved from https://mydailyalerts.com/positive-negativeeffects-technology-lives Dudovskiy. (2013, February 25). The Importance of Time Management.

Retrieved from https://research-methodology.net/the-impor tance-of-time-management/ Ehmke. (2017, September 20). How Phones and Multitasking Ruin Concentration. Retrieved from https://childmind.org/article/kids-shouldnt-u se-phones-during-homework/ Gallup. (2017, January 6). Rumors of the Demise of Books Greatly Exaggerated.

Retrieved from https://news.gallup.com/poll/201644/rumors -demise-books-greatly-exaggerated.aspx

Impact of Social Media on Students Academic Performance. (n.d.). Retrieved from https://www.academia.edu/31859932/IMPA CT_OF_SOCIAL_MEDIA_ON_STUDENTS _ACADEMIC_PERFORMANCE Kidslox. (2019, May 10). 5 Surprising Negative Technology Effects You Don’t Suspect. Retrieved from https://kidslox.com/blog/top-5-negative-effe cts-of-technology-you-even-dont-suspect/# disqus_thread Kolan, Dzandza. (n.d.). Effect of Social Media on Academic Performance of Students in Ghanaian Universities: A Case Study of University of Ghana, Legon.

Retrieved from https://digitalcommons.unl.edu/cgi/viewcont ent.cgi?article=4687&context=libphilprac Kubey, Lavin, Barrows. (n.d.). Internet Use and Collegiate Academic Performance Decrements: Early Findings. Retrieved from https://www.researchgate.net/publication/2 27689079_Internet_Use_and_Collegiate_A cademic_Performance_Decrements_Early _Findings Kyoshaba. (2009). Factors Affecting Academic Performance of Undergraduate Students at Uganda University. Retrieved from https://news.mak.ac.ug/documents/Makfile s/theses/Kyoshaba%20Martha.pdf Maya, k. G., (2015). Achievement scripts, media influences on Blacks students’ academic performance, self-perceptions and carrier interests. Journal of Black psychology, 42(3) pp.195-220. DOI: 10.1177/0095798414566510.

6 Nasrullah_Phd, Shazia & Saqib Khan, Muhammad. (2015). The Impact of Time Management on the Students' Academic Achievements. 11.

Osharive, Peter. (2015). social media and academic performance of students.

Ramasubbu. (2016, November 2).

Technology & Time Management.

Retrieved from https://www.huffpost.com/entry/technologytime-management_b_5819ee11e4b0cb89f dff2a6d

Regoli. (2019, December 16). 9 Biggest Pros and Cons of Internet. Retrieved from https://futureofworking.com/9-biggest-prosand-cons-of-internet/

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The Students’ Practice and Perception on Waste Management

CHELSEA THERESE ENRIQUEZ CYDONNIE ABROGUEÑA BENZ LEO GAMALLO KRISTA LORRAINE LENDIO STEPHEN JAY RACOMA MARIA BIANCA RESTAURO HANS CHRISTENSEN VILLARIN Asian College of Technology Bulacao Campus Ms. Roxanne T. Jao and Ms. Jeanille B. Cogtas Co. Researcher/adviser

Abstract Environment is everything that is around us. It can be living (biotic) or nonliving (abiotic) things. It includes physical, chemical and other natural forces. Living things live in their environment. They constantly interact with it and adapt themselves to conditions in their environment. In the environment there are different interactions between animals, plants, soil, water, and other living and nonliving things. Living on earth, the living things are the protectors of the planet and it is important that the people must take care of the environment. Yet environmental problems are still a global concern. It has no boundary.

Environmental problems that are caused by improper waste disposal have already been tackled by the government as well as individual communities. However, for the past decades, our country is still dealing with the same problem regarding our environment, as if all those environmental

movements have become cliché and of no use or impact. Waste management is important because it helps maintain the cleanliness of the whole world. it needs to be practiced because the entire population's health and protection depend on it.

In view of the fact that there are many effects of improper waste disposal, more than half of the respondents, 76.7%, think that waste management is very important. 40% of the respondents think waste management is important because it can avoid environmental problems. __________________________________ Keywords: Waste Management; Waste Disposal Concept; Waste Disposal; Talisay City, Cebu, Philippines

Introduction Waste poses a threat to public health and the environment if it is not stored, collected, and disposed of properly.

Living things take raw materials and excrete waste that other living organisms reuse.

Nevertheless, humans produce an additional stream of product residues that would overwhelm the potential of natural recycling processes in order to reduce their effect on our aesthetics, safety, or the environment.

The researchers conducted this study because they want to accentuate the need of the people to act, now that they’re experiencing the agony of the earth. There are a lot of health hazards, when the people won’t dispose of their waste properly.

Having discipline begins at home.

That’s why the researchers chose this study

8 because it has been observed that other people seemed to be careless around the surroundings. Proper waste management is most important in this matter for it is a huge deal especially in our lives today.

the practices and perceptions of students towards waste management.

the

The purpose of this study is to identify the common practice and perception of students and to accentuate the needs of the people.

The subject of the researchers are the students from Asian College of Technology Integrated School. Specifically Grade 9 Junior High School students. The researchers provided a set of written questions or survey questions, which were answered by 30 student respondents.

This research study aims to know the different practices and perceptions of the students towards waste management.

Findings

This study is sought to answer the following question: 1. How do students view waste management in terms of: 1.1) Personal 1.2) Societal 2. How do students manage their waste?

1.1) Burning 1.2) Segregating 1.3) Composting 1.4) Recycling The findings of the study will be beneficial to all the living things in the planet, especially the people, the animals, and the plants, because in this study the researchers will be able to know the student’s ways or perception of waste management, not just in their homes but also to the society. This study could also give awareness to the people around the globe, the impact of improper waste disposal practices.

Research Method The study is a quantitative and qualitative approach of research for data collection. The quantitative and qualitative approach of the study consists of a survey using a questionnaire and it will determine

The tallied results revealed 66.7% students in a public place separate their trashes into biodegradable and nonbiodegradable when throwing and 80% of the respondents have knowledge about segregation of waste but only 66.7% segregate their waste and 20% of the respondents does not have knowledge about segregation of waste.

The respondents showed varied perspectives in terms of waste management, its effects and their ways on how they manage it. 40% of the respondents think waste management is important because it can avoid environmental problems. While only 30% and 20% think it is important because it can make our environment clean and it can save us, whereas only 3.3% think that managing waste can make us be more responsible.

Nearly half of the respondents, 43.3%, manage their waste by throwing it properly and 20% do the 3 R's, reduce, reuse, recycle, and 16.7% segregate their trash.

