Grade 12 Students’ Retention in Statistics and Probability amidst Covid-19

Cathlyn P. Dumale¹ and Melanie G. Gurat^1,

¹School of Graduate Studies, Saint Mary’s University, Bayombong, Nueva Vizcaya, Philippines

Cite this paper:
Cathlyn P. Dumale and Melanie G. Gurat. Grade 12 Students’ Retention in Statistics and Probability amidst Covid-19. American Journal of Educational Research. 2023; 11(10):670-676. doi: 10.12691/education-11-10-6

Abstract

This study aimed to assess the retention of grade 12 students in statistics and probability, along with a comparative analysis of these retentions across the distinct topics of the subject. Statistics and probability subjects were taken by the students when they were in grade 11. Employing a quantitative approach, the research used descriptive-comparative design to describe the level of retention of the students and compare the retention of the students in each topic. These encompass random variables and probability distribution, normal distribution, sampling and sampling distribution, and estimation parameters. The retention of the students studying at Nueva Vizcaya General Comprehensive High School, a public school in Nueva Vizcaya, Philippines was analyzed through the validated retention test administered to them. Using frequency count and percent, the result revealed that the grade 12 students’ retention was described as “poor retention rate”. Repeated-measures ANOVA confirmed that the retention of the students in all the topics are all poor. Hence, teachers should consider making an intervention to improve the retention of the students in statistics and probability. They may consider innovative ways to engage the students in learning. Also, the factors that influence the students in solving problems in designing the interventions.

Keywords:
random variables probability distribution normal distribution sampling distribution estimation parameters

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Ross, S. M. (2020). Introduction to probability and statistics for engineers and scientists (6th ed.). Academic Press. https://bit.ly/41CPgeX
[2]	Walpole, R., Myers, R., Myers, S., & Ye, K. (2012). Probability and statistics for engineers and scientists (9th ed, p. 4). Pearson. https://www.pearson.com/us/higher-education/product/Walpole-Probability-and-Statistics-for-Engineers-and-Scientists-9th-Edition/9780321629111.html
[3]	K to 12 Curriculum Guide MATHEMATICS | Joe Plasabas - Academia.edu. (2016b). Academia.Edu - Share Research. https://www.academia.edu/33308395/K_to_12_Curriculum_Guide_MATHEMATICS
[4]	Paris, J. (4 December 2019,). Philippines ranks among lowest in reading, math, and science in 2018 study. Rappler; https://www.rappler.com/nation/philippines-ranking-reading-math-science-pisa-study-2018
[5]	Gamboa, R. (12 December 2019). When teachers need to relearn | Philstar.com. Philstar.Cm; Philstar.com.https://www.philstar.com/business/2019/12/12/1976242/when-teachers-need-relearn
[6]	Magsambol, B. (9 December 2020,). PH lowest among 58 countries in math, science – global assessment. Rappler; Rappler. https://www.rappler.com/nation/filipino-students-lagging-behind-math-science-timms-international-results-2019
[7]	Gonzales, E. (22 December 2019). Year-end report: DepEd in 2019: The quest for quality education continues - Manila Bulletin. Manila Bulletin; https://www.facebook.com/manilabulletin/. https://mb.com.ph/2019/12/29/year-end-report-deped-in-2019-the-quest-for-quality-education-continues/
[8]	Rosli, R., Capraro, M. M., & Capraro, R. M. (2014). The effects of problem posing on student mathematical learning: A meta-analysis. International Education Studies, 7 (13), 227-241.
[9]	Bachelor, R. L., Vaughan, P. M., & Wall, C. M. (2012). Exploring the effects of active learning on retaining essential concepts in secondary and junior high classrooms. Online Submission. https://files.eric.ed.gov/fulltext/ED531546.pdf
[10]	Capate, R. N. A., & Lapinid, M. R. C. (2015). Assessing the mathematics performance of grade 8 students as basis for enhancing instruction and aligning with K to 12 curriculum. Proceedings of the De La Salle Research Congress, 3 (1), 1–7. https://goo.gl/EkdpDG
[11]	Bachelor, R. L., Vaughan, P. M., & Wall, C. M. (2012). Exploring the effects of active learning on retaining essential concepts in secondary and junior high classrooms. Online Submission. https://files.eric.ed.gov/fulltext/ED531546.pdf
[12]	Tintle, N. L., Topliff, K., VanderStoep, J., Holmes, V. L., & Swanson, T. (2012). Retention of statistical concepts in a preliminary randomization-based introductory statistics curriculum. Statistics Education Research Journal, 11(1), 21. https://iaseweb.org/documents/SERJ/SERJ11(1)_Tintle.pdf?1402525003
[13]	Guvercin, S., Cilavdaroglu, A. K., & Savas, A. C. (2014). The effect of problem posing instruction on 9th grade students’ mathematics academic achievement and retention. The Anthropologist, 17 (1), 129-136.
[14]	Hamalia, M. M., & Hamanenga, J. (2020). Impact of discovery learning on students’ achievement and retention in probability: A case study of Chinika Secondary School. Research and Scientific Innovation Society (RSIS International). https://www.rsisinternational.org/virtual-library/papers/impact-of-discovery-learning-on-students-achievement-and-retention-in-probability-a-case-study-of-chinika-secondary-school/
[15]	Ajai, J. T., & Imoko, B. I. (2015). Gender differences in mathematics achievement and retention scores: A case of problem-based learning method. International Journal of research in Education and Science, 1(1), 45-50. https://files.eric.ed.gov/fulltext/EJ1105194.pdf
[16]	Canilao, C.M. & Gurat, M.G.(2023). Comparing Mathematics Achievement: Control vs. Experimental Groups in the Context of Mobile Educational Applications. American Journal of Educational Research,11(6):348-358.pubs.sciepub.com/education/11/6/2/index.html.
[17]	Aquino, E.T.M., & Gurat, M.G. (2023). Satisfaction of Students in the Methods Used in Mathematics in the Modern World in a New Normal. American Journal of Educational Research, 11(3):144-150. pubs.sciepub.com/education/11/3/7/index.html.
[18]	Rosli, R., Capraro, M. M., & Capraro, R. M. (2014). The effects of problem posing on student mathematical learning: A meta-analysis. International Education Studies, 7 (13), 227-241.
[19]	Gurat, M. & Medula, C. Jr. (2016). Metacognitive Strategy Knowledge Use through Mathematical Problem Solving amongst Pre-service Teachers. American Journal of Educational Research, 4(2): 170-189