Mathematical competence of Grade 9 students in select public and private secondary schools in the District of Dinalupihan [manuscript] / Surral, Jenalyn L.

Includes bibliographical references.

This study aimed to determine the mathematical competencies of Grade 9 students of selected public and private secondary school in the district of Dinalupihan during the school year 2016-2017. The respondents of this study involved 500 Grade 9 students, of which 200 students were from selected public secondary school and another 200 from selected private secondary school. A descriptive-comparative method employing a test questionnaire was used in this study since it identified the level of mathematical competencies of Grade 9 students as well as its significant difference when students were grouped according to type of school and their grade point average, which revealed the competency level of public and private secondary schools. To test the significant relationship of the variables, the following statistical tools were used: frequency count and percentage were used in aid of rank to present the least and most mastered competency area of the respondents in Mathematics 9. Mean, with descriptive equivalent, was used to present the competency level of Grade 9 respondents from private and public schools in the district of Dinalupihan. In addition, significant difference in the competency level of Grade 9 respondents from private and public schools was determined using Independent Sample T-test and ANOVA. Based on the findings, the study concluded that there is a significant difference in mathematical competencies of Grade 9 students when they were grouped according to type of school, similarity, when they were grouped according to their grade point average. Given the result of the study, since Quadratic function was found to be the least mastered topic in Grade 9, a self-made intervention program is proposed. It has undergone validation and after evaluation from experts, comments, suggestions and corrections were considered and applied to improve the intervention program. With regards to the findings and conclusion, the researcher recommends the following: to improve students' mathematical competencies, especially in Quadratic Functions which was found to be least mastered topic, both public secondary and private secondary schools should consider and try the proposed intervention program for Quadratic Functions; to promote mastery of the lessons, teachers both in public and in private, must include in their discussion the proposed intervention programs that can be included in their planning during SLAC sessions for public school and "coffee clutch" or "faculty development program" in its private counterpart; teachers should continue improving their performance in teaching the subject and still try strategies more suited to different kind of students; teachers should also focus on how the students will master the skills needed to learn for the whole level, and not be contented with the everyday performance of the students for a certain topic. Long term learning is always better than short term learning; administrators should consider the results of summative test rather than grade point average computed by teachers in planning and designing programs for students in need; teachers should try more effective method and give enough time in teaching quadratic functions, similarity quadratic equations since this are the areas found to be least learned by the students; and teachers should give more review drills, practice exercises and follow up activities for the students to gain mastery of the lessons for all the areas in each level.