Of the 30 respondents, 33.3% say that the effects of improper waste disposal is pollution, mainly, soil, water and air pollution. While nearly 30% say that the other effects of improper waste disposal are disasters.

Specifically, flash floods, typhoons, and global warming. Not just that,

9 improper disposal of waste can cause pollution and disasters, it can also harm the environment and may cause illness.

In view of the fact that there are many effects of improper waste disposal, more than half of the respondents, 76.7%, think that waste management is very important. While 3.3% think that waste management isn’t really important at all.

Out of 30 respondents, 43.3% can manage their waste by throwing it in the right place and 20% will do the 3 R's, which is to reduce, reuse and recycle. 13.3% is segregating the trash and specifically, separating the plastics from the bottles.

Another 6.6% manage their waste through composting and 3.3% say they can manage their waste by eliminating the greenhouse gasses.

Discussion As the researchers already gathered the data from the survey questions that the respondents answered, most answers were really straight to the point. In terms of the subjects’ view of waste management, personally, waste management is a very important matter because it applies to ones’ personality. How they act and how they view things affects everyone in this world. With proper management of waste, socially, it would simply help the world and the chances of everyone surviving in the future.

Lastly, the students’ manage their waste through the process of segregating and recycling. As a result, the survey questionnaires show their perceptions and practices on waste management. The students are knowledgeable and aware of the importance of waste management and the effects of improper practices of waste disposal.

The researchers want to send their recommendations to the students that it is not only important to know the importance of waste management but also with proper work and effort, the deed would be successful. To the teachers and other school staff, they must educate the students properly in order for them to do what is right.

Moreover, either segregating, recycling, composting, or burning, everyone must do what is right that could protect, not just the fellow people of this world but also to save the environment and this planet, in order to make this place a better world for everyone who’d be living here in the next generation.

References Panth, M. K., Verma, P., & Gupta, M. (2015). The role of attitude in environmental awareness of under graduate students. International Journal of Research, 55.

Abdel-Shafy, H. I., & Mansour, M. S. (2018). Solid waste issue: Sources, composition, disposal, recycling, and valorization. Egyptian journal of petroleum.

Sharholy, M., Ahmad, K., Mahmood, G., & Trivedi, R. C. (2008). Municipal solid waste management in Indian cities–A review. Waste management, 28(2), 459-467.

Tadesse, T., Ruijs, A., & Hagos, F. (2008). Household waste disposal in Mekelle city, Northern Ethiopia. Waste Management, 28(10), 2003-2012.

Pokhrel, D., & Viraraghavan, T. (2005). Municipal solid waste management in Nepal: practices and challenges. Waste Management, 25(5), 555-562.

Yoada, R. M., Chirawurah, D., & Adongo, P. B. (2014). Domestic waste disposal practice and perceptions of private sector waste management in urban Accra. BMC Public Health, 14(1), 697.

10 Mittal, R., & Mittal, C. G. (2013).

Impact of population explosion on environment. WeSchool “Knowledge Builder”–The Nat. J, 1(1), 1-5.

Pfeffer, J., & Sutton, R. I. (2000). The knowing-doing gap: How smart companies turn knowledge into action.

Harvard business press

Bai, R., & Sutanto, M. (2002). The practice and challenges of solid waste management in Singapore. Waste management, 22(5), 557-567.

Yoada, R. M., Chirawurah, D., & Adongo, P. B. (2014). Domestic waste disposal practice and perceptions of private sector waste management in urban Accra. BMC Public Health, 14(1), 697.

Licy, C. D., Vivek, R., Saritha, K., Anies, T. K., & Josphina, C. T. (2013). Awareness, attitude and practice of school students towards household waste management. Journal of Environment, 2(6), 147-150.

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The Effectiveness Of Practice Testing In Understanding Mathematics 7 MARY CHRISHA TADIOS TASHA KHARYL QUIACHON BERNADETH CLAIRE AHITO ETHAN MAXINE ENRIQUEZ ERROL JOE AGOT TRISHA BIANSON ANDRE KURT CAMPO JOSE LANZE DURANGO

Asian College of Technology Bulacao Campus Ms. Roxanne Mae T. Jao and Ms. Jeanille B. Cogtas Co. Researcher/adviser

Abstract

It is observed that during the sessions and test, 80.95% or majority of the students scored very low during the Individual Review conducted before taking the exam yet the Buddy System and Group approach has a higher percentage of students that passed the test. In this matter, these two different kinds of Practice Testing can be the most effective strategy to use.

However, during the survey that the researchers had conducted, the students answered that the Buddy System is more effective out of the three approaches of Practice Testing that can be used in understanding Mathematics 7 better.

Based on the test conducted by the teacher, the Group approach is the most effective.

Practice Testing Review conducted by the Teacher is effective and shows improvements from every student of the Grade 7 Level. __________________________________

In today’s generation, according to a study by Alexander Karp which tackles the current issues in Mathematics Education, the number of students who find Mathematics difficult to understand is increasing. This has been a problem for the teachers or educators, parents and to the students themselves. Mathematics is one of the major subjects and is consistently part of the curriculum of all different levels of education.

However, even though Mathematics is a subject that students take up throughout their school year, they still could not understand it. Maybe it’s because they lack the proper foundation of learning or maybe it is the way the teachers educate them or maybe it is because the way students’ study or learn the subject is not efficient.

Keywords: Practice Testing; Understanding Mathematics; Mathematical Skills; Talisay City, Cebu, Philippines

Introduction Students learn from the different learning techniques that the teachers apply when teaching. In the past decades, students having a hard time in understanding and learning a certain subject never go away.

Internationally, students are struggling in understanding the subject Math.

Education in general and Mathematics education in particular have always faced and will continue to face challenges. It could hardly advance, save by

12 overcoming difficulties, some of which go back thousands of years, yet when students complained of the hardships of learning, and teachers complained of students’ laziness. As stated in Alexander Karp’s study education in general and Mathematics education in particular have always faced and will continue to face challenges: indeed, it could hardly advance save by overcoming difficulties, some of which go back thousands of years, yet when students complained of the hardships of learning, and teachers complained of students’ laziness. Both countries might have contributed a lot in Mathematics but students from these countries have been struggling in learning the said subject.

According to the The Organization for Economic Cooperation and Development’s Programme for International Student Assessment, they found that the United States ranks significantly below average in Mathematics comprehension, accounting for only 8.8% of all top-level mathematics performers at the K-12 level.

There are a lot of reasons that may lead to students being confused and unable to extricate problems in Math subjects.

Locally, in the Philippines students themselves have been dealing with the subject Math, more specifically neither knowing nor finding a way on how to make Math simple as it is. During the 2018 PISA (Programme for the International Student Assessment), the same programme mentioned above, according to the results, among the 79 participating countries, the Philippines ranked the second-lowest in Mathematics with a score of 353 together with Panama.

To think that the representatives were actually the cream crop of the country, that would mean the elite students of the Philippines are below average and when compared to Singapore, 70% of their students performed better than the representatives of the Philippines (Philippine Basic Education, 2019).

The study aims and concentrates on proving the effectiveness of practice testing in understanding Mathematics better.

Specifically, this research aims to answer the following questions: 1.) What are the effects of Practice Testing: 1.1 done Individually, 1.2 done by Buddy System and, 1.3 done by Group, 2.) How effective is Practice Testing in respondents’ perspective, on understanding Mathematics?

There are different learning styles and techniques to understand Mathematics better such as sticking to print out rather than using tablets or other eLearning media, listening to music like obscure eighteenth century piece that is said to help students engage part of their brain to concentrate (Mozart Effect), breaking a sweat before studying, relaxing or meditating before studying, taking the role of a teacher and share knowledge or information, rereading learning materials and many more.

However, these studying techniques are not fully effective to everyone since not a lot of people find these techniques comfortable to use or simply, these are not suitable for the way of processing knowledge to other people. Therefore, the researchers conducted a research to prove their theory about one specific learning technique which is the Practice Testing.

The different learning techniques aforementioned are not effective and useful to most students because there are different types of learners who are suitable for the learning techniques mentioned above. For instance, the Mozart Effect is not suitable for all learners because people like them see this type of learning style as a distraction and it affects the reading apprehension of some students. In exercise,

13 the type of students who find this effective is those who are very active or athletically inclined while relaxing, the type of learners who find this suitable are those who find peace and silence more helpful in concentrating and understanding the topics.

Taking the role of a teacher and rereading on the other hand takes time and it is not beneficial to those students who are cramming, to those students who lack time in studying, or to those students who are lazy to seek help from their classmates or a second party. In conclusion, these techniques are not effective and beneficial to every learner.

Research Methods The study, The Effectiveness of Practice Testing in Understanding Mathematics 7, has a descriptive research design since the researchers aim to find the answer as to how effective practice testing is when it is applied in different situations and the importance of practice testing.

Therefore it is a qualitative research however, it is also a mixture of quantitative as the researchers gather data, they also wanted to know the numerical or statistical result of the participants during the testing process as to which situation, whether individual, buddy system or by group appliance, is more effective in using Practice Testing .

The subjects of this research are the students of Asian College of Technology Bulacao from the Junior High School Department. Specifically, the participants will be the two sections of Grade 7, Grade 7-Loyalty and Grade 7- Courage, to participate in the fulfillment of the aimed result of the researchers theorized and would be given tests/activities by their Math teacher and survey forms by the researchers. They are chosen as they are fresh from Grade School and they are in an adjusting phase as a Junior Highschool student facing more complicated terminologies and topics in Mathematics.

The researchers used various instruments to gather data such as: 1.

Tests/Questionnaires

A licensed teacher that helped the researchers in conducting the study would hand out tests/activities after every Math session with the participants. In accordance with the licensed teacher, for the individual approach, a pre-test will be given to the students, as for the buddy approach another pre-test is given and lastly the group approach is done by class reporting. This enables the researchers to see if using practice testing is effective in understanding mathematics.

2.

Observation Checklist

This is used after the results of the activities given by the teacher were gathered where the researchers would be checking based on the given results from the teacher’s activities given if there are any changes and improvements of the students’ performance during the tests/activities. The observation checklist would be a guide for how many students have failed or passed during the three activities or if there are any changes of the students’ scores whether it increased or decreased.

3.

Survey

The researchers made the participants answer a survey form after the three activities provided and given by the teacher. This helped the researchers know how the students’ feel during their tests or if they find the test easy if they would be applying practice testing individually or with a buddy system or in groups. With the survey, the students will be able to provide their own opinion after the application of Practice Testing done in a different approach. Their answers in the survey answered the Statement of the Problem.

14 Findings The students who understand the Math topic through individual learning are very few with only 19.05% (8 students) while 80.95% failed. In buddy and group, there is a huge difference of percentage compared to the first. Students with a pair can understand the topic better as it is seen that out of 42 students 22 students (52.38%) failed. However, only 20 students (47.62%) passed the activity, a one student difference. In a group approach, the number of students who passed the activity is the highest with 52.38% and only 20 students (47.62%) failed the activity, receiving the lowest number of failed students while the highest is from the individual approach.

In general, the majority of the students with 80.95% understood Mathematics with the aid of Practice Testing while only 19.05% opposed that Practice Testing helped them. They were able to learn the topics through practice activities that served as their review for a Summative Test and it improved their understanding and knowledge.

Only 64.29% think that the Individual approach helped them in understanding Math while 35.71% say it did not help them understand at all. For the buddy approach, 71.43% agrees that this type of approach helped them in understanding Math better and only 28.57% opposes this. The Group approach received 64.29% who agreed that this approach is helpful and 28.57% opposed to that. Out of the three approaches, Buddy got the highest percentage of students who agreed that it is helpful while Individual and Group got the highest opposition that it is helpful.

The most effective with 42.86% saying it is an effective approach after the activity is the Group as the highest percentage of students who passed (Figure 3.1) is by group approach. It is followed by the buddy with 28.57% who says it is effective and lastly, the individual since the

majority of the students failed in this activity.

The 2.38% is for students who did not answer as the respondent feels there is no difference.

Majority of the students with 90.48% find Practice Testing effective with its different approach and different varieties of practice tests that could enhance the understanding and knowledge of the students. Only 9.52% oppose it because they don’t understand the concept of this as mentioned earlier.

Most of the students from Grade 7 with 73.80% are willing to use Practice Testing again as a form of review to understand Mathematics better but only 26.19% are opposed to it as they are wary of using it again in their Math sessions.

Discussion As the researchers gathered the data from the three-week maximum session use of Practice Testing conducted by the Grade 7 Mathematics teacher. It is observed that during the sessions and test, 80.95% or majority of the students scored very low during the Individual Review conducted before taking the exam yet the Buddy System and Group approach has a higher percentage of students that passed the test.

In this matter, these two different kinds of Practice Testing can be the most effective strategy to use. However, during the survey that the researchers had conducted, the students answered that the Buddy System is more effective out of the three approaches of Practice Testing that can be used in understanding Mathematics 7 better.

Based on the test conducted by the teacher, the Group approach is the most effective. In the Figure 4.3, it is clear the students selected Group Approach as the most effective type of Practice Testing for them. Group Approach can be annoying and some students provided or received no help from their classmate during the second

15 practice testing which is Group Approach.

From the tables presented by the researchers, as a different approach is introduced to the students their scores depend on what practice testing review is used by their teacher.

It is observed by the researchers as the teacher uses Group Approach and most especially Buddy System their scores improved and many students that didn’t pass the first test using the Individual Review had improved their skills in understanding the subject. As a result, the Practice Testing Review conducted by the Teacher is effective and shows improvements from every student of the Grade 7 Level.

This research study proves that with the use of Practice Testing in the subject Mathematics, pre-test and post-test can improve student’s grades and minds to understand the subject Mathematics better.

It is effective as it covers different varieties of activities that Mathematics teachers can use to improve their learners’ understandings and these can be done individually, by pair or by group. But there are downsides with the three approaches; for individual, students are not able to seek help from other learners, for buddy system, there is a possibility that the other student will be dependent to their partners and for the group, not everyone will have the chance for their arguments or ideas to be catered and there is a high possibility that some of the students will be dependent on other members.

References 2011-2020, (c) C. skillsyouneed.com. (n.d.). Questioning Skills and Techniques. Retrieved from https://www.skillsyouneed.com/ips/questi oning.html Bates. (n.d.). Collaborative Learning Techniques. Retrieved from https://www.bates.edu/faculty-commons/f

iles/2016/08/Collaborative-Learning-Tech niques.pdf Daracan, M. (2013, November 9).

Chapter 2-Related literature and Studies.

Retrieved from https://www.slideshare.net/EzhrihmCrada n/chapter-2-28073663 Dunlosky, J. (n.d.). Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Retrieved from https://www.psychologicalscience.org/pu blications/journals/pspi/learning-techniqu es.html Dunlosky, J., Lawson, K., & Marsh, E. (2013, January 8). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Retrieved from https://journals.sagepub.com/doi/abs/10.

1177/1529100612453266 Ertmer, P. A., & Newby, T. J. (2017, January 1). Behaviorism, Cognitivism, Constructivism. Retrieved from https://lidtfoundations.pressbooks.com/ch apter/behaviorism-cognitivism-constructiv ism/ Flippen, C. (n.d.). Cognitivism.

Retrieved from https://edtechtheory.weebly.com/cognitivi sm.html Harris, J. (2014, February 24). A Brief Overview of 4 Learning Theories.

Retrieved from https://youtu.be/ACowHxGEAUg Livingsta. (2016, April 22). What Are Different Types of Questioning Techniques? Retrieved from https://toughnickel.com/business/Questio ning-Techniques Rhalmi, M. (2012, June 3). Learning Theories: Cognitivism. Retrieved from

16 https://www.myenglishpages.com/blog/de scription-of-cognitivism/ Use a Learning Theory: Cognitivism.

(2015, July 13). Retrieved from https://youtu.be/gugvpoU2Ewo Writers, S. (2019, July 1). 17 Scientifically Proven Ways to Study Better This Year. Retrieved from https://www.thebestcolleges.org/17-scien tifically-proven-ways-to-study-better-thisyear/ Writers, S. (2019, July 1). 17 Scientifically Proven Ways to Study Better This Year. Retrieved from https://www.thebestcolleges.org/17-scien tifically-proven-ways-to-study-better-thisyear/

Yee, K. (2019, March 10). Interactive Techniques. Retrieved from usf.edu/atle/documents/handout-interacti ve-techniques.pdf

17

EFFECTIVENESS OF JOURNAL WRITING TO RECTIFY STUDENT INFRACTIONS AND BEHAVIORAL PROBLEMS HANNA JOAN ALUSIN KRISTINE ANGEL ENAD NOEL EPHRAIM NAZARENO ANGELA KEESHIE SAMPAGA ARON CAZAR EARL REINER GARCIA CLARENCE ALBERT SUAREZ Asian College of Technology Bulacao Campus Ms. Roxanne T. Jao and Ms. Jeanille B. Cogtas Co. Researcher/adviser

Abstract Schools are places around the world where students can learn and experience new things and have a better understanding of the world around them with the help of parents and teachers, as well as learning from other people of what they have discovered from what they have learned in school. In the 21st Century, the researchers know that there are some schools that have adapted to the way of the 21st Century learning with the growing advanced technology and making the face of teaching kids and teenagers today, making it much easier with the growing technology we have within this century.

There is one implementation that has not left its walls of schools around the world, and that is school violations.

The school violations are known to be common within schools to prevent students from doing inappropriate and

dangerous things like stealing or hazing on school grounds, or even being late to school; the common and dangerous ones for students to do in school. Once a student has been caught in the act of one of these school violations whether it would be one of the teaching personnel or another student, then they would be taken to a separate classroom within the school and having to let them write different journals as a form of punishment to discipline the students from performing more school violations than they have caused during that time. With that being said, they would be watched by a group of students over the students with school violations and writing journals within that same classroom.

Most students are writing these journals to fill up an entire page or writing the journal of a chosen topic to write around, back to back. Once they do, they finish writing their journals and makes a that they would not do the same thing, however that same promise would often break through once or twice if the students are being careful with their time at home and at school, causing to break one of the violations that occurs within the school due to many reasons.

Journal Writing is effective in rectifying student infractions and behavioral problems at school. Sure, their attitudes may or may not have changed and improved at school, but with Journal Writing, it creates an effect on that respondent to improve their attitude and learning from the student infractions and behavioral problems they have caused within the school premises.

18 __________________________________ Keywords: Journal Writing; Student Violations; Infractions; Behavioral Problems; Talisay City, Cebu, Philippines

Introduction There are many benefits that a student can have with journal writing, but the main benefit for the researchers to know is for the students to be able to deal with issues that they are having a difficult time of coping with different problems that they are currently dealing and the teachers would be able to understand their students even better, and it also helps in improving the relationship between the students and teacher, and another way of communicating with the teachers easier with journal writing, making them aware of what is happening to them.

This study aimed to determine the effectiveness of Journal Writing to rectify student infractions and behavioral problems.

The researchers will be performing an investigation and research about how effective journal writing is for the students to correct their infractions and behavioral problems within the school grounds or even at home. That way, the students would not perform the same kind of mistakes and cause the same school violations that have brought them over to writing journals and being able to change themselves with their behavior and understanding their past mistakes. Aside from being able to rewrite the mistakes that the students have made in school, they would also improve on who they really are as an individual and learn many abilities that they thought they would not be able to learn and understand through.

The researchers aimed to find out the effectiveness of Journal Writing to rectify student infractions and behavioral problems if they have certainly changed and improve their attitude within the school campus and stop causing many more infractions and behavioral problems. This study drives the researchers to answer the following questions:

1. Does Journal Writing enhance the students’ self reflection as an individual?

2. Does the use of Journal Writing improve the students’ experiences through their infractions and behavioral problems?

3. Does Journal Writing improve students in terms of?

3.1 Having a better relationship with teachers 3.2 Observing the experiences in making theories in solving problems The researchers of this study aim to determine the effectiveness of journal writing to rectify student infractions and behavioral problems that can help in improving writing skills and observing their understandings through the infractions that they have caused within the school campus.

This study specified the benefit the students gain from this study. They’re the main beneficiary of this study because journal writing helps in rectifying their infractions and behavioral problems, improving who they are as an individual in learning about the experiences through the infractions they have caused within the school campus and their behavioral problems. With the students being the main benefit of the study by the researchers, they would be able to observe and summarize the changes they made through journal writing.

Research Methodology The Research Design for this study is a Quantitative approach of research. The Quantitative approach will determine the effectiveness of journal writing to rectify student infractions and behavioral problems through the respondents' answer of how effective it is for them to improve and change themselves as an individual through the use of Journal Writing. The respondents

19 would be answering specific questions to see the percentage of the students agreeing or disagreeing with the questions that journal writing really helped them or not.

Moreover, the Quantitative approach that will be utilized by the researchers as a case study of Quantitative research.

The subjects of the researchers in this study are the students in the Junior High School Department and the researchers would be interviewing about the effectiveness of journal writing. The researchers will only have 30 respondents from the Junior High School Department, specifically coming from the Grade 7 to Grade 9 with 10 respondents from each grade level, and answering the following survey questions given in this study by the researchers.

The population needed for the researchers in this study are going to be 30 students coming from Grade 7 to Grade 9 within the Junior High School Department, 10 respondents will be randomly picked in each grade level. Either Male or Female and there is no specific age requirement needed within the research population.

Findings The results from the survey are now in and the majority of the respondents’ answers from these questions are all positive. Some respondents’ answers were negative because those same respondents may or may not have changed their attitude through the use of Journal Writing after causing an infraction or having behavioral problems at school.

Most of the answers to this question were both “Yes” and “No”, however most of the times that they were doing Journal Writing did or didn’t help improve their attitude within the school premises. With that being said, the final results of the data gathering all agree that journal writing has an effect in rectifying their infractions and behavioral problems, changing and improving themselves in school, at home, and in social situations within the community.

Discussion After the researchers in this study have gathered the necessary data from the survey questions that the 30 respondents answered, most of the answers that were given by the said respondents were all positive, with 23 out of 30 respondents agree and a percentage of 76.67%, and only a small amount of those respondents have answered some of the questions negative, with 7 to 11 out of the 30 respondents disagree with the given questions with the percentage at around 23.33%.

With that being said, it has been gathered that Journal Writing is effective in rectifying student infractions and behavioral problems at school. Sure, their attitudes may or may not have changed and improved at school, but with Journal Writing, it creates an effect on that respondent to improve their attitude and learning from the student infractions and behavioral problems

20 they have premises.

caused

within

the

school

With all of that being said, this research study has proved the effectiveness of Journal Writing in rectifying student infractions and behavioral problems.

References David Boud, February 22, 2002, Wiley Online Library, “Using journal writing to enhance reflective practice”, Retrieved From: https://onlinelibrary.wiley.com/doi/abs/10.10 02/ace.16 Robert J. Yinger and Christopher M. Clark, July 1981, Stanford Libraries, “Reflective Journal Writing: Theory and Practice”, Retrieved From: https://www.researchgate.net/publication/23 4556686_Reflective_journal_writing_From_t heory_to_practice Mohammad A Farrah, April 2012, ResearchGate, “Reflective Journal Writing as an Effective Technique in the Writing Process”, Retrieved From: https://www.researchgate.net/publication/25 8030767_Reflective_Journal_Writing_as_an _Effective_Technique_in_the_Writing_Proce ss?fbclid=IwAR0UjRWG7Q_HBzcblM58n1P mao7D8b9m_wqUKdqortpxiGfK-bMUTIFcH sM Ribut Wahyudi, January 2013, ResearchGate, “Teaching of Journal Writing”, Retrieved From: https://www.researchgate.net/publication/28 2664316_Teaching_of_Journal_Writing?fbcl id=IwAR22aD6fuzt86xSV4FHJXbFNrIMTm S2HJ2nQ4pU1tQOIxfDtcvz3cGnbDa0 Rog Himestra, September 2002, Microsort Word Docs, “Uses and Benefits of Journal Writing”, Retrieved From: http://citeseerx.ist.psu.edu/viewdoc/downloa d?doi=10.1.1.463.6103&rep=rep1&type

21

FACTORS AFFECTING STUDENTS’ CONCENTRATION IN LEARNING ARALING PANLIPUNAN AT ACT-IS

ANDREW SHANNON LAWAS FRANCES ABIGAIL CARAMOL DAN PAOLO BALLARES KIMBERLEE GIL CARREON JAMES RYAN EDILLOR KURT JAVIER GUMERA ALNZEL PLAZA

Asian College of Technology Bulacao Campus Roxanne Mae T. Jao and Ms. Jeanille B. Cogtas Co. Researcher/adviser

Each individual has a variety of ways in learning something, specifically in learning certain topics. Others could still be very traditional when they study their lessons – they may read books from the library, solidify their opinions through reading facts from the newspaper or use the encyclopedia to share new discoveries to their fellow classmates. Yet, due to the evolving 21st century flow and system of learning, students improve as well. As the technology grows and continues to help in providing thousands of information to the students, the learning styles of the 21st century learners change as well.

One of the subjects that is part of the enhanced, context-based, and spiral progression learning curriculum implemented by the Department of Education for Grades 1 to 10 is the subject Araling Panlipunan, an online newspaper

under Sun Star; a number of Filipino students find the subject dull and boring. As mentioned by the same site, aside from the learners, the subject teachers are more challenged to make their students process and comprehend the lessons and have interest in the subject itself. Students of this generation look for interesting methods and approaches as to how the teachers would teach and handle this subject (pressreader.com).

This study found that the 22.50% as the top percentage of the grade 9 students agreed that the Araling Panlipunan is engaging. Moreover, one of the major factors that affect the students’ concentration is distraction of their environment, specifically noises around students. Time schedules also affect the students’ concentration in learning the subject especially when the subject is scheduled in the afternoon. Students prefer to have the subject in the morning as they’re more energetic and more awake. __________________________________ Keywords: Student Concentration; Araling Panlipunan; Talisay City, Cebu, Philippines

Introduction Different concepts and ideas can be found and innovated by student-researchers to improve the study and to better find the solution to the problem. In layman’s terms, learning style refers to the preferential way in which the student absorbs processes, comprehends and retains information. The students’ concentration is needed also in

22 getting to the topic but, there are factors that may also affect the students’ interest – the students themselves, teachers’ teaching styles or even the environment.

One of the subjects that is part of the enhanced, context-based, and spiral progression learning curriculum implemented by the Department of Education for Grades 1 to 10 is the subject Araling Panlipunan, an online newspaper under Sun Star; a number of Filipino students find the subject dull and boring. As mentioned by the same site, aside from the learners, the subject teachers are more challenged to make their students process and comprehend the lessons and have interest in the subject itself. Students of this generation look for interesting methods and approaches as to how the teachers would teach and handle this subject (pressreader.com) With the aforementioned concern, this study’s main purpose is to find the most evident and worsening factors that impact the students’ interest towards the subject.

Upon discovering those factors at the end of the study, the researchers can therefore conclude and formulate possible and effective suggestions and recommendations to solve the approach and treatment of the students towards the subject, specifically from the chosen locale which is Asian College of Technology Junior High School Department.

The study aims to identify the factors that influenced students’ concentration in Araling Panlipunan subjects. It specifically seeks to answer the following: 1. What are the factors affecting the interest of students in AP subjects?

1.1 Student 1.2 Teachers 1.3 Environment 2. What are the signs that a student loses interest?

2.1 Sleepiness

2.2 Absence of Mind 2.3 Mismatched Learning Style 3. What are the impacts of AP subject to the students?

The study is conducted for the benefits of the students which would help them learn. Learning styles that are used by the proctor or professor in which the students would be intrigued by the lectures that would be given by the proctor. Most of the students find class boring which would make them absent-minded. When a class is boring and not intriguing enough for the students, the outcome is that they would not learn anything and they would have a hard time getting to the main point of the lecture.

Research Method This study is qualitative and quantitative research which focuses on seeking deep understanding and social phenomena and the research also needs to have statistical, computational or mathematical formulas to derive results.

This study is a mixed method as the researchers will use verbal interview and survey questionnaires to gather data for the researchers to derive the result.

The respondents of the study are the students of Asian College of Technology.

The researchers will mainly focus on junior high school. We will randomly choose 5 respondents in junior high school both grade 10 and 9 levels as the researchers observed that most of the students at both grade levels are having a hard time to learn the subject. The researchers are going to have verbal interviews and survey questionnaires.

The researcher used a variety of tools to gather data. It includes the following: 1. Verbal Interview

23 The researchers conducted an interview to observe the reaction and how they answer the subject or the questions that the researchers will ask.

2. Survey Questionnaires This tool is used to know the insights of the respondents to the subject, what they think about the subject, how useful the subject is and their opinion about the subject. We are going to have 2 tests. The first test is going to be survey questionnaires and the second test is going to an interview conducted by the researcher.

Findings The survey shows that 22.50% of the grade 9 students agreed that the subject is engaging. The highest percentage on the factor “environment” is 12.50% which they agreed that a noisy class distracts you from learning . The highest percentage on the factor “teacher” is 10% which agreed that a teacher’s teaching tactics are essential. And the highest percentage on the factor “student’s themselves” is 15% which they agreed that students have different learning styles.

The grade 10 students agreed that the subject expands a student's knowledge.

Such is 17.50%. The highest percentage on the factor “environment” is 20% which agrees that a noisy class distracts you from learning. The highest percentage on the factor “teacher” is 15% which they agreed that a teacher’s teaching tactics are essential. And the highest percentage on the factor “student’s themselves” is 15% which they agreed that students have different learning styles.

Discussion As the researchers already gathered the data with the research instruments, we found out there are factors that affect student’s concentration in learning AP

subjects. During the tests and interview the participants observed that they mostly had the same answers. The study really helps in solving the conflict that affects the students and teachers. Environment of the school really matters to students as they learn the subject. Students have different ways of learning a subject. Teaching tactics must reach the learning styles of the students in order to not lose students’ concentration and the teacher or proctor must also show interest towards the subject to make the subject more interesting and intriguing to the students.

It was also found out that one of the major factors that affect the students’ concentration is distraction of their environment, specifically noises around students. Time schedules also affect the students’ concentration in learning the subject especially when the subject is scheduled in the afternoon. Students prefer to have the subject in the morning as they’re more energetic and more awake.

This research study proves that the three factors: the students themselves, who go through their preferred ways of learning, a teacher’s teaching tactic/s or the influence they have on students and the school environment have different effects on students. Most of the students lose their concentration in learning AP subjects because of these three factors. Students’ interest is essential as it is one of the major factors that affect the students’ concentration in learning the subject, AP. Students should know the different ways in learning in which they would find the most effective way/s that they would use in order to learn the subject easier and at the same time it gives them interest. A teacher’s teaching tactics must reach the students’ standards and at the same time, it challenges or pushes the students to learn the subject. School environment really matters as students are learning. Even the students’ attention to the subject is one hundred percent, when its environment is

24 noisy or distractful, some of the percentage of attention would be affected which is why environment really matters in learning.

Among all the factors, the major factor that really affects the students’ concentration is the environment where students are learning.

References Cummins , E. (2017, July 5). Robert Zajonc & Social Facilitation. Retrieved from https://study.com/academy/lesson/robert-zaj onc-social-facilitation.html Fowlkes, S. (2010, January 18). WHY DO MOST STUDENTS REGARD HISTORY AS A BORING SUBJECT? [Blog post].

Retrieved from https://archive.org/post/286793/why-do-mos t-students-regard-history-as-a-boring-subjec t

https://www.tsc.nsw.edu.au/tscnews/the-po werful-impact-of-good-teachers-on-studentachievement Rivera, A. (2017, October 24). Strategies in Teaching AP and ESP in the K12 Curriculum. Retrieved from https://www.slideshare.net/sirarnelPHhistory /teaching-strategies-in-ap-and-esp Sauer, K. (2012, December). The Impact of Student Interest and Instructor Effectiveness on Student Performance.

Retrieved from https://fisherpub.sjfc.edu/cgi/viewcontent.cgi ?article=1244&context=education_ETD_ma sters Shrestha, P. (2017, December 7). Social Facilitation Theory . Retrieved from https://www.psychestudy.com/social/social-f acilitation-theory

Garcia, E. (2017, March 22). HOW TO MOTIVATE STUDENTS TO LOVE ARALING PANLIPUNAN. Retrieved from https://www.pressreader.com/philippines/su nstar-pampanga/20170322/2816081252551 43

Rum Tan 30 October 2018 Top 5 Reasons Students HATE History – And what you can do to change that Retrieved from https://smiletutor.sg/top-5-reasons-studentshate-history-and-what-you-can-do-to-chang e-that/

Mushtaq, I. Nawaz, S. (2012, June).

Factors Affecting Students’ Academic Performance. Retrieved from https://globaljournals.org/GJMBR_Volume1 2/3-Factors-Affecting-Students-Academic.p df

Warfield, K. (2016, May 5). How Surroundings Affect Students’ Learning [Blog post]. Retrieved from https://exchange.character.org/how-surroun dings-affect-students-learning/

Pearson, S. (2017). The powerful impact of good teachers on student achievement.

Retrieved from

25

INFLUENCE OF MOBILE LEGENDS TO THE ACADEMIC PERFORMANCE OF JUNIOR HIGHSCHOOL STUDENTS OF ASIAN COLLEGE OF TECHNOLOGY MIKELA GUNGOB JOHANNA FERNANDEZ CHRISTIAN CAGALITAN ZETH, RUIZO GABRIEL OBANDO GRANT CASAMAYOR ANDREI ESTOCE

Asian College of Technology Bulacao Campus Roxanne Mae T. Jao and Ms. Jeanille B. Cogtas Co. Researcher/adviser

allow users to interact more actively with the media and other users than TV programs and music do. Even students have lost track of their studies because of mobile games. Because of this they lack time management in everything they do. In Asian College of Technology, we have also seen a lot of students focused on their mobile phones because of playing Mobile Legends so we have conducted this study.

The study found out that students do not skip school for mobile legends. The respondents also revealed that the highest percentage of them spend less than 1 hour. __________________________________ Keywords: Mobile Legend; Academic Performance; Junior High School; Talisay City, Cebu, Philippines

Abstract Mobile Legends: Bang Bang (MLBB) is a popular game that is well known for players who have the interest of playing 5v5 Multiplayer Online Battle Arena (MOBA). It was created by Shanghai Moonton Technology. It was first released in Southeast Asia (SEA) on July 11, 2016 but it was initially released worldwide on November 9, 2016. Ever since its release, it has been a blast for mobile players. It was the most downloaded free mobile game app among Iphone users in 2017.

In today’s generation, the continuous growth of modern technology is developing too fast. Due to advanced technology, nowadays students are getting involved with too much playing of mobile games. This game has caused addiction to some people including students. They tend to focus on it because as for others it makes them feel relaxed and happy. Mobile games definitely put them in a different state of mind. Games

Introduction The Internet as a source of information plays an important role in developing one's mind and life experiences by creating productive works in schools, offices, and even at home. Nowadays, this can be a person's most efficient strategic tool for enabling himself to take charge and cope with the fast growing technology.The fact that people live in on informative lifestyle where everything is updated, internet became one of the necessities of human beings regardless of age or sex in today's society. However, the influence of this useful machine on youth is undeniably questionable. As to what Rock said, all these technologies are very good at distracting people. In line with this development, online gaming was created to give entertainment to people.

26 This study aims to know the influence of mobile legends to the behavior or academic performances of the students, also to raise awareness and prevent them from not spending their time productively.

Everything has limitations, with proper guidance and schedule in playing games, students can avoid or lessen the addiction.

tabulation of data. This approach would determine the effectiveness of our study.

The researchers sought to find out the answers to the following questions:

The researchers used specific instruments to gather data. It includes the following: 1.

Interview Questionnaires- This tool is used to collect data or information and to know things that can affect playing mobile legends.

2.

Observation- This tool is used in the selection and recording of behavior of the students. This is useful in generating descriptions and obtaining information.

1. How does Mobile Legends affect the academic performance of Junior High School students in terms of: a . Average grade for the recent period b. Absences in school 2.

How many sessions does a gamer spend on playing online games in terms of: a. Frequency b. Average Time Span This study aims to know the influence of Mobile Legends to the selected JHS students’ academic performance. This study is only limited to students in Junior High School who are addicted or play Mobile Legends. All students should be from Asian College of Technology.

Nowadays, people are more engaged in playing mobile games. They tend to focus on it because as for others it makes them feel relaxed and happy. Mobile games definitely put them in a different state of mind.

The subject of the researchers are Junior High School students in Asian College of Technology who play Mobile Legends . The researchers will survey at least 70 respondents.

Findings

Majority (27%) of the respondents answered they “sometimes” play Mobile Legends, 26% answered “always” same to those who answered “often”. While 21% answered “rarely”.

Data also revealed that the majority (41%) of the respondents answered that they play Mobile Legends less than 1hour per day. 30% of them played 2-3 hours, 19% to those who played 4-5 hours while only 10% of the respondents played 6 or more hours.

Research Method

More importantly the study reveals that 80% of the respondents do not skip school for Mobile Legends while 14% skip school for Mobile Legends.

The study is a descriptive type approach of qualitative research. It involves gathering and analyzing data based on the answers from the given survey of the respondents. The process of descriptive research went beyond collection and

Discussion This study was conducted to determine the Influence of Mobile Legends to the Academic Performance of selected

27 JHS Students in Asian College of Technology. The researchers used a descriptive type of qualitative research to determine the influence of Mobile Legends to the academic performance of students.

The study was conducted at Asian College of Technology, Bulacao Campus.

Researchers used survey questionnaires to gather data, a total of 35 respondents were selected in the study. We used tables to tally down the frequency and percentage to be used for tabulating and interpreting the data.

Based on the above-mentioned findings, the researchers conclude that the majority of the respondents play Mobile Legends “sometimes”. Most of the respondents answered that they play Mobile Legends less than 1 hour per day. Also, most of the respondents got an 89-80 grading average. Lastly, the majority of the respondents do not skip or miss class for Mobile Legends. Thus, the hypothesis is accepted that there is no significant negative influence between playing Mobile Legends to the academic performance of students.

Playing Mobile Legends really has a positive and negative effect in our lives. The researchers recommend that students can play mobile games as long as they know how to manage their time productively so it won’t affect their academic performance.

References Verna, P. (2012, December), eMarketer Gaming for Marketers: Let the Mobile Games Begin. Retrieved from http://www.slideshare.net/AleixRisco/emark eter-gaming-for-marketers-let-the-mobile-ga mes-begin#

Ip, B., Jacobs, G.Watkins, A. (2008, August 17) Australian Journal of Educational Technology Retrievedfrom https://www.researchgate.net/publication/25 5570868_Gaming_frequency_and_academi c_performance Smith,J.(2014)RelatedStudyRetrieve dfrom https://www.coursehero.com/file/37984420/ Related-Studydocx/ Cornella, L. (2019, February) Mobile Legends Review Related Literature [Blog Post] Retrieved from lisadcornellanews.blogspot.com Dumrique, D. Castillo, J. (2017) Online Gaming: Impact on the Academic Performance Retrieved from https://knepublishing.com/ Obrero, J. (2019, August 19) The Effects of Mobile Legends Retrieved from https://sagisag.com/ Campbell, J. (2006, July 9) The Impact of Mobile Games Playing on Academic Performance Retrieved from https://www.tandfonline.com/ Ford, L (2019, July 12) Mobile Games Effect on Students [blog post] Retrieved from https://stepaniejournals.blogspot.com/

28

Numerical Expressions and Word Problems: Identifying an Effective Approach in Solving Grade 6 Mathematical Problems

DONESA RHAE AZCUNA GLYNDEL MAGALLANES LORNA MAE FLORITA PRINCE ANTHONY SUSUSCO JOSH ELUMBARING LUWIL BERONIO

Asian College of Technology Bulacao Campus Roxanne Mae T. Jao and Ms. Jeanille B. Cogtas

and Numerical Expressions are an effective approach, but Numerical Expressions is the approach which got students higher marks.

The results of the study show that students get low marks in word problems while they get high marks in numerical expressions. Both are approaches in solving grade six mathematical problems, but in the process, both also have its negative side in the students' learning ability. __________________________________ Keywords: Numerical Expressions; Word Problem; Grade 6 Mathematics; Talisay City, Cebu, Philippines

Co. Researcher/adviser

Introduction Abstract Math anxiety is one of many difficulties students encounter when learning the Math subject. In this anxiety, students tend to avoid activities regarding Mathematics. One of the reasons why students have this kind of anxiety is the approach taken into account in solving Math problems. Grade six students, especially, need an effective approach since they are getting ready to move up to high school. If they can’t cope up with their current approach there might be a possibility they would get low marks in higher Mathematics.

That is why the researchers’ purpose is to identify an effective approach in solving grade six mathematical problems through numerical expressions and word problems. It is a quantitative study which uses test questionnaires to let the students answer and to let the researchers identify which approach is effective. The findings of this study shows that both Word Problems

Math is related to stress, fear and anxiety. The higher one's math anxiety, the more one increases activity in regions associated with acute threat recognition, and sometimes the perception of pain itself, in anticipation of an upcoming math task (Lyons, Beilock, 2012).

Mathematics is the science which involves the logic of quantity and arrangement (Hom, 2013). It involves calculations and logical reasoning (Gray, Berggren, Folkerts, Fraser et al., 2019).

Mathematicians use patterns to formulate new conclusions; they resolve a conclusion's truth and falsehood through mathematical proof.

The teaching methods and lack of understanding are two possible reasons why students don't learn mathematics (Kollosche, 2019). The students might correctly answer the given problems, but when it comes to the real world, they can't be able to apply these methods of solving.

29 That is why, in this study, researchers are comparing which method is much more effective in solving grade six mathematical problems. Methods of two will be tested out, namely giving students activities of mathematical problems with the application of word problems and using numerical expressions only.

The researchers aim to identify an effective approach in solving grade 6 mathematical problems either through numeracy or word problems. Furthermore, they aim to improve the solving skills of the grade 6 students.

The purpose of this study is to help the students enhance and develop their skills in mathematics. And so it sought to answer the following questions: 1. How effective are word problems in solving grade 6 mathematical problems?

2. How effective is numeracy in solving grade 6 mathematical problems?

3. What are the effective ways to improve solving skills of grade 6 in mathematical problems?

Word Problems or Numerical Expressions?

The respondents of the study were the sixth graders of the said Asian College of Technology. In this study, the scope of lessons used is from the second quarter of the school year, September 2019 to October 2019.

Research Method The method used for this study is quantitative. The students are given Mathematical questions for them to answer and to let the researchers assess what approach is more effective to them.

Quantitative methods are designed to discover how many people think, behave or react in a particular way.

The researchers used two questionnaires. The first questionnaire includes solving numerical expressions and the other one is solving word problems.

Test questionnaires were made for both word problems and numeracy covering the ‘Percentage’ lesson. The test was standardized from the Grade 6 Math adviser. Each method contains five items and students also need to fill out the given interview question.

Findings Thirty respondents, the students understood the Numerical Expressions more than Word Problems. Numerical Expressions got a total of fifty-eight correct answers while Word Problems got a total of thirty-two.

Word Problems is effective by letting the students solve problems that are much more related to their everyday lives.

Example, one of the questions was about going to a mall and spending money. The topic of money is much related to the students since it is part of our everyday life.

Thus, questions that students can relate to help them get high remarks.

Numerical Expressions are effective by giving the students direct problems.

Students get higher remarks in questions which the given questions ask directly.

Example, fifty-eight percent of 10, 100 surveyed people, this question lets students answer it directly as the given is divisible by ten or ends with zeros. The same results go to this example; seventy percent of 40 pets, students got higher remarks in this question because both given are divisible by ten or ends with zeros.

30 Discussion Both word problems and numerical expressions are effective approaches in solving grade six mathematical problems.

Word problems let students relate real life events while numerical expressions let students analyze and answer the question directly.

Mathematics has already developed an anxiety called Math Anxiety. This results in the study aiming to identify an effective approach in solving grade six mathematical problems through the use of word problems and numerical expressions. The study is supported by RME or Realistic Mathematics Education, a concept in which realistic or real life events are applied to the problems.

Word problems let students apply different strategies to answer a problem, but students could also fail in this approach if they lack the ability to properly analyze a problem while numerical expressions can also be used in everyday situations like household bills but this approach limits the students in their learning capacity.

The results show that students excel in numerical expressions rather than word problems. It was found that it was easy for them to answer such questions because what the problem asked was already given while word problems they still had to analyze what was given and what was asked.

Therefore, according to results and findings, the effective approach in solving grade six mathematical problems is numerical expressions.

The results of the study show that students get low remarks in word problems while they get high remarks in numerical expressions. Both are approaches in solving grade six mathematical problems, but in the process, both also have its negative side in the students' learning ability.

The researchers recommend the students to use the numerical expressions as an approach since the results show students excel more in numerical expressions tests and they could analyze the question directly. But students also have to train themselves in reading and comprehension, so that in any word problems item test, they could analyze and generalize the problem easily.

